China is currently transitioning from a planned to market economy and aims to become a mid to high income country. It has made progress in education access, but still faces challenges in quality and balancing development. Compulsory education coverage is over 98%, but quality must be improved. High school enrollment was 59% in 2006 and will aim for universality by 2020. Higher education has over 25 million students at over 1,700 institutions, with a focus on improving quality through projects. Teaching quality is also being strengthened through training and qualification programs. The government continues to develop the legal system, increase education spending, expand financial support, regulate management, and encourage private and international involvement in education.
The K to 12 Program reforms the Philippine basic education system to a 12-year cycle consisting of Kindergarten, 6 years of primary education, 4 years of Junior High School, and 2 years of Senior High School. This aligns the Philippine system with global standards. Senior High School will equip students with skills for employment, entrepreneurship, or higher education through academic, technical-vocational, or special tracks. Teachers currently employed in higher education may apply to teach in the new Senior High School system.
K to 12 enhanced basic ed by mi villenes (proj in ed m514)Rejulios Villenes
The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
- K to 12 covers kindergarten to grade 12, with 6 years of primary school, 4 years of junior high, and 2 years of senior high school.
- It addresses shortcomings of the congested 10-year curriculum by providing more time for mastery of concepts and skills.
- The curriculum emphasizes mother tongue-based education, contextualized learning, and a spiral progression of topics across grade levels.
- Senior high school allows students to choose an academic, technical-
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
The document discusses the historical background of reforms to the Philippine basic education system from 1925 to 2008. It recommends enhancing the basic education program to include kindergarten, six years of elementary education, four years of junior high school, and two years of senior high school. This K-6-4-2 model aims to produce graduates with skills for lifelong learning and employment. The benefits include improved education quality, opportunities for students, and long-term socioeconomic growth.
The document provides an overview of India's education sector, including:
1) India has a large formal education system with over 224 million students enrolled across primary, secondary, and higher education levels.
2) The education system faces challenges like high dropout rates, lack of access to education in rural areas, and uneven quality of education.
3) The government has launched various schemes to boost literacy, reduce dropout rates, increase access to education, and improve quality across all levels of education. Large budgets have been allocated to flagship programs.
The document discusses the K+12 education reform in the Philippines. It aims to add two more years to basic education to make it more relevant, improve quality, and increase competitiveness. The reform will transition the current 10-year basic education system to a 12-year system in line with international standards. It is expected to benefit students, society, and the economy by producing graduates with higher skills, incomes, and globally recognized qualifications. The government has begun implementing the new system through curriculum changes and a 5-year transition plan.
The K to 12 Program reforms the Philippine basic education system to a 12-year cycle consisting of Kindergarten, 6 years of primary education, 4 years of Junior High School, and 2 years of Senior High School. This aligns the Philippine system with global standards. Senior High School will equip students with skills for employment, entrepreneurship, or higher education through academic, technical-vocational, or special tracks. Teachers currently employed in higher education may apply to teach in the new Senior High School system.
K to 12 enhanced basic ed by mi villenes (proj in ed m514)Rejulios Villenes
The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
- K to 12 covers kindergarten to grade 12, with 6 years of primary school, 4 years of junior high, and 2 years of senior high school.
- It addresses shortcomings of the congested 10-year curriculum by providing more time for mastery of concepts and skills.
- The curriculum emphasizes mother tongue-based education, contextualized learning, and a spiral progression of topics across grade levels.
- Senior high school allows students to choose an academic, technical-
The document outlines the implementing rules and regulations of the Enhanced Basic Education Act of 2013 in the Philippines. It defines key terms, establishes the scope and policies around basic education, and outlines regulations regarding curriculum development, teacher qualifications and training, and other provisions to strengthen basic education in the country. The rules are intended to operationalize the law and ensure inclusive, quality education for all learners in accordance with the new basic education system of the Philippines.
The document discusses the historical background of reforms to the Philippine basic education system from 1925 to 2008. It recommends enhancing the basic education program to include kindergarten, six years of elementary education, four years of junior high school, and two years of senior high school. This K-6-4-2 model aims to produce graduates with skills for lifelong learning and employment. The benefits include improved education quality, opportunities for students, and long-term socioeconomic growth.
The document provides an overview of India's education sector, including:
1) India has a large formal education system with over 224 million students enrolled across primary, secondary, and higher education levels.
2) The education system faces challenges like high dropout rates, lack of access to education in rural areas, and uneven quality of education.
3) The government has launched various schemes to boost literacy, reduce dropout rates, increase access to education, and improve quality across all levels of education. Large budgets have been allocated to flagship programs.
The document discusses the K+12 education reform in the Philippines. It aims to add two more years to basic education to make it more relevant, improve quality, and increase competitiveness. The reform will transition the current 10-year basic education system to a 12-year system in line with international standards. It is expected to benefit students, society, and the economy by producing graduates with higher skills, incomes, and globally recognized qualifications. The government has begun implementing the new system through curriculum changes and a 5-year transition plan.
The document discusses the implementation of the K-12 program in the Philippines, specifically:
1) It provides background on the Enhanced Basic Education Curriculum (EBEC) or K-12 program which extended basic education from 10 to 12 years, adding kindergarten and 2 years of senior high school.
2) It outlines some of the challenges in implementing K-12 including lack of teachers, classrooms, and textbooks as well as problems with the competence and preparation of teachers.
3) It discusses the status of K-12 implementation including the graduation of the first batch of students from the program and DepEd reporting positive results while lawmakers call for further examination of issues.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
1) The K to 12 curriculum introduces major reforms to the Philippine education system including expanding basic education from 10 to 12 years to align with international standards.
2) It was implemented in stages beginning in 2011 with full implementation expected by 2023-2024.
3) The goals of K to 12 are to improve the quality of education, equip students with skills for the 21st century workplace, and better prepare them for higher education.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
Malaysia Education Blueprint with 11 Key Shift Towards 2025Voice Malaysia
The document provides an executive summary of the Malaysia Education Blueprint 2013-2025. It summarizes the key findings and recommendations from an extensive review of Malaysia's education system conducted over 11 months. The review found that while access to education in Malaysia has improved dramatically, student performance on international assessments is below global and regional averages, suggesting the need for reforms to better prepare students for the 21st century. The Blueprint proposes a vision, objectives, and strategic shifts to transform the education system and achieve excellence on par with top-performing systems.
The Commission on Higher Education has approved a new general education curriculum for colleges and universities to implement for students graduating from the K-12 program. The new GE curriculum will be completed in one year instead of two and many current GE subjects will have been covered in senior high school. This has prompted disciplines like engineering to shorten their degree programs from five to four years. Technical panels from each discipline will decide how to adjust their individual curricula. The new GE curriculum consists of 12 subjects including Filipino history and culture. It also allows students to choose three elective subjects. The implementation of the K-12 program and shortened GE has raised issues around the impact on GE teachers and colleges over the next two years with fewer students.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
The document summarizes and analyzes Bangladesh's National Education Policy of 2010. It begins with an overview of the policy's goals of establishing a universal, compulsory and mass-oriented education system. It then outlines the policy's provisions for different levels of education, from pre-primary to higher education. The analysis identifies strengths like emphasizing women's education but also loopholes such as lack of accountability. It evaluates the policy's implementation and provides recommendations like prioritizing quality over quantity and reforming the quota system.
Topic 2 education reforms in the philippines by cruzMaria Theresa
The document discusses reforms to the Philippine education system, including its general education curriculum. It notes that by 2015, the Philippines will open its borders and by 2020 will join the APEC trade regime, requiring graduates to be globally competitive. It recommends preparing for these events by aligning degree programs with other countries and reforming general education. Two models are presented: one for humanities/social sciences majors and another for all others. Lessons from other countries and experts are discussed, focusing on making general education issue-based rather than discipline-based and potentially shortening the undergraduate degree. Comprehensive reforms are needed beyond just adding or removing years of schooling.
The document proposes enhancing the Philippines' basic education program from 10 to 12 years (K+12) to improve education quality and student outcomes. Key points include:
1) International test scores show poor performance of Filipino students with a congested 10-year curriculum.
2) A 12-year program would better prepare students for higher education and careers and allow the country to be internationally competitive.
3) The government will implement K+12 through a phased approach starting with universal kindergarten in 2011 and the new curriculum for grades 1 and 7 in 2012.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
Implementing rules and regulations ra 10533Myra Ramos
This document provides the implementing rules and regulations (IRR) for the Enhanced Basic Education Act of 2013. It outlines key provisions of the act such as defining basic education as kindergarten through secondary education. It also describes the enhanced basic education program which includes at least 1 year of kindergarten, 6 years of elementary school, and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school. The IRR also covers curriculum development, qualifications for teachers, regulation of private schools, and career guidance programs.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document discusses diversifying funding sources for Chinese higher education. It notes that while government funding has increased, its proportion of total revenue has decreased. It argues government funding and social contributions should remain the main sources. Research universities should pursue more project funding, while local universities could generate more revenue through social activities and donations. It also outlines some policy issues around specialized central government funds, provincial funding standards, tuition rates, private education, and financial sustainability.
The document analyzes the performance of Swiss universities following reforms that increased their autonomy and introduced performance-based funding. It examines whether the universities have become more efficient and effective. Regarding efficiency, the results were mixed - while some universities improved, others showed inefficiencies. Regarding effectiveness, the universities showed varying performance in meeting targets related to study times, foreign students, research, and private funds. Overall, the performance-based funding system did not have a strong influence on university behavior and steering ability was limited.
The document discusses the implementation of the K-12 program in the Philippines, specifically:
1) It provides background on the Enhanced Basic Education Curriculum (EBEC) or K-12 program which extended basic education from 10 to 12 years, adding kindergarten and 2 years of senior high school.
2) It outlines some of the challenges in implementing K-12 including lack of teachers, classrooms, and textbooks as well as problems with the competence and preparation of teachers.
3) It discusses the status of K-12 implementation including the graduation of the first batch of students from the program and DepEd reporting positive results while lawmakers call for further examination of issues.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
1) The K to 12 curriculum introduces major reforms to the Philippine education system including expanding basic education from 10 to 12 years to align with international standards.
2) It was implemented in stages beginning in 2011 with full implementation expected by 2023-2024.
3) The goals of K to 12 are to improve the quality of education, equip students with skills for the 21st century workplace, and better prepare them for higher education.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
Malaysia Education Blueprint with 11 Key Shift Towards 2025Voice Malaysia
The document provides an executive summary of the Malaysia Education Blueprint 2013-2025. It summarizes the key findings and recommendations from an extensive review of Malaysia's education system conducted over 11 months. The review found that while access to education in Malaysia has improved dramatically, student performance on international assessments is below global and regional averages, suggesting the need for reforms to better prepare students for the 21st century. The Blueprint proposes a vision, objectives, and strategic shifts to transform the education system and achieve excellence on par with top-performing systems.
The Commission on Higher Education has approved a new general education curriculum for colleges and universities to implement for students graduating from the K-12 program. The new GE curriculum will be completed in one year instead of two and many current GE subjects will have been covered in senior high school. This has prompted disciplines like engineering to shorten their degree programs from five to four years. Technical panels from each discipline will decide how to adjust their individual curricula. The new GE curriculum consists of 12 subjects including Filipino history and culture. It also allows students to choose three elective subjects. The implementation of the K-12 program and shortened GE has raised issues around the impact on GE teachers and colleges over the next two years with fewer students.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
The document summarizes and analyzes Bangladesh's National Education Policy of 2010. It begins with an overview of the policy's goals of establishing a universal, compulsory and mass-oriented education system. It then outlines the policy's provisions for different levels of education, from pre-primary to higher education. The analysis identifies strengths like emphasizing women's education but also loopholes such as lack of accountability. It evaluates the policy's implementation and provides recommendations like prioritizing quality over quantity and reforming the quota system.
Topic 2 education reforms in the philippines by cruzMaria Theresa
The document discusses reforms to the Philippine education system, including its general education curriculum. It notes that by 2015, the Philippines will open its borders and by 2020 will join the APEC trade regime, requiring graduates to be globally competitive. It recommends preparing for these events by aligning degree programs with other countries and reforming general education. Two models are presented: one for humanities/social sciences majors and another for all others. Lessons from other countries and experts are discussed, focusing on making general education issue-based rather than discipline-based and potentially shortening the undergraduate degree. Comprehensive reforms are needed beyond just adding or removing years of schooling.
The document proposes enhancing the Philippines' basic education program from 10 to 12 years (K+12) to improve education quality and student outcomes. Key points include:
1) International test scores show poor performance of Filipino students with a congested 10-year curriculum.
2) A 12-year program would better prepare students for higher education and careers and allow the country to be internationally competitive.
3) The government will implement K+12 through a phased approach starting with universal kindergarten in 2011 and the new curriculum for grades 1 and 7 in 2012.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
Implementing rules and regulations ra 10533Myra Ramos
This document provides the implementing rules and regulations (IRR) for the Enhanced Basic Education Act of 2013. It outlines key provisions of the act such as defining basic education as kindergarten through secondary education. It also describes the enhanced basic education program which includes at least 1 year of kindergarten, 6 years of elementary school, and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school. The IRR also covers curriculum development, qualifications for teachers, regulation of private schools, and career guidance programs.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document discusses diversifying funding sources for Chinese higher education. It notes that while government funding has increased, its proportion of total revenue has decreased. It argues government funding and social contributions should remain the main sources. Research universities should pursue more project funding, while local universities could generate more revenue through social activities and donations. It also outlines some policy issues around specialized central government funds, provincial funding standards, tuition rates, private education, and financial sustainability.
The document analyzes the performance of Swiss universities following reforms that increased their autonomy and introduced performance-based funding. It examines whether the universities have become more efficient and effective. Regarding efficiency, the results were mixed - while some universities improved, others showed inefficiencies. Regarding effectiveness, the universities showed varying performance in meeting targets related to study times, foreign students, research, and private funds. Overall, the performance-based funding system did not have a strong influence on university behavior and steering ability was limited.
20080731 session 2 towards a new development strategy - jean feyderLichia Saner-Yiu
This document summarizes Jean Feyder's speech on the food crisis in least developed countries and proposes a new development strategy. It notes that since the 1960s, LDCs have gone from a $7 billion food trade surplus to likely paying 100% more for food imports in 2008 due to trade liberalization policies. Case studies of Haiti, Ghana, and rice production show how reduced tariffs devastated local agriculture. A new strategy is proposed that supports small-scale farming, increases aid for agriculture, regulates markets, and allows policy space for developing countries.
1) The Doha Development Round mandated that the WTO increase technical assistance and capacity building for developing and least developed countries. Over 30 million Swiss francs was pledged to fund 514 technical assistance activities.
2) Since the mandate, the WTO has implemented revised technical assistance programs like the Integrated Framework and Joint Integrated Technical Assistance Programme. It also established an annual technical assistance plan and funding trust.
3) However, the number of technical assistance activities increased only marginally, and funding faces uncertainty as it relies on voluntary contributions that decreased in 2004 with no compensation from the WTO's regular budget. The effectiveness of increased assistance is at high risk without more permanent funding commitments.
The document discusses the approach taken by OUTREACH to mainstream rural women through community organization and institution building. OUTREACH forms self-help groups (SHGs) and cluster-level associations (CLAs) to build a participatory base. It finds that initially women take loans primarily for basic consumption, but over time loans are increasingly used for agricultural production and income generation activities. OUTREACH supports communities through three stages - an initial retrieval stage focused on food security, a consolidation stage investing in land-based activities, and a development stage of non-land enterprises and businesses. The goal is to empower communities and reduce their dependence on external agencies over time.
This document summarizes a study on the impact of donor policies on small and medium enterprise (SME) assistance projects in post-Soviet Russia. It discusses how Western donor organizations initially promoted "shock therapy" economic reforms that contributed to Russia's difficulties. The study examines an SME development project in Samara, Russia undertaken from 1995-1996 by the author's organization with co-funding from the European Bank for Reconstruction and Development and Swiss government. It aimed to help the city develop start-up SMEs and support the conversion of state enterprises to the private sector. The document provides context on the importance of SMEs to economic development and the challenges of transitioning Russia's economy from Soviet-era central planning to a
The document announces a dialogue forum titled "Beauty, Art, Nature and Chaos" hosted by CSEND Dialogue. [1] Professor John Briggs will present on how chaos theory and fractals can provide a new perspective on the relationship between beauty in nature and art. [2] Professor Raymond Saner will then dialogue with Professor Briggs to discuss applying chaos theory to understanding social system change and national development processes. [3] The event is free and open to the public, hosted by CSEND and the University of Geneva on May 19, 2008 from 5:30-7:00pm.
The document summarizes an upcoming forum on career guidance, migration, labor market efficiency, training quality, and democracy in the Middle East region. The forum will discuss how career guidance and education can help address high unemployment, poverty, instability, and illegal migration. The main speaker, Dr. Aboubakr Abdeen Badawi, will argue that individual career choices, quality training, and education can boost economic efficiency, labor policies, and more democratic societies. A discussant will explore how improving vocational education and sustainable labor migration could benefit Egypt and Europe. The forum organizers are from the Centre for Socio-Eco-Nomic Development, a Geneva-based nonprofit.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
The document discusses Pakistan's National Education Policy from 1998-2010. It focuses on three main objectives: elementary education, adult literacy, and early childhood education. For elementary education, the policy aims to improve access, build character development, enhance teacher training, introduce early grades, and increase involvement of families, communities and NGOs. It also seeks to promote gender equality and enroll out-of-school children. For adult literacy, the policy introduces adult education programs and aims to achieve universal primary education and double literacy rates. Specific goals for universal primary education include ensuring all children complete primary school and eliminating gender disparities by 2005.
This document discusses the importance of education, with a focus on women's education in Pakistan. It notes that while women make up 51% of Pakistan's population, their literacy rates are significantly lower than men's, especially in rural areas. Several reasons for low female literacy are presented, including parents not allowing girls to attend school, the cost of education being too high, schools being too far away, and girls needing to help at home or work. The document then outlines a policy program to increase female education rates through upgrading schools, allocating funds from taxes and zakat, public-private partnerships, and community outreach efforts.
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.
An analysis of the social impact of the
stipend program for secondary school girls
of Khyber Pakhtunkhwa (in Pakistan)
Sustainable Development Policy Institute
The document discusses support for basic education in the Philippines. It summarizes that (1) a World Bank project provided $200 million to support education reforms from 2006-2012, which led to improved access, participation, and learning outcomes. It also discusses (2) the challenges of failing education systems in the past and how spending increases helped address them. (3) Key results included increased enrollment, participation rates, and test scores through support for policies like school-based management.
India is the 7th largest country by area and 2nd most populous nation. It gained independence from British rule in 1947 and has a history dating back 5000 years. India has a diverse, multilingual population and recognizes 23 official languages. It has a growing economy but also faces challenges in education, with high dropout rates and malnutrition among children. The District Primary Education Programme was launched in 1994 to overhaul primary education and achieve goals like universal enrollment and reducing dropout rates. It has had both successes and challenges in working towards improving education access and quality in India.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
Evaluation of the secondary and pre university education in karnataka 0UllalNews
1) The document evaluates secondary and pre-university education in Karnataka. It finds that while expansion has occurred, quality remains uneven and challenges remain around affordability, infrastructure, teacher staffing and retention rates.
2) A large private sector dominates at the secondary level, comprising 65% of schools. Distribution of public institutions is also uneven across the state.
3) The state lacks a clear policy to address issues like unviable schools, declining enrollment in government schools, infrastructure deficits, and teacher vacancies. The large expenditure on private aid also risks limiting development funds.
The document outlines China's national strategic plan for reforming and developing K-12 education between 2010 and 2020. The plan's key goals are to (1) promote equity in basic education by supporting disadvantaged regions and students, (2) enhance education quality through curriculum reform, teaching reform, and increased application of information technology, and (3) strengthen monitoring of the education system to ensure implementation of national laws and policies.
This document provides information on TVET (technical and vocational education and training) in China. It discusses China's large population and rapid economic growth. It then describes two distinctive features of China's economic reforms: they have not followed a coherent program and have been experimental and bottom-up in nature. The document also outlines China's education system and increasing literacy rates. It provides details on the structure and governance of China's vocational education and training system at different levels. It discusses funding for VET and issues facing the system.
The document provides an executive summary of the Malaysia Education Blueprint 2013-2025. It summarizes the key findings and recommendations from an extensive review of Malaysia's education system conducted over 11 months. The review found that while access to education in Malaysia has improved dramatically, student performance on international assessments is below global and regional averages, suggesting the need for reforms to better prepare students for the 21st century. The Blueprint outlines a vision, objectives, and strategic shifts needed to transform the education system and achieve excellence on par with top-performing systems.
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11.fracas over privatisation quality assurance and corruption in indian highe...Alexander Decker
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The Centre for Socio-Eco-Nomic Development (CSEND) promotes equitable, sustainable and integrated development through dialogue and institutional learning. Diplomacy Dialogue is a branch of CSEND, a non-profit R&D organization based in Geneva, Switzerland since 1993 that aims to advance socio-economic development.
1. Background of China’s Higher Education Development
Mr. Fan Wenyao1, Professor and Deputy Director General of NCEDR
1. Background of China’s Economic & Social Development
1.1 Social development stage. Currently China is in a special development period,
transforming from planned economy to market economy, from incomplete
industrialization to hi-tech industrial society, from a low income country to a mid to high
income country. During this transformation and rapid economic development period,
private economy sector weighted 65% of the total GDP. In 2006, China’s GDP reached
$2.68 trillion US dollar, ranked 4th place after USA, Japan and Germany. However, GDP
per capita was $2,000 US dollar, ranked as 100th. GDP per capital for cities in east coast
has exceeded $5000, compared to less than $1,000 for those in inland underdeveloped
areas. There are still 23 million people who are on poverty and make less than $100 per
year. China’s general policy is to promote balanced economic and social development
and construct a harmony society.
1.2 Level of human resources development. Although short of natural resources per
capital, China has the richest human resources. Within China’s total 1.3 billion population,
about 0.3 billion of them are students, carrying on the largest scale of human resources
development activities. According to a survey at the end of 2005, employed population in
China has reached 750 million. The number of years set for education of labors older than
15 is 8.5 years. The percentage for employees who went to college is 7.2%, and 13.4%
for high school and 45.8% for junior high school. The ratio for employee distributed in
first, second and third industrial is 45:24:31.
2. Summary of Education Development
2.1 Compulsory education. China has achieved its goal for popularization of 9 year
compulsory education at year 2000. At the end of 2006, the coverage for compulsory
education is over 98% of the population and the ratio of youth illiterates was controlled to
4% of the population. For the next15 years we still face the task to strengthen the
achievement and further improve the quality. We have to make clear of the responsibility
of the government. We should also increase the fund for education and build up the
1
Prof. Fan Wenyao, who has been the Deputy Director General of National Center for Educational Development and
Research since January of 1999, was born in Shanghai in April, 1954.
Upon his graduation from Nankai University in 1982, Prof. Fan was recruited to the Ministry of Education (MOE),
where he used to work in different department: the Department of Higher Education, the Department of Postgraduate
Education (also known as “the Academic Degrees Committee of the State Council”) , the MOE’s Office for 211 Project
(for developing 100 first-class universities a number of key fields of study for the 21st century), going though positions
from Deputy Director to Director to Assistant Director General. He also served as the Assistant President of the
renowned Shanghai Jiaotong University from 1997 to 1998 before coming to the current position in January of 1999.
As one of the main staff, Prof. Fan Wenyao was responsible for the drafting of “2003-2007 Action Plan for Invigorating
Education”, “Education Development Outline for China in 2020”, and chaired the research projects with OECD and
HEFCE (Higher Education Funding Committee of England) and several other key national research projects.
Prof. Fan’s publications include 8 monographs and more than 30 papers. Currently Prof. Fan is the director member of
China’s Society of Academic Degrees and Postgraduate Education, Acting Director Member of Higher Education
Science Branch of China’s Academic Society of Higher Education, Vice Chairman of Beijing Municipal Academic
Society of Higher Education. (Prof. Fan can be reached at wyfan@moe.edu.cn or 86-10-66096554)
2. standard for curriculum development to ensure education quality and balanced
compulsory education development.
2.2 High school education. The ratio of high school enrollment was around 59% in 2006.
Among them, the size of general high school had increased to 25 million people.
Number of students in vocational high school approached 18 million. In the next 15 years,
high school education faces the tasks of further expansion, deepening reform in
instruction, and making great effort in developing mid level technical education. State
will achieve the goal to make high school education universal in year 2020.
2.3 Higher education. China has more than 1,700 colleges and universities. Federal
government directly administers more than 100 of these institutes. The total number of
registered students exceeded 25 million in 2006, which is close to double of year 2000
figure. The number of registered students account for 22% of the selected age population.
According to available data, 3.66 million students were trained in non-degree programs in
year 2006. By focusing on “211 project and 985 project” for higher education,
government improved the level and quality of education. Meanwhile, the state
constructed career qualification systems beside the degree education system, which
promoted the opportunity of employment for college students by encouraging technical
school students to gain professional qualification.
2.4 Teaching skills. There were 16 million faculties and staffs working in primary
schools, high schools and colleges by year 2005. 13 million of them were faculties.
56.4% of primary school teachers have associate degrees. 35.3% of junior high school
teachers have college degrees. 82% high school teachers have college degrees. 37%
college faculties have master degrees and 10% of them are PhDs. Key universities have
over 30% of faculties owned Doctor Degrees. At the end of 80’s, government
implemented teaching qualification systems to improve teacher’s educational level.
Currently, large scale training programs are offered to improve teachers’ education level
and teaching quality. It is also prepared to implement national level teaches qualification
test and qualified teachers should renew their certificates every five years.
3. Education Management
3.1 Construct legal system for education. The state has passed 7 important laws for
education including Education Law, Compulsory Education Law, Vocational Education
Law, Higher Education Law, Degree Regulations, Teachers Law, and Law on the
Promotion of Private Education. A complete legal system has already set up. However,
more works still need to be done in law implementation and supervision and adjustment
need to be made to adopt the new circumstances.
3.2 Education management system. To education itself, central government takes main
responsibility by setting up standard, goals, funding projects and evaluations. Provincial
governments arrange education management activities based on each county’s or city’s
condition. Higher education plays an important role in the improvement of national actual
capability. Public education institutes are under the governing of both central and
provincial authorities and provincial authorities plays a more important role. Provincial
government monitors private school. Central government has the rights to set up standard
and approval procedures.
3. 3.3 Education funding. The official investment for education is around 3% of overall
GDP, which is lower than the average international level. Social investment is account for
2%. Families have to bear the heavy burden of education expenses. In terms of non-
compulsory education, China framed policy to share responsibility by government,
society, and family. In 2004, government educational investment accounted for 50% for
high school and 43% for college budgets. However, schools needed more funds and
incomes to ensure the quality of education. Low government inputs may affect the
equality, justice and quality of education. Central government has made a decision to
increase education funds to 4% of the overall GDP in the next few years. To the
impoverished area in mid west, federal government subsidizes education and implements
financial transferring payment policy.
3.4 Financial aid policy. The central government has already provided student loans and
need-based financial aids for college education. Universities also have financial aids. This
year, student loans and financial aids will expand to high school and career education. In
compulsory education stage, government will implement a policy called “two waives and
one subsidize”, which waives fees and cost of textbooks and subsidizes living expenses.
3.5 Development of private schools. Government encourages the development of
private schools for high school education, career education and college education. In the
year 2006, there were 590 private colleges that could issue official degrees. Students from
these schools account for 15% of the overall registered college students. There were
3,200 private high schools in year 2006, nearly 20% of the total number. Government
also allows persons or organizations to make profits in education after necessary costs
deducted.
3.6 Education to the outside world. In 2006, there were 141,000 international students
studying in China, and 134,000 Chinese students studying abroad. Government
encourages cooperating in career education and higher education with international
organizations. Aside from research projects, government had approved 5 education
organizations cooperating with the UK, Germany, Holland and Hong Kong. Meanwhile,
government invited foreign experts to participate in the evaluation of education quality.
120 Confucian institutes were built overseas.
4. Development Trend of Chinese Higher Education for Future 15 Years
4.1 Maintaining appropriate development. According to the need of knowledge
economy and creative country development, Chinese higher education needs to maintain
appropriate progress. It is predicted that the population under education system will reach
40 million in year 2020, which is more than 40% of the education age population.
Therefore, the average education years may reach 11 years for people of 15 or above
which may satisfy basic requirement of social and economic development.
4.2 Sufficient funding for higher education. A public funding system needs to be
established to ensure the basic need of higher education is met. Higher education
institutes should be encouraged to make contribution to the economic and social
development and win the social support at the same time. It is advised to better allocate
the proportion of education cost to students and perfecting the student financial support
system.
4. 4.3 Deepening the reform in management system of higher education. The function
of authorities in governing higher education needs to be better defined. The companies
who serve the higher education institutes and take partial responsibilities should be
encouraged and regulated. The supervision and evaluation to higher education institutes
should be strengthened. “University Regulation” should be established to ensure the
universities to operate within legal frame and self-regulation, and universities internal
administration should be improved. Both Public and private higher education institutes
should develop at the same time. Higher education institutes should take more
responsibilities in local and regional development.
4.4 Improving the quality of higher education. Trainings offered to higher education
faculty should be strengthened and further improved. Academic leave system should be
implemented and faculty education level as well as degree level should be improved.
Teaching condition should be improved and scientific research platform should be
established to share resources. Major departments and key universities should be
strengthened. Quality evaluation system should be perfected. A quality guarantee system
should be established which includes government supervision, institutes self-regulation,
social evaluation, and correlate institutes performance with funding.
4.5 Establishment of lifelong learning system of higher education. Higher education
entrance exam system should be reformed. Various formats of continuing education after
high school should be provided. A system should be established to facilitate academic
credit transfer and acceptance. A communication channel like an “over bridge” should be
built to connect general education, vocational education and technical training.
(2007.4 . Switzerland)
5. Note: This publication has been made available by CSEND with the agrement of the author.
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promoting equitable, sustainable and integrated development through dialogue and
institutional learning.
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