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.
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Education |P6 in Uganda pupils cannot do fractions - report - 2 views
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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.
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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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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
UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views
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DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
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Country website Countries in this region All countries UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
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Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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HOME - European Schoolnet - 0 views
Disaster Awaits Cities in Earthquake Zones - NYTimes.com - 0 views
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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.”
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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.
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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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ISRAEL: Researchers see Tunisia as a textbook revolution | Babylon & Beyond | Los Angel... - 0 views
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an Israeli research group suggests Tunisia's was a textbook revolution. Not in the sense that it was a perfect storm or that it followed a certain formula -- no two revolutions are the same -- but in the sense that it may actually have begun in school textbooks.
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A comprehensive study of the Tunisian curriculum, completed in 2009 and presented before the European parliament, found that education in Tunisia cultivates equality and is much more progressive in teaching tolerance than any other Arab country.
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Incredibly interesting!
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The material still takes the Palestinian side in their conflict with Israel, researchers found, but not in a way that negates Jews or Israel. Above all, the study found the educational system to have a "profound understanding of equality and democracy."
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South Korea: Kids, Stop Studying So Hard! - TIME - 0 views
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On a wet Wednesday evening in Seoul, six government employees gather at the office to prepare for a late-night patrol. The mission is as simple as it is counterintuitive: to find children who are studying after 10 p.m. And stop them. In South Korea, it has come to this. To reduce the country's addiction to private, after-hours tutoring academies (called hagwons), the authorities have begun enforcing a curfew — even paying citizens bounties to turn in violators.
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South Korea's hagwon crackdown is one part of a larger quest to tame the country's culture of educational masochism. At the national and local levels, politicians are changing school testing and university admissions policies to reduce student stress and reward softer qualities like creativity. "One-size-fits-all, government-led uniform curriculums and an education system that is locked only onto the college-entrance examination are not acceptable," President Lee Myung-bak vowed at his inauguration in 2008.
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There are more private instructors in South Korea than there are schoolteachers, and the most popular of them make millions of dollars a year from online and in-person classes. When Singapore's Education Minister was asked last year about his nation's reliance on private tutoring, he found one reason for hope: "We're not as bad as the Koreans."
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"Social networking helped me realize my right to education." | Education | United Natio... - 2 views
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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.”
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“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.”
Mandarin has the edge in Europe's classrooms - The Globe and Mail - 0 views
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Asked at the start of their first Chinese class what motivated them to take up the language, the students of the Institut de la Providence, a secondary school outside Namur in Belgium, give their new teacher varied answers. “It’s a big country,” says one. “I’ve been to China and would like to go back,” ventures another. The two dozen teenagers are part of a pilot project started this autumn in nine Belgian schools to promote Chinese language learning. More broadly, they are among hundreds of thousands of students in the West who are opting to learn Mandarin Chinese, often at the expense of traditional languages such as Spanish or German.
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China’s rapid economic rise is gradually translating into a greater presence in European and U.S. classrooms, from a very small base as recently as 10 or 15 years ago.
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From a marginal position 15 years ago, Chinese has imposed itself as the fourth major language behind French, Spanish and German, which, on current trends, it will overtake by the end of the decade.
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