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Education |P6 in Uganda pupils cannot do fractions - report - 2 views

www.monitor.co.ug/...-

education assessment teachers evaluation professional development Uganda

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
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  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
  • Mokurai Cherlin on 29 Jul 11
     
    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
Teachers Without Borders

The Role of Education in Peacebuilding: A synthesis report of findings from Lebanon, N... - 0 views

www.educationandtransition.org/...acebuildingSynthesisReport.pdf

education peace peacebuilding Nepal Lebanon Sierra Leone report UNICEF

shared by Teachers Without Borders on 25 Jan 12 - No Cached
  • Teachers Without Borders on 25 Jan 12
     
    The Role of Education in Peacebuilding: A synthesis report of findings from Lebanon, Nepal and Sierra Leone 
Teachers Without Borders

Nepal, South Africa and Venezuela to receive UN prize for boosting education - 0 views

www.un.org/...story.asp

Nepal Venezuela South Africa teachers teacher development development UNESCO

shared by Teachers Without Borders on 19 Mar 12 - No Cached
  • Three institutions from Nepal, South Africa and Venezuela will be recognized for supporting and improving teachers’ effectiveness in developing countries, the United Nations Educational, Scientific and Cultural Organization (UNESCO) announced today. The Rato Bangala Foundation, the African Institute for Mathematical Sciences Schools Enrichment Centre, and the Banco del Libro will be awarded the UNESCO-Hamdan Bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers during a ceremony in Dubai in April. The three institutions will be recognized for their outstanding work in the education field in developing countries or within marginalized or disadvantaged communities, UNESCO said in a news release.
Teachers Without Borders

Nepal: Govt. to construct girl-friendly toilets in 5500 schools | WASH news Asia & Pacific - 0 views

washasia.wordpress.com/...iendly-toilets-in-5500-schools

Nepal sanitation schools girls' education

shared by Teachers Without Borders on 20 Feb 11 - No Cached
  • The government is all set to construct girl-friendly toilets in 5500 community schools throughout the country to enroll more girl students in the schools. The government has allocated Rs. 1.1 billion [US$ 15 million] for the purpose. According to Department of Education, the drop out rate of girl students has increased due to lack of girl-friendly toilet in schools.
  • “Various researches and studies have shown that dearth of girl friendly toilet in school premises is one of the reasons for girl students’ dropping out of schools. Therefore, the government has given priority to toilet construction in schools,” the Department of Education states.
Teachers Without Borders

Disaster Awaits Cities in Earthquake Zones - NYTimes.com - 0 views

www.nytimes.com/...25quake.html

school_safety emergency_education earthquake TWB Haiti Istanbul

shared by Teachers Without Borders on 25 Feb 10 - Cached
  • t is not so much the city’s modern core, where two sleek Trump Towers and a huge airport terminal were built to withstand a major earthquake that is considered all but inevitable in the next few decades. Nor does Dr. Erdik agonize over Istanbul’s ancient monuments, whose yards-thick walls have largely withstood more than a dozen potent seismic blows over the past two millenniums.His biggest worry is that tens of thousands of buildings throughout the city, erected in a haphazard, uninspected rush as the population soared past 10 million from the 1 million it was just 50 years ago, are what some seismologists call “rubble in waiting.”
  • Istanbul is one of a host of quake-threatened cities in the developing world where populations have swelled far faster than the capacity to house them safely, setting them up for disaster of a scope that could, in some cases, surpass the devastation in Haiti from last month’s earthquake.
  • the planet’s growing, urbanizing population, projected to swell by two billion more people by midcentury and to require one billion dwellings, faced “an unrecognized weapon of mass destruction: houses.” Without vastly expanded efforts to change construction practices and educate people, from mayors to masons, on simple ways to bolster structures, he said, Haiti’s tragedy is almost certain to be surpassed sometime this century when a major quake hits Karachi, Pakistan, Katmandu, Nepal, Lima, Peru, or one of a long list of big poor cities facing inevitable major earthquakes.
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  • In Tehran, Iran’s capital, Dr. Bilham has calculated that one million people could die in a predicted quake similar in intensity to the one in Haiti, which the Haitian government estimates killed 230,000. (Some Iranian geologists have pressed their government for decades to move the capital because of the nest of surrounding geologic faults.)
  • Ali Agaoglu, a Turkish developer ranked 468th last year on the Forbes list of billionaires, described how in the 1970s, salty sea sand and scrap iron were routinely used in buildings made of reinforced concrete. “At that time, this was the best material,” he said, according to a translation of the interview. “Not just us, but all companies were doing the same thing. If an earthquake occurs in Istanbul, not even the army will be able to get in.”
  • Istanbul stands out among threatened cities in developing countries because it is trying to get ahead of the risk. A first step was an earthquake master plan drawn up for the city and the federal government by Dr. Erdik’s team and researchers at three other Turkish universities in 2006. Such a plan is a rarity outside of rich cities like Tokyo and Los Angeles.Carrying out its long list of recommendations has proved more challenging, given that the biggest source of political pressure in Istanbul, as with most crowded cities, is not an impending earthquake but traffic, crime, jobs and other real-time troubles.Nonetheless, with the urgency amplified by the lessons from Haiti’s devastation, Istanbul is doing what it can to gird for its own disaster.
  • But a push is also coming from the bottom, as nonprofit groups, recognizing the limits of centralized planning, train dozens of teams of volunteers in poor districts and outfit them with radios, crowbars and first-aid kits so they can dig into the wreckage when their neighborhoods are shaken.
  • Under a program financed with more than $800 million in loans from the World Bank and the European Investment Bank, and more in the pipeline from other international sources, Turkey is in the early stages of bolstering hundreds of the most vulnerable schools in Istanbul, along with important public buildings and more than 50 hospitals. With about half of the nearly 700 schools assessed as high priorities retrofitted or replaced so far, progress is too slow to suit many Turkish engineers and geologists tracking the threat. But in districts where the work has been done or is under way — those closest to the Marmara Sea and the fault — students, parents and teachers express a sense of relief tempered by the knowledge that renovations only cut the odds of calamity.
  • “I hope it’s enough,” said Serkan Erdogan, an English teacher at the Bakirkoy Cumhuriyet primary school close to the Marmara coast, where $315,000 was spent to add reinforced walls, jackets of fresh concrete and steel rebar around old columns and to make adjustments as simple as changing classroom doors to open outward, easing evacuations. “The improvements are great, but the building may still collapse,” he said. “We have to learn how to live with that risk. The children need to know what they should do.”In a fifth-grade classroom, the student training that goes with the structural repairs was evident as Nazan Sati, a social worker, asked the 11-year-olds what they would do if an earthquake struck right at that moment. At first a forest of hands shot toward the ceiling. Ms. Sati quickly told them to show, not tell. In a mad, giggling scramble, the students dove beneath their desks. But the threat for children, and their parents, also lies outside the school walls, in mile upon mile of neighborhoods filled with structures called gecekondu, meaning “landed overnight,” because they were constructed seemingly instantly as hundreds of thousands of migrants from rural regions flowed into the city seeking work in the past decade or two.
Teachers Without Borders

Save the Children releases The Future is Now report - 1 views

www.savethechildren.net/...2010-05-11.html

conflict Education Under Attack children school report Save the Children

shared by Teachers Without Borders on 01 Jun 10 - Cached
  • Children and school buildings are increasingly becoming targets in conflicts across the world, warns Save the Children as one of the key findings of a report published today.
  • The organisation finds that the risks of violence to schoolchildren in conflict-blighted areas are on the rise as schools are increasingly used as symbolic, easy targets by armed groups. These risks to children will continue to grow unless the international community takes urgent action to protect them from attack.
  • The report - The Future is Now - points out that civilians now make up more than 90% of casualties in the world's conflicts and about half of those are children. It warns that education is under attack by armed militias, criminal groups and even governments through the bombing of schools and is threatened by military interference in humanitarian work - all of which put children's lives in danger.
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  • Among the most dangerous countries is Afghanistan where between 2006 and 2009 there were 2,450 attacks on schools - in recent weeks, 50 schoolgirls in northern Afghanistan were reportedly left unconscious and sick after poison gas attacks by the Taliban. In the war-torn Helmand and Badghis provinces 80% children are out of school.
  • In Liberia 73%of primary-aged children are out of school. • In Somalia, 81% of school age children have no access to education.
  • They can and must be protected - in Nepal, where schools were being targeted by armed groups, Save the Children's introduction of schools as ‘Zones of Peace' directly led to a rise in attendance.
  • "Children in conflict zones should not have to forgo an education. Their schooling is crucial not only for their personal health and development but for the future peace of their communities - with every additional year of formal schooling, a boy's risk of becoming involved with conflict falls by 20%.
Teachers Without Borders

UN calls for better protection from attacks on schools « World Education Blog - 0 views

efareport.wordpress.com/...ection-from-attacks-on-schools

Education Under Attack report UN violence schools conflict

shared by Teachers Without Borders on 04 Jun 11 - No Cached
  • A new UN report supplies further evidence of the disturbing trend towards attacks on schools that we documented in the 2011 Education for All Global Monitoring Report, The hidden crisis: Armed conflict and education.
  • The annual report of the Secretary-General’s Special Representative for Children and Armed Conflict, released on May 11, finds that an increasing number of armed forces in conflicts around the world are deliberately attacking schools or forcing them to close. Attacks against schools and hospitals were reported in at least 15 of 22 conflicts that were monitored.
  • Radhika Coomaraswamy, the Secretary-General’s Special Representative, stressed that schools must always be safe places of learning for children. “They should be zones of peace. Those who attack schools and hospitals should know that they will be held accountable,” she said.
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  • The report contains detailed information on violations against children in Afghanistan, Burundi, Central African Republic, Chad, Colombia, Côte d’Ivoire, Democratic Republic of the Congo, Haiti, India, Iraq, Lebanon, Myanmar, Nepal, Occupied Palestinian Territories/Israel, Pakistan, Philippines, Somalia, Sri Lanka, the Sudan, Southern border provinces of Thailand, Uganda and Yemen.
  • Teachers Without Borders on 04 Jun 11
     
    A new UN report supplies further evidence of the disturbing trend towards attacks on schools that we documented in the 2011 Education for All Global Monitoring Report, The hidden crisis: Armed conflict and education.
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