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Teachers Without Borders

Education failures fan the flames in the Arab world « World Education Blog - 1 views

efareport.wordpress.com/...n-the-flames-in-the-arab-world

Egypt Tunisia unemployment education EFA democracy teachers

shared by Teachers Without Borders on 27 Feb 11 - No Cached
  • Education is a key ingredient of the political crisis facing Arab states. Superficially, the education profile of the region is starting to resemble that of East Asia. The past two decades have witnessed dramatic advances in primary and secondary school enrollment, with a step-increase in tertiary education. Many governments have increased public spending on education. The 7% of GDP that Tunisia invests in the sector puts the country near the top of the global league table for financial effort.
  • In Egypt, the education group most likely to be unemployed is university level and above, followed by post-secondary. Around one quarter of the country’s male university graduates are unemployed, and almost half of its female graduates.
  • For all the expansion of access and investment in education, the Arab states have some of the world’s worst performing education systems. The problems start early. In this year’s Global Monitoring Report we carry a table showing the distribution of performance across different countries in reading test scores at grade 4. In Kuwait, Qatar and Morocco, over 90% of students scored below the lowest benchmark, indicating that they lacked even basic comprehension.  In fact, these countries held the bottom three positions in a group of 37 countries covered.
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  • The median (or middle-performing) student in Algeria, Egypt and Syria scores below the low-benchmark; in Tunisia they score just above. In other words, half of the students in each country have gone through eight years of school to arrive at a level that leaves them with no working knowledge of basic math. In Saudi Arabia and Qatar, over 80% of students fall below the low benchmark. The median student in both performs at around the same level as their counterpart in Ghana and El Salvador – and Qatar is the worst performing country covered in the survey.
  • Why are education systems in the Middle East and North Africa performing so badly? In many countries, teachers are poorly trained – and teaching is regarded as a low-status, last-resort source of employment for entrants to the civil service. There is an emphasis on rote learning, rather than solving problems and developing more flexible skills. And education systems are geared towards a public sector job market that is shrinking, and for entry to post-secondary education. Most don’t make it. And those who do emerge with skills that are largely irrelevant to the needs of employers.
  • Moreover, many Arab youth view their education systems not as a source of learning and opportunity, but as a vehicle through which autocratic rulers seek to limit critical thinking, undermine freedom of speech and reinforce their political control.
  • To a large extent, the protest movement across the Arab States has been led by educated youth and adults frustrated by political autocracy and limited economic opportunity. This has deflected attention from an education crisis facing low-income households in primary education – and from the needs of adolescents and youth emerging from school systems with just a few years of sub-standard education.
  • The Arab states have an unfinished agenda on basic education.  They still have 6 million primary school age children out of school – around 16% of the world’s total. Despite the vast gap in wealth between the two countries, Saudi Arabia has a lower primary school enrolment rate than Zambia. The Arab world also has some very large gender disparities: in Yemen, primary school enrolment rates are 79% for boys, but just 66% for girls.
  • Consider the case of Egypt. On average, someone aged 17-22 years old in the country has had around nine years of education. That’s roughly what might be anticipated on the basis of the country’s income. Scratch the surface, though, and you get a different picture: around 12% of Egyptians have had less than two years of education.
  • High dropout rates from primary and lower secondary school are symptomatic of parental poverty, poor quality education, and a sustained failure on the part of the Egyptian government to tackle the underlying causes of inequality. Adolescents from poor backgrounds entering labor markets without a secondary education are carrying a one-way ticket to a life of poverty, insecurity and marginalization.
  • The political crisis sweeping Arab states is the product of many years of political failure. The aspirations and hopes of young people – who are increasingly connected to each other and the outside world through the Internet – are colliding with an atrophied political system governed by complacent, self-interested elites who are disconnected from the population.
Teachers Without Borders

Gordon Brown calls for new global education fund « World Education Blog - 0 views

efareport.wordpress.com/...-for-new-global-education-fund

education fund funding EFA

shared by Teachers Without Borders on 31 Jan 12 - No Cached
  • Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015
  • Teachers Without Borders on 31 Jan 12
     
    Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015.
Teachers Without Borders

Zambia: Teachers Play Prominent Role in Shaping Future (Page 1 of 1) - 0 views

allafrica.com/...200912160657.html

TWB Zambia teachers MDGs Africa developing nations teacher education education

shared by Teachers Without Borders on 16 Dec 09 - Cached
  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
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  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
  • Other MDGs are ending poverty and hunger, gender equality, child health, maternal health, HIV/AIDS, environmental sustainability and global partnership Therefore, the announcement by Ministry of Edu
  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
  • A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.
Teachers Without Borders

UNGEI - News and Events - Partnering with the philanthropic community to promote educat... - 0 views

www.ungei.org/...index_2772.html

UNESCO education EFA MDGs

shared by Teachers Without Borders on 05 Mar 11 - No Cached
  • “Most countries in the very poor world cannot afford to provide free access to secondary education,” Prof. Sachs told UNICEF Radio. “Even the Millennium Development Goals fall short of what they need to be, because they only talk about primary education.”
  • In addition to financial support, schools need to provide young people with a quality education, including Internet access, to help develop a globally connected curriculum that meets students’ needs.
  • Teachers Without Borders on 05 Mar 11
     
    NEW YORK, USA, 1 March 2011 - The United Nations Economic and Social Council is meeting at UN Headquarters in New York this week on partnering with the philanthropic community to promote education for all children.  AUDIO: Listen now Participants hope to accelerate progress in achieving universal education by engaging supporters from the private sector and philanthropic community to help fund and promote global education initiatives.
Teachers Without Borders

allAfrica.com: Uganda: A Successful Year in Education - 0 views

allafrica.com/...201012220020.html

Uganda education reforms funding developing nations

shared by Teachers Without Borders on 29 Dec 10 - No Cached
  • The increased funding has enabled the education ministry to implement a number of projects. The ministry distributed over sh8.8b to the Universal Secondary Education programme to purchase laboratory equipment.
  • The construction and renovation of 217 secondary schools countrywide started this year. The 217 schools are part of the 1,400 schools which will be repaired under a World Bank funded project. About 4,297 classrooms, 41 administration blocks, 144 libraries, 405 science rooms and 71 staff quarters are to be constructed.
  • In a bid to improve quality, the P6 and P7 curriculum was reviewed. The new upper primary curriculum is to focus on "what a child can gain from a lesson, other than what a teacher can complete in a syllabus". Illustrations like graphs and tables have been simplified.
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  • For close to 15 years, national examinations in Uganda were synonymous with late deliveries and leaking of question papers, missing papers, and cheating. However, this year's examinations have arguably been the best organised. The examinations body hired over 7,000 scouts on top of thousands of invigilators and supervisers, who ensured the exercise's success. However, cases of candidates sitting using candles at night and late deliveries of examination material were reported in some examination centres.
  • New pledges for 2011 The Government has issued several pledges that it says will be implemented come next year. The pledges include the following: The number of government sponsored students in public universities to increase from 4,000 to 6,000. Free A' level education, which is to cost over sh85b next financial year Rolling out the long-waited tuition loan scheme for privately sponsored university students Construct and renovate more teachers houses, classrooms, science laboratories and latrines About 20,000 teachers will get jobs in the Government over the next five years Government to offer housing loans to teachers who have taught for about 20 years.
  • Poor quality in UPE schools UPE has led school enrollment to soar from two million pupils in 1997 to almost 8 million today. However, it came with other challenges which include lack of lunch for pupils, low pay for teachers, inadequate accommodation, laxity in school inspections and teacher absenteeism.
  • e National Council for Higher Education closed Lugazi University over alleged failure to meet the minimum standards in the last four years of its operation.
  • For over two weeks, lectures were suspended at Kampala International University this year when students rioted, protesting a new rule subjecting them to fines if they delay to pay tuition fees.
stephknox24

Study Proves: Peace Education Promotes Readiness for Peaceful Conflict Settlement - Com... - 0 views

www.uni-heidelberg.de/...209_friedenspaedagogik_en.html

peace_education

shared by stephknox24 on 13 Mar 11 - No Cached
  • stephknox24 on 13 Mar 11
     
    ntists from Heidelberg University investigate effectiveness of educational projects in crisis areasPeace education work in crisis and conflict areas actually does help to make hostile groups more peaceable in their attitudes towards one another. Compared with persons who have not taken part in such programmes, participants in so-called peace-building education projects in countries with armed conflicts differ often distinctly in the extent to which they are prepared to envisage peaceful conflict settlement. A research project at Heidelberg University's Institute for Education Studies has demonstrated that this is the case. Headed by Prof. Dr. Volker Lenhart, the scientists questioned almost 1,600 people in seven countries featuring earlier or ongoing armed conflicts, such as Afghanistan, Sudan or Israel/Palestine.
Teachers Without Borders

"Social networking helped me realize my right to education." | Education | United Natio... - 2 views

www.unesco.org/..._realize_my_right_to_education

peace education networking peace_education right to education

shared by Teachers Without Borders on 08 Apr 11 - No Cached
  • Having tried and failed to get support from official channels (embassies, NGOs such as Amnesty International, even the European Parliament), he turned to social networking. The week before he was due to start his studies, Ayman posted an article on his blog called “I have a dream” recounting his difficulties with the Israeli authorities in trying to leave Gaza. “It was non-accusatory,” he explains”. I was just asking for the basic right to pursue an education.” He ended the article with the sentence: “I am appealing and calling lawyers, politicians, journalists and all activists for human rights to join the fight for me and my right to the education that I have always dreamed of.” 
  • “Social networking helped me realize my right to education,” Ayman claims. Following the international mobilization Ayman finally received his permission to travel. He arrived in Spain one week late for class. At the Jaume I University, he is taking several courses on aspects of human rights education, peace education and conflict transformation.  “It is a very healthy environment where I am also being educated in mulitculturality,” he says. “Thanks to these courses I have became more aware about different conflicts taking place around the world.” Ayman also shared first-hand experience with people who have lived in conflict situations. “It assured me that conflicts are the same everywhere, and that humanity is humanity wherever we are.”  
Teachers Without Borders

Canada News: Ontario to increase teacher training to two years - thestar.com - 0 views

www.thestar.com/...-teacher-training-to-two-years

canada ontario teacher teacher education government

shared by Teachers Without Borders on 25 Mar 12 - No Cached
  • Teachers Without Borders on 25 Mar 12
     
    Teacher training in Ontario will be bumped up to two years starting in 2014, says the provincial government. The Liberals, who promised the move during the 2011 election campaign, began consultations with education groups on Wednesday about the change. Three to four additional sessions are planned for April and May. Teachers typically earn a four-year undergraduate degree and then spend another year at university completing their bachelor of education. (Ten of the 13 universities with education programs also offer the degrees concurrently so students can complete the two at the same time.) The Liberals have said more training is needed given the challenges and increasing demands teachers face. The expanded program, the details of which have yet to be finalized, will include more practical, in-class training for new teachers.
Konrad Glogowski

Toward Universal Learning: What Every Child Should Learn | Brookings Institution - 1 views

www.brookings.edu/...learning-metrics

universal learning children education Brookings report

shared by Konrad Glogowski on 30 Sep 13 - No Cached
  • Konrad Glogowski on 30 Sep 13
     
    In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access plus learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide.
Teachers Without Borders

allAfrica.com: Rwanda: Free Basic Education Increases Enrolment - 1 views

allafrica.com/...201009270149.html

Rwanda EFA teachers schools enrollment MDGs

shared by Teachers Without Borders on 14 Oct 10 - No Cached
  • Kigali — Early last year, the government introduced the 9-Year Basic Education (9 YBE) programme, which offers six years of primary education and three years of secondary education to all Rwandan children free of charge.The idea was to have school-going children unable to access education in the past to do so, and be able to compete in the job market regionally. The Ministry of Education also hopes that the programme will reduce the dropout rate in schools.Information from the Ministry of Education indicates that already, the current enrolment rate stands at 97 percent for boys and 98 percent for girls.
  • According to UNESCO, this is the highest enrolment rate in the region. So far, many countries are implementing free primary education. Few, however, have put in place a programme for post-primary education.
  • Several Headteachers say the programme has gained momentum following a recent schools construction campaign that has seen thousands of new classrooms built across the country. Nearly all the classrooms have been voluntarily built by parents, teachers, university students or government officials. They say the strategy of free education for all is beginning to pay off. The enrolment rate has increased as more children go to school.
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  • The goal is to reduce the teacher-student ratio from 74 to 45 students per teacher. Though headteachers commended the government's effort to equip schools with the basic teaching materials like books, they noted that lack of computers and the insufficient lab materials for practical lessons hamper the success of the programme.
  • Electricity also remains a challenge especially for schools and students in rural areas. This has a great impact on students' performance.
Teachers Without Borders

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

18 schools pilot gender education|Nation|chinadaily.com.cn - 2 views

www.chinadaily.com.cn/...content_13159679.htm

gender schools education China curriculum textbooks sex

shared by Teachers Without Borders on 24 Aug 11 - No Cached
  • Teachers Without Borders on 24 Aug 11
     
    SHANGHAI - The city's first sex education textbook for primary school students will be used in 18 schools in Shanghai in the coming semester. The textbook, Boys and Girls, which the authors prefer to describe as gender education rather than sex education, was written by the Primary School Affiliated to the University of Shanghai for Science and Technology, and will be piloted in 18 primary schools in Yangpu district.
Teachers Without Borders

allAfrica.com: Africa: Abolishing Fees Boosts African Schooling (Page 2 of 2) - 0 views

allafrica.com/...201002181133.html

Kenya Malawi Africa developing nations schools tuition girls girls' education

shared by Teachers Without Borders on 23 Feb 10 - Cached
  • Malawi struggles to cope GA_googleFillSlot( "AllAfrica_Story_InsetB" ); GA_googleCreateDomIframe('google_ads_div_AllAfrica_Story_InsetB' ,'AllAfrica_Story_InsetB'); Other countries have been less successful. Malawi eliminated its school fees in 1994. But with less than half of Kenya's gross domestic product per person and fewer financial and human resources to draw on, it still faces difficult challenges in providing universal primary education.
  • As in many other African countries, notes the UN study, "the adoption of universal primary education was triggered by political demands rather than by rational planning processes." Although Malawi had lifted some fees for Standards 1 and 2 and waived primary education fees for girls prior to 1994, the decision to eliminate all fees coincided with the return of multiparty elections that year. The focus, the researchers found, was on increasing enrolment. "Very little attention was paid to quality issues."
  • One immediate response was to hire 20,000 new teachers, almost all of whom were secondary school graduates who were given only two weeks of training. Plans to provide on-the-job training failed to materialize. Instructional quality declined sharply as the pupil-teacher ratio climbed to 70 to 1.
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  • The lack of facilities meant that many classes met under trees, and books and teaching materials arrived months late, if at all. Despite increases in the education budget, spending per student, already low, declined by about 25 per cent and contributed to the decline in quality. As a result nearly 300,000 students dropped out during the first year, and high dropout rates continue to this day.
  • Overall, reports the UN study, only about 20 per cent of boys and girls successfully complete eight years of primary education in Malawi. This is largely a function of the country's deep poverty, the researchers say, and the lack of resources, such as nutrition programmes, to help poor children remain in school.
  • The abolition of school fees is a precondition for getting large numbers of poor children into school, but it must be accompanied by strong public and political support, sound planning and reform, and increased financing.
  • fter systems adjust to the surge in enrolment, they argue, resources must be directed at improving quality and meeting the needs of the very poor, those in distant rural areas and children with disabilities. The analysts say that a particular focus should be girls, who face a range of obstacles to attending and staying in school, including cultural attitudes that devalue education for women. Improved sanitation and facilities and better safety and security conditions can make it easier to keep girls in school.
stephknox24

Facilitating Reflection: A Manual for Leaders and Educators - 1 views

www.uvm.edu/...reflection_manual

peace_education reflection

shared by stephknox24 on 11 Apr 11 - Cached
  • stephknox24 on 11 Apr 11
     
    "Reflection" is a vital component of service-learning. This manual was designed for educators and leaders of service groups who have an interest and a commitment to provide reflection opportunities for students and community partners alike. College professors, K-12 teachers, community organization leaders, and leaders of service organizations have all found, "Facilitating Reflection: A Manual for Leaders and Educators," a useful supplement to their work. This manual was written during the summer of 1995. The primary author, Julie Reed, was interning at the Georgetown University Volunteer and Public Service Center at the time. I had asked her to pull together a compendium of reflection activities that would be useful for educators and leaders of service groups. None of the ideas represented in this manual are original. We borrowed examples from a variety of sources, which you will find in the "Acknowledgements" section at the end of the manual.
Teachers Without Borders

Africa Faces Surge of Secondary School Students | Africa | English - 0 views

www.voanews.com/...School-Students-139528728.html

Africa EFA MDGs education development

shared by Teachers Without Borders on 19 Mar 12 - No Cached
  • Africa’s educational systems are suffering from growing pains.  More students than ever are enrolling in school, but the supply of teachers and infrastructure have not kept up with demand. Educators say about 80 percent of African students are completing primary school -- thanks in part to the push to meet the UN’s Millennium Development Goals. They call for universal primary education by the 2015. John Daniel, the president and CEO of the intergovernmental organization the Commonwealth of Learning, says success is bringing more challenges. SCOPESecondary school students at KwaMhlanga High School in Mpumalanga, South Africa. “The African countries achieved in 10 years what it took many developed countries 100 years to do two centuries ago," he said, "and they don’t have many resources left over to do secondary.”
  • “Girls who have secondary education … have on average worldwide one-point-eight fewer children than girls who don’t," he said. "That’s a difference of two or three billion to the population of the world by 2050. There is [one educational researcher, Joel Cohen] who says therefore girls’ education is best way of stopping population growth and climate change.”
  • The Commonwealth of Learning proposes open schools, using new technologies and new ways to meet the needs of school aged children, drop-outs, mothers who want to learn at home and working adults. He said the schools cut costs and save time by using new technologies, including cell phones. Secondary school curricula can be created and shared among schools without costly intellectual property rights.
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  • That’s exactly what’s happening in a project involving six Commonwealth countries that develop and share course materials – Botswana, Lesotho, Namibia, Seychelles, Zambia and Trinidad and Tobago.
  • Some secondary schools in Africa are considering the use of cell phones to reach students who cannot attend traditional classroom lectures.  Instead, they can listen to lessons sent by voicemail and even take tests by phone.
Teachers Without Borders

The East African:  - News |How long do East African pupils remain in school? - 0 views

www.theeastafrican.co.ke/...-

Kenya Uganda Rwanda Burundi EFA MDGs education Education for All

shared by Teachers Without Borders on 28 Dec 10 - No Cached
  • Tanzania and Burundi, for instance, have recorded a 99 per cent enrolment rate into the first grade of primary school.The pertinent question is: How effective are these funds in retaining children in school? Once enrolled, how long can the pupils be expected to last in the education system, and how many years of schooling, on average, are actually attained by East African pupils?
  • However, East Africa is faring badly a 9.1 years, equivalent to a pupil completing primary school, but dropping out of high school. The average number of school years actually completed regionally was a mere 4.7 years. The scenario is particularly dismal in Burundi, where on average pupils completed only 2.7 years of school.
  • According to the Global Education Digest 2010 published by Unesco, in the late 1990s, developing countries began to recover some of the educational ground lost in the 1980s, when enrolments stagnated or even declined in sub-Saharan Africa, East Asia and the Pacific, Central and Eastern Europe and Central Asia. In fact, the pace of progress accelerated since 2000 and if trends between 2000 and 2008 continue, the increase in school life expectancy in the current decade will be three times the level achieved in the 1970s.In sub-Saharan Africa, school life expectancy nearly doubled from 4.4 years to 8.4 years in the past 30 years. Despite this progress, the region has the lowest number of school years — almost half of the number of years in North America and Western Europe (16.0 years).
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  • As pointed out by the World Economic Forum’s Global Competitiveness Report, primary education without transition into secondary and tertiary levels can only lock a country in a basic factor-driven economy.
  • n Burundi, for instance, government commitments to providing universal primary education appear to be directed towards enrolment.From an enrolment rate of 36 per cent in 1999, the country recorded a full 99 per cent of girls and close to 100 per cent of boys enrolled in primary school nine years later. School drop-out rates are high however, as only 45 per cent of Burundian children complete a full course of primary education.
  • Girls in Rwandan primary schools outnumber boys: 97 per cent of girls compared with 95 per cent of boys are enrolled in primary school. Slightly more than half (54 per cent) of Rwandan children complete primary school. Secondary school enrolment in the country stands at 21.9 per cent, the second lowest in the region.
  • he situation in Uganda is similar — 98 per cent of girls and 96 per cent of boys are currently enrolled in primary school. Completion rate of primary school is 56 per cent. The transition rate into secondary school is low, however, with most pupils unable to progress past the final grade of primary school — only 21 per cent of girls and 22 per cent of boys make it into secondary school.
  • Kenya lags behind other East African countries in primary school enrolment — 82 per cent of girls and 81 per cent of boys of primary age are enrolled in school.
Teachers Without Borders

Pakistan schools campaign hopes to avert 'education emergency' | World news | The Guardian - 0 views

www.guardian.co.uk/...stan-faces-education-emergency

Pakistan education MDGs EFA teachers

shared by Teachers Without Borders on 19 Mar 11 - No Cached
  • With millions of children out of school and one-fifth of teachers playing truant, Pakistan faces an "education emergency" that costs the economic equivalent of its flood disaster every year, a new campaign has warned.
  • One in 10 of the world's out-of-school children live in Pakistan, a nuclear-armed state that last year spent just 2% of GDP on education.
  • The number of children absent from primary school – seven million – is roughly equivalent to the population of its second largest city, Lahore.Half of the population is illiterate and progress is painfully slow – at present rates the government will not deliver universal education in Balochistan, the largest province, until 2100.
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  • Campaigners want to raise awareness in a country that is becoming dangerously polarised. Pakistan's elite educates its offspring at expensive schools in Pakistan or abroad, and so education has slipped off the political agenda.
  • Politicians use schools as patronage, and although public teachers are relatively well-paid, 15%-20% are absent from class on any given day.
  • Critics said the campaign fails to focus on the outdated curriculum in Pakistani schools that promotes a narrow view of Islam, hatred of Hindus and other bigotry.
Teachers Without Borders

Violence breaks out amid massive street protests in Chile; Students demand education re... - 0 views

www.washingtonpost.com/...gIQAMW4C5I_story.html

chile student protests violence education teachers demonstrations

shared by Teachers Without Borders on 12 Aug 11 - No Cached
  • SANTIAGO, Chile — Violence erupted on the streets of Chile’s capital and other cities Tuesday as tens of thousands of students staged another protest demanding changes in public education.
  • Five days after a banned march ended in nearly 900 arrests, students and teachers marched peacefully in Santiago and elsewhere in Chile on Tuesday, calling for the government to increase spending on schooling and provide “free and equal” public education.As in previous demonstrations, protesters danced, sang, wore costumes and waved signs. But then groups of masked protesters split off and tried to break through police barricades blocking the way to the presidential palace.
  • High school and university students have refused to attend class, taken over schools and staged demonstrations to press their demand for fundamental changes in how Chile finances public education.
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  • The current system also leaves underfunded municipalities in charge of high school education nationwide. This has starved most schools of resources, while leaving some wealthy neighborhood schools well off. Chile’s small upper class sends its children to private schools or even overseas for their education.
Teachers Without Borders

About International Professors Project - International Professors Project - 0 views

internationalprofs.org/ternational-professors-project

international professors education

shared by Teachers Without Borders on 30 Sep 11 - No Cached
  • Teachers Without Borders on 30 Sep 11
     
    "International Professors Project is a worldwide organization focused on the long-term development of new International Professors as ambassadors of global education in search of understanding and learning. Our team of professors, fellows, and universities, using culturally appropriate methods and attitudes, works toward the goals of providing: University teaching; mentoring and curriculum development; dissemination of pertinent data and research; global collaborations and alliances. Cultural sophistication and background needed to address global pedagogical and curriculum issues."
Teachers Without Borders

Experts discuss the challenge of achieving universal, quality education | Bac... - 0 views

www.educationandtransition.org/...ng-universal-quality-education

World Economic Forum Davos EFA MDG education Uganda

shared by Teachers Without Borders on 10 Feb 11 - No Cached
  • “Kids are enrolling in school in much greater numbers than ever before,” she said, “but that really masks the fact that they’re actually not learning very much. One example is that in Uganda, half the kids in third grade can’t read a single word.”
  • “We know how to train teachers. We know how to put in curricula. We know what the right things to do for kids are to give them all the right skills,” added Mr. Wong. “But the investment required, and the time and the commitment, is not there if you don’t have the political support.”
  • A Brookings Institution analysis of the wealthiest philanthropic donors in the United States found that global education was a very low priority for them. Ms. Winthrop said she believed this was because a focus on enrolment – which is on track to meet the Millennium Development Goal on education – has “lulled people into thinking that the global education agenda is done, check, we can cross that off the list.”
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  • “It’s not just [about] putting them into school…. It’s making sure they’re coming out with the right skills that make them employable and make them so creative and innovative that they might actually go ahead and start their own business.”
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