INEQUALITY EDUCATION SOMALIA.pptx
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The document discusses educational inequality in Somalia, noting that unequal outcomes are attributed to factors like family background, gender, and social class. It states that communities lacking resources like well-funded schools, experienced teachers, textbooks, and technology are generally those that have faced historical oppression. The document proposes some ways to make education more equal, such as engaging student communities, diversifying educators, and ensuring equitable access to rigorous curricula. It also suggests some policy measures that could help reduce inequality, like redistributive taxation, increasing employment opportunities, and ensuring universal basic income.
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Education and Gender Issues.pptx
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
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Human capital investment through education has both private and social returns. The private return is the increase in individual earnings from additional education, while the social return is the increase in national income. There may be external benefits from education like reduced crime that are not captured by private returns. Higher education levels are associated with higher productivity, income, and economic growth. However, inequality can persist if access to education resources is unequal. Strategies to promote equal access and equal standards across schools can help reduce inequality.
Education for all
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
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This document discusses several topics related to schooling for girls and women's issues in developing countries, including:
1) Education is a basic human right, yet many developing countries remain patriarchal societies where girls face barriers to education such as early marriage, lack of access to schools, and cultural pressures.
2) There are differences in primary education completion rates between boys and girls in some developing countries according to census data, despite laws guaranteeing equal access.
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Education and Gender Issues.pptx
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
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The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
UNIT 8. Rate of return in education.pptx
Human capital investment through education has both private and social returns. The private return is the increase in individual earnings from additional education, while the social return is the increase in national income. There may be external benefits from education like reduced crime that are not captured by private returns. Higher education levels are associated with higher productivity, income, and economic growth. However, inequality can persist if access to education resources is unequal. Strategies to promote equal access and equal standards across schools can help reduce inequality.
Education for all
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
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SCHOOLING OF GI-WPS.pptx
This document discusses several topics related to schooling for girls and women's issues in developing countries, including:
1) Education is a basic human right, yet many developing countries remain patriarchal societies where girls face barriers to education such as early marriage, lack of access to schools, and cultural pressures.
2) There are differences in primary education completion rates between boys and girls in some developing countries according to census data, despite laws guaranteeing equal access.
3) The concept of culture and how expectations about gender roles and relations are shaped by culture. While gender relations vary between societies, women generally have less autonomy and influence than men.
4) Cultures and traditions are not static and change over
Strenghening Tertiary Educaiton Africa
This document summarizes a study analyzing patterns of growth and equity in tertiary education systems across Sub-Saharan Africa. The study finds that while tertiary education enrollment has expanded significantly in many countries, persistent inequities remain that constrain the development of inclusive, competitive tertiary education systems. The authors argue that addressing inequities in access is crucial for tertiary education to fulfill its role in supporting economic and social development goals. Data limitations pose challenges for analyzing equity and measuring policy effectiveness across Sub-Saharan African countries.
Class and educational attainment in australia
This document discusses the relationship between social class and educational outcomes in Australia. It begins with an overview of how different types of schools were historically designed to serve different social classes, with schools for the working class focusing on basic education and job training, and schools for the elite focusing on preparation for higher education. It then discusses ongoing issues like lower educational attainment and university attendance rates among those from lower socioeconomic backgrounds. Studies discussed found that a person's social class still impacts opportunities and that students from lower socioeconomic backgrounds have poorer outcomes and are underrepresented among high achievers. The document examines factors like concentrations of disadvantage at the school-level independent of an individual's socioeconomic status that can impact student performance.
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It is the fact that poverty is both cause and effect of lack of access to education. Lack of education causes many issues such as: Poor health or nutrition deficiency is seen among people due to illiteracy. Lack of education causes gender inequality.
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This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
Educational equity and social cohesion. pptx
Educational equity refers to fairness and opportunity in education. It is influenced by factors like socioeconomic status, gender, location, and language. The education system can help increase equity but must be intentionally designed to do so. Left unchecked, the system may inadvertently solidify or worsen existing social inequities by influencing who progresses to higher levels and future income levels. Achieving educational equity requires addressing inequities in access, treatment, and outcomes for disadvantaged groups.
Addressing the Equity Gap in Education Bridging Socioeconomic Disparities in ...
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Bridging the Education Gap Strategies for Achieving SDG 4
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Equalization and universalization of elementary and secondary education
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teamwork5
The document discusses ways to enhance the quality of primary education in India. It notes that additional teaching resources could help build a more effective remedial learning system and reduce class sizes. Private school enrollment is increasing due to fiscal constraints facing public schools. The document also describes a successful primary education enhancement project in Maharashtra that improved school participation, retention, and quality, with outcomes like reduced dropout rates.
Inequality in education
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Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Implementing structural reforms with the OECD: the role of education and skil...
1) Unemployment remains high in OECD countries and income inequality has increased, reinforcing the need to promote inclusive growth.
2) Education and skills play an important role in fostering both economic growth and social inclusion, but average attainment rates only tell part of the story. Equitable access to education and balanced skills distributions are more important.
3) National education systems and policies can impact skills inequality and social mobility by influencing opportunities, outcomes and skills distributions. The OECD can provide policy advice and support to education reforms aimed at promoting inclusive growth.
Somalia Policy Brief-2
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The role of education and skills in promoting inclusive growth
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Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).Adult education
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Unit 9 problems and issues in pakistani education
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Economy of Education in Iran
The document discusses the relationship between education and economics in Iran. It covers several topics:
- The structure of Iran's educational system, which is controlled by the Ministry of Education and consists of non-compulsory pre-elementary education through higher education.
- School enrollment rates in Iran, which have increased from 2004-2012 at all levels of education.
- Government spending on education, which was over 3% of GDP from 2004-2012 according to available data.
- Factors that influence the quality of education such as student-teacher ratios and the quality of the learning environment.
- Differing views on whether increased government spending on education positively impacts economic growth and development.
Education Strategy Document 2013
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1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
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-------------------------------------------
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1. Research and discuss the different approaches to foreign aid for education that have been tried over the past decades, from the "productivist" approach of the 1960s-80s to the "developmentalist" approach that followed. What were the strengths and limitations of each?
2. Examine specific education aid projects mentioned, like those led by USAID in the Philippines. Identify their goals and intended outcomes. Discuss how factors outside of schools could influence whether those outcomes are achieved.
3. Consider the complex challenges of assessing the effectiveness of foreign aid for education. Brainstorm strategies aid agencies could use to better evaluate the impact of their projects on educational and developmental
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Lack of education 2.0 Jovy Milanes
It is the fact that poverty is both cause and effect of lack of access to education. Lack of education causes many issues such as: Poor health or nutrition deficiency is seen among people due to illiteracy. Lack of education causes gender inequality.
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This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
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Educational equity and social cohesion. pptx
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The document discusses ways to enhance the quality of primary education in India. It notes that additional teaching resources could help build a more effective remedial learning system and reduce class sizes. Private school enrollment is increasing due to fiscal constraints facing public schools. The document also describes a successful primary education enhancement project in Maharashtra that improved school participation, retention, and quality, with outcomes like reduced dropout rates.
Inequality in education
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Implementing structural reforms with the OECD: the role of education and skil...
1) Unemployment remains high in OECD countries and income inequality has increased, reinforcing the need to promote inclusive growth.
2) Education and skills play an important role in fostering both economic growth and social inclusion, but average attainment rates only tell part of the story. Equitable access to education and balanced skills distributions are more important.
3) National education systems and policies can impact skills inequality and social mobility by influencing opportunities, outcomes and skills distributions. The OECD can provide policy advice and support to education reforms aimed at promoting inclusive growth.
Somalia Policy Brief-2
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Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).Adult education
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The document discusses several issues and problems within Pakistan's education system. It outlines major problems such as lack of facilities and resources in schools, especially in rural areas. Teacher absenteeism is also an issue that encourages dropout rates. Other issues discussed include the role of the English language, universal primary education goals not being achieved, low literacy rates, lack of political will for reform, and issues with female education participation. The document provides overview of these key challenges within Pakistan's education system.
Economy of Education in Iran
The document discusses the relationship between education and economics in Iran. It covers several topics:
- The structure of Iran's educational system, which is controlled by the Ministry of Education and consists of non-compulsory pre-elementary education through higher education.
- School enrollment rates in Iran, which have increased from 2004-2012 at all levels of education.
- Government spending on education, which was over 3% of GDP from 2004-2012 according to available data.
- Factors that influence the quality of education such as student-teacher ratios and the quality of the learning environment.
- Differing views on whether increased government spending on education positively impacts economic growth and development.
Education Strategy Document 2013
The document provides an overview of World Vision Zambia's education strategy from 2013-2015. The key points are:
1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
Social Problem of causes and Solutions By Ammara Arshad Nadia Ehtisham.pptx
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(From Sep 2023 to Jan 2024)
Subject: Citizenship
Teacher: Ms Sania Hayat (M.Phil.)
Classes: Monday 11-12:30 ,Tuesday 8-9:30
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-------------------------------------------
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Here are three suggestions for activities based on the document:
1. Research and discuss the different approaches to foreign aid for education that have been tried over the past decades, from the "productivist" approach of the 1960s-80s to the "developmentalist" approach that followed. What were the strengths and limitations of each?
2. Examine specific education aid projects mentioned, like those led by USAID in the Philippines. Identify their goals and intended outcomes. Discuss how factors outside of schools could influence whether those outcomes are achieved.
3. Consider the complex challenges of assessing the effectiveness of foreign aid for education. Brainstorm strategies aid agencies could use to better evaluate the impact of their projects on educational and developmental
In Guatemala, Mayas create and manage their own schools
This document summarizes a program in Guatemala called PRONADE that aims to improve education access and quality in rural Mayan communities through decentralization. The program delegates school management to locally elected education committees (COEDUCAs) and support services to private institutions (ISEs), while the Ministry of Education (MINEDUC) retains regulatory and funding roles. Initial results of the program show increased net enrollment in rural areas from 64% to 79% between 1996-1999. Other benefits included decreased dropout rates, improved pass rates, and a better match between teachers and communities in terms of language and culture. The program aims to reach full rural coverage within 4 years and expand to underserved urban areas thereafter.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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INEQUALITY EDUCATION SOMALIA.pptx
- 1. The in-equality education in Somalia Un equal education outcomes are attributed to several variables ,including family of origin ,gender ,and social class . Achievement earning ,health status,and political perticipationalso contribute to educational inquality within the somalia and other countries
- 3. Cont…… Educational school funding experienced teachers textbooks, and technology . The communities lacking these resources are generally populated with groups that have been historicalLy oppressed
- 4. Cont……. For adults from poorer families the increase in inequality is associated with a statistically in significant in years of schooling taken together these two estimates imply that an increase in income inequality of educational attainment
- 5. How we can make educational more equals Engage students families and communities as full partners Diversity the educater workforce Provide meaning full professional development and supports Develop inclusive discipline and dresscode policies Ensure equitable access to rigorous , culturally sustaining curricula
- 6. How can we reduce educational inequality in Somalia Various policy measures have been suggeste Redistributive taxation and transfers fixing minimum wage Ensuring universal basic income transferring assets Land reforms Increasing employment opportunities through government sponsored employment schemes and welfare to work schemes
- 7. Group members Zawda Maria Abdishid sa’iid Idil THE END