The document provides an overview of the education system in Ecuador. It discusses the country's demographics, economy, and socio-cultural factors. It then examines the structure of Ecuador's education system, including coverage rates, teacher deployment, expenditures, and reforms. Some of the key challenges it outlines are improving access to education in rural areas and increasing tertiary education graduation rates.
The Education in Ecuador/La Educación en el EcuadorFernando Santos
The Education in Ecuador refers to the general situation throughout the time, specially from the last 10 years. Also, referes aspects from all the educative level in Ecuador.
This document presents a research paper on using non-financial interventions to tackle challenges in achieving universal secondary education in Uganda. It outlines Uganda's education system and policies over time. Key challenges faced in enhancing access, quality and affordability include inadequate education budget allocation, surplus teachers, high teacher turnover, poor teacher quality, and subpar secondary schooling quality by international standards. The researcher aims to provide solutions to address these challenges through non-monetary means like improved management practices and curriculum reform.
This document compares the educational systems of Mexico and Portugal. It outlines the goals of education, historical/cultural perspectives, government funding, structure from nursery to graduate school, organization/management, teacher education programs, challenges faced, and preparations for the 21st century in both countries. Key differences include Mexico having higher population and GDP but Portugal allocating a larger percentage of its budget to education. Both countries struggle with education inequality and school dropout rates.
Brazil's education system is overseen by a network of federal, state, and local authorities. It includes free primary and secondary education that is compulsory between ages 6-14. Higher education includes bachelor's, master's, and doctoral degrees offered at universities and technical colleges. Teacher training involves tutors supervising teacher trainees during their practice teaching in local schools. While education spending exceeds 5% of GDP, challenges include low teacher pay, large class sizes, and lack of access in some areas.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
Increasing the Effectiveness of EU Education Assistance in Uzbekistan. Revisi...Przegląd Politologiczny
The European Union has identified education in Central Asia as a key area of cooperation.
However, the EU’s engagement in this area, which has faced considerable difficulties since the fall of
the Soviet Union, has so far not had the desired impact. Based on a case study of Uzbekistan, I argue in
this article that the EU should revise its strategy by adopting a more targeted approach, consistent with
the longer-term funding it is able to commit to Central Asia and better tailored to the local social context
through strong engagement with local stakeholders. Instead of imposing broad concepts designed in
Brussels – which have generally not been fully accepted or implemented by local political authorities
– this new approach would involve setting up specific projects with local input, such as the opening of
campuses of European universities, providing financial and logistical support for school infrastructure,
and increasing the involvement of potential employers. With local ownership, EU education assistance
will allow a new generation in Uzbekistan to breathe life into long-term reforms by drawing on the
European concepts of their instruction, rather than viewing them as imposed from outside.
This presentation to the CoSN delegation to Singapore in January 2015 by Professor Kathryn Moyle and Pru Mitchell provides an overview of the state of digital education policy, research and practice in Australia.
School Infrastructure Facilities of KGBVs in Andhra Pradeshiosrjce
Government of India to promote girl child education started KGBV (Kasturba Gandhi
BalikaVidyalaya).The KGBV scheme would cover those hard to reach girls, belonging predominantly to the SC,
ST, OBC and Minorities in difficult areas, those who cannot attend regular primary schools. The present paper
is an evaluation study of KGBV infrastructure facilities. The school infra structure facilities like school building,
water facilities, sanitation, food, medical, vocational facilities were evaluated with checklist and results were
discussed.
The Education in Ecuador/La Educación en el EcuadorFernando Santos
The Education in Ecuador refers to the general situation throughout the time, specially from the last 10 years. Also, referes aspects from all the educative level in Ecuador.
This document presents a research paper on using non-financial interventions to tackle challenges in achieving universal secondary education in Uganda. It outlines Uganda's education system and policies over time. Key challenges faced in enhancing access, quality and affordability include inadequate education budget allocation, surplus teachers, high teacher turnover, poor teacher quality, and subpar secondary schooling quality by international standards. The researcher aims to provide solutions to address these challenges through non-monetary means like improved management practices and curriculum reform.
This document compares the educational systems of Mexico and Portugal. It outlines the goals of education, historical/cultural perspectives, government funding, structure from nursery to graduate school, organization/management, teacher education programs, challenges faced, and preparations for the 21st century in both countries. Key differences include Mexico having higher population and GDP but Portugal allocating a larger percentage of its budget to education. Both countries struggle with education inequality and school dropout rates.
Brazil's education system is overseen by a network of federal, state, and local authorities. It includes free primary and secondary education that is compulsory between ages 6-14. Higher education includes bachelor's, master's, and doctoral degrees offered at universities and technical colleges. Teacher training involves tutors supervising teacher trainees during their practice teaching in local schools. While education spending exceeds 5% of GDP, challenges include low teacher pay, large class sizes, and lack of access in some areas.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
Increasing the Effectiveness of EU Education Assistance in Uzbekistan. Revisi...Przegląd Politologiczny
The European Union has identified education in Central Asia as a key area of cooperation.
However, the EU’s engagement in this area, which has faced considerable difficulties since the fall of
the Soviet Union, has so far not had the desired impact. Based on a case study of Uzbekistan, I argue in
this article that the EU should revise its strategy by adopting a more targeted approach, consistent with
the longer-term funding it is able to commit to Central Asia and better tailored to the local social context
through strong engagement with local stakeholders. Instead of imposing broad concepts designed in
Brussels – which have generally not been fully accepted or implemented by local political authorities
– this new approach would involve setting up specific projects with local input, such as the opening of
campuses of European universities, providing financial and logistical support for school infrastructure,
and increasing the involvement of potential employers. With local ownership, EU education assistance
will allow a new generation in Uzbekistan to breathe life into long-term reforms by drawing on the
European concepts of their instruction, rather than viewing them as imposed from outside.
This presentation to the CoSN delegation to Singapore in January 2015 by Professor Kathryn Moyle and Pru Mitchell provides an overview of the state of digital education policy, research and practice in Australia.
School Infrastructure Facilities of KGBVs in Andhra Pradeshiosrjce
Government of India to promote girl child education started KGBV (Kasturba Gandhi
BalikaVidyalaya).The KGBV scheme would cover those hard to reach girls, belonging predominantly to the SC,
ST, OBC and Minorities in difficult areas, those who cannot attend regular primary schools. The present paper
is an evaluation study of KGBV infrastructure facilities. The school infra structure facilities like school building,
water facilities, sanitation, food, medical, vocational facilities were evaluated with checklist and results were
discussed.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
This document compares the educational systems of Turkey and Italy. Some key points of comparison include:
- Turkey aims to develop students' interests and skills to prepare them for life, while Italy aims to help students develop personal competencies.
- Both countries face problems like lack of resources, corruption, and ensuring employment opportunities for graduates.
- To prepare for the 21st century, Turkey focuses on reforming higher education while Italy implements reforms like continuing teacher professional development and cooperative learning.
- Overall, factors like education budget, teacher development, and education system quality affect a country's success.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
The document provides an overview of the educational systems of Argentina and Brazil by comparing their demographic profiles, histories of education, government funding, school structures, curricula, grading systems, teacher education programs, school schedules, and challenges. Some key similarities highlighted are their focus on compulsory education for ages 6-17, similar government expenditures on education as a percentage of GDP, and issues with low rates of students pursuing upper secondary and higher education. The document serves to inform about the basic components of Argentina and Brazil's educational systems through comparisons across various metrics.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
A comparison between education in pakistan and uksheroz_ramzan
This document compares the education systems of Pakistan and England. It outlines key statistics and structures of each system such as levels of education, aims and objectives, differences, and similarities. In Pakistan, education is a federal and provincial responsibility, while in England it varies by country. Some differences include duration of secondary education and assessment practices, while similarities include higher education structure and use of formative/summative assessments. Overall the systems have some variations but also share common features.
Comparative analysis of educational system between switzerland and greecePalawan State University
This document provides a comparison of the educational systems of Switzerland and Greece. It describes their demographic characteristics, cultural characteristics, economic characteristics, technological advancement, trading partners, educational policies and frameworks, and teacher management policies. Some key differences highlighted include Switzerland having a federal system across 26 cantons with multiple official languages, while Greece has Greek as its sole official language. Switzerland also spends a higher percentage of its GDP and more per student on education.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
This document compares the educational systems of Israel and Pakistan. It provides basic data about each country, including population size, literacy rates, and enrollment levels. Both countries have different goals for education - Israel focuses on peace education and gender equality while Pakistan aims for universal primary education. Israel spends more of its larger GDP on education than Pakistan. The structure of schooling is similar between pre-primary, primary, secondary, and higher education levels. Each country has different government organizations that oversee education. Teacher training also differs in length and focus. Some problems facing education include social issues, funding, and impacts of war. The document aims to outline the similarities and differences between the two educational systems.
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 summarizes the South African education system. It outlines the country's Bill of Rights which guarantees basic education for all citizens. It then describes the different levels of education in South Africa including general education and training, further education and training, and higher education and training. It provides details on spending, challenges, and programs aimed at improving education access and quality, particularly for the poor and in rural areas.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
The document discusses education in India, focusing on developments during the Eleventh Five Year Plan period. It outlines the Plan's emphasis on expanding access and improving quality at elementary, secondary, and higher education levels. It then provides details on various schemes and initiatives aimed at universalizing elementary education, such as the Sarva Shiksha Abhiyan, Mid-Day Meal Scheme, and Mahila Samakhya. It also briefly discusses secondary education and the need to move towards universal access.
This document is the 2010 annual report of the New Mexico Higher Education Department. It provides data on enrollment, retention, graduation rates, funding, and legislation related to higher education in New Mexico. Specifically, it details enrollment numbers for 2009 across public universities and community colleges. It also outlines sources of financial aid for students and funding for higher education initiatives in the state from 2007-2010. Finally, it summarizes legislation passed in 2010 related to areas like green energy, health professions, nursing and film/digital arts 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.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document discusses Pakistan's economy, poverty, inequality, health, and education. It provides statistics on population, GDP growth, poverty rates, literacy rates, life expectancy, education enrollment, and health facilities. Suggested remedies include pursuing inclusive growth, modifying government policies, controlling population growth and inflation, prioritizing agriculture, and increasing vocational and technical education.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
This document compares the educational systems of Turkey and Italy. Some key points of comparison include:
- Turkey aims to develop students' interests and skills to prepare them for life, while Italy aims to help students develop personal competencies.
- Both countries face problems like lack of resources, corruption, and ensuring employment opportunities for graduates.
- To prepare for the 21st century, Turkey focuses on reforming higher education while Italy implements reforms like continuing teacher professional development and cooperative learning.
- Overall, factors like education budget, teacher development, and education system quality affect a country's success.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
The document provides an overview of the educational systems of Argentina and Brazil by comparing their demographic profiles, histories of education, government funding, school structures, curricula, grading systems, teacher education programs, school schedules, and challenges. Some key similarities highlighted are their focus on compulsory education for ages 6-17, similar government expenditures on education as a percentage of GDP, and issues with low rates of students pursuing upper secondary and higher education. The document serves to inform about the basic components of Argentina and Brazil's educational systems through comparisons across various metrics.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
A comparison between education in pakistan and uksheroz_ramzan
This document compares the education systems of Pakistan and England. It outlines key statistics and structures of each system such as levels of education, aims and objectives, differences, and similarities. In Pakistan, education is a federal and provincial responsibility, while in England it varies by country. Some differences include duration of secondary education and assessment practices, while similarities include higher education structure and use of formative/summative assessments. Overall the systems have some variations but also share common features.
Comparative analysis of educational system between switzerland and greecePalawan State University
This document provides a comparison of the educational systems of Switzerland and Greece. It describes their demographic characteristics, cultural characteristics, economic characteristics, technological advancement, trading partners, educational policies and frameworks, and teacher management policies. Some key differences highlighted include Switzerland having a federal system across 26 cantons with multiple official languages, while Greece has Greek as its sole official language. Switzerland also spends a higher percentage of its GDP and more per student on education.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
This document compares the educational systems of Israel and Pakistan. It provides basic data about each country, including population size, literacy rates, and enrollment levels. Both countries have different goals for education - Israel focuses on peace education and gender equality while Pakistan aims for universal primary education. Israel spends more of its larger GDP on education than Pakistan. The structure of schooling is similar between pre-primary, primary, secondary, and higher education levels. Each country has different government organizations that oversee education. Teacher training also differs in length and focus. Some problems facing education include social issues, funding, and impacts of war. The document aims to outline the similarities and differences between the two educational systems.
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 summarizes the South African education system. It outlines the country's Bill of Rights which guarantees basic education for all citizens. It then describes the different levels of education in South Africa including general education and training, further education and training, and higher education and training. It provides details on spending, challenges, and programs aimed at improving education access and quality, particularly for the poor and in rural areas.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
The document discusses education in India, focusing on developments during the Eleventh Five Year Plan period. It outlines the Plan's emphasis on expanding access and improving quality at elementary, secondary, and higher education levels. It then provides details on various schemes and initiatives aimed at universalizing elementary education, such as the Sarva Shiksha Abhiyan, Mid-Day Meal Scheme, and Mahila Samakhya. It also briefly discusses secondary education and the need to move towards universal access.
This document is the 2010 annual report of the New Mexico Higher Education Department. It provides data on enrollment, retention, graduation rates, funding, and legislation related to higher education in New Mexico. Specifically, it details enrollment numbers for 2009 across public universities and community colleges. It also outlines sources of financial aid for students and funding for higher education initiatives in the state from 2007-2010. Finally, it summarizes legislation passed in 2010 related to areas like green energy, health professions, nursing and film/digital arts 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.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document discusses Pakistan's economy, poverty, inequality, health, and education. It provides statistics on population, GDP growth, poverty rates, literacy rates, life expectancy, education enrollment, and health facilities. Suggested remedies include pursuing inclusive growth, modifying government policies, controlling population growth and inflation, prioritizing agriculture, and increasing vocational and technical education.
This document analyzes education expenditures globally by examining the share of GDP and total government expenditures spent on education in different countries. It finds that countries spending the least on education as a share of GDP or total expenditures still achieve high primary enrollment rates. Conversely, high levels of spending do not necessarily lead to high enrollment or completion rates. Some countries achieve high enrollment with relatively low spending levels. The document provides data on education spending and outcomes for various countries to illustrate these points.
This document analyzes global education expenditures from 2006-2012 using data from UNESCO. It examines education spending as a share of GDP and total government expenditures. Key findings include:
- Countries spending the least on education devote less than 2.5% of GDP and 10% of total expenditures.
- Countries spending the most devote over 8% of GDP and 24% of expenditures, with some spending over 10% of GDP.
- While high spending does not guarantee high enrollment or completion rates, some countries achieve high rates with relatively low expenditures.
- Several countries more than doubled their education spending as a share of GDP or total expenditures over the period analyzed.
This document summarizes the goals and progress of Ethiopia in eradicating extreme poverty and hunger as outlined in the Millennium Development Goals. It provides context on the definition and causes of poverty in Ethiopia and describes the country's development plans including Agricultural Development Led Industrialization, the PASDEP, and the GTP which aim to achieve rapid economic growth to reduce poverty. While Ethiopia has made progress in decreasing its poverty rate and expanding infrastructure, it still faces challenges from climate change, global price fluctuations, and rising urban poverty that threaten its ability to fully eradicate extreme poverty and hunger by 2015.
Factors Affecting Consumption Expenditure in Ethiopia: The Case of Amhara Nat...Dr. Amarjeet Singh
The document analyzes factors affecting household consumption expenditure in the Amhara National Regional State of Ethiopia using data from the 2015/16 Ethiopian Household Consumption Expenditure and Welfare Monitoring Surveys. A quantile regression model was used to examine the relationship between per capita consumption expenditure and various demographic and socioeconomic variables. The results show that households headed by educated persons, those that own their home, and those with income-generating household heads had higher consumption expenditures across quantiles. Rural households also had higher expenditures than urban households.
Bakhrom Mirkasimov, Westminster International University in Tashkent
Presented at the ReSAKSS-Asia conference “Agriculture and Rural Transformation in Asia: Past Experiences and Future Opportunities”. An international conference jointly organized by ReSAKSS-Asia, IFPRI, TDRI, and TVSEP project of Leibniz Universit Hannover with support from USAID and Deutsche Forschungsgemeinschaft (DFG) at the Dusit Thani Hotel, Bangkok, Thailand December 12–14, 2017.
The document discusses several challenges facing Bangladesh, including poverty, education, corruption, unemployment, infrastructure, climate change, and political unrest. It provides details on the high levels of poverty in Bangladesh, with around 31% of the rural population living in poverty. Education faces issues like insufficient schools and teachers, lack of funding, and high dropout rates. Corruption is prevalent throughout the government and private sector. Unemployment remains a major problem due to lack of job opportunities. Infrastructure requires improvements to areas like transportation and communications. Climate change is exacerbating environmental challenges such as floods and cyclones. Political unrest also remains an ongoing concern.
Community Action Purpose and Asses..pptxCeeJaePerez
The document discusses several key issues in the Philippines:
1. The purpose of community action is for people to work together to address social problems like education, health, livelihood, environment, and disasters.
2. Literacy rates have increased but there are still geographic disparities between urban and rural areas. Programs like ALS and education reforms aim to improve this.
3. Poverty has declined slightly but remains a major problem, especially in rural areas dependent on agriculture and fishing. Limited opportunities and access to resources contribute to rural poverty.
4. Environmental degradation from issues like deforestation, pollution, and unsustainable practices threaten biodiversity and resources. Weak enforcement of laws exacerbates
The document discusses Indonesia's economic growth and potential by 2030. It notes that Indonesia has experienced strong and consistent GDP growth in recent decades, but will need to boost productivity by 60% to achieve its 7% annual GDP growth target. Key opportunities for Indonesia's economy include growing domestic consumption as the middle class expands to 135 million, capitalizing on its young workforce, and developing industries like agriculture, energy, and education. However, Indonesia also faces challenges like improving infrastructure, distributing growth more evenly, and building technical skills in its workforce.
Urban health issues role of government.Dr Chetan C P
Discussion about urban health issues. Why health cannot be addressed in isolation. Trend of health care financing in India. The potential of technology leverage to address access and finally looking at financing solutions to achieve SDG'd.
The document discusses rural development in India. It notes that the Ministry of Rural Development aims to accelerate socio-economic development in rural areas by focusing on healthcare, education, water, housing, and roads. Some key issues facing rural development include poverty, lack of access to clean water, low literacy rates, child labor, poor sanitation and health, lack of electricity, unemployment, and inadequate road infrastructure. The document argues that a major challenge is lack of awareness among rural populations about existing development schemes and resources not always being used for their intended purposes.
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Brief on education Ecuador
1. COUNTRY PAPER
ECUADOR
A brief on education
Prepared by:
Ana María Nuñez
February 2011
2. Introduction
The following paper presents a general perspective regarding relevant issues on
education in Ecuador. Through the following pages, the reader will be aware of
general information on Ecuador, developments in education, and some of the
challenges & reforms that have been built upon them.
Demographic, Economic and Socio-Cultural Situations
a. General Information:
The republic of Ecuador is located in South America, limits to the north with
Colombia, south and east to Peru and west to the Pacific Ocean. Its land area is of
276,840 sq km, and a total area of 283,560 sq km. For a better understanding of its
position in the world, the maps above shows –in the lest- its location in South
America and –in the right- the provincial division of the country.
Major Physical Features.-
Ecuador has 4 regions, divided in 24 provinces on the Coast region, the highlands
(Sierra), the Amazon basin and the Galapagos.
2
3. Ecuador has a total of 966 km (2006) of railways, of them 8,164 km are paved
highways and 35,033 km (2002) unpaved. There are 1,500 km of waterways (most
inaccessible). Ports and harbors are located in Esmeraldas, Guayaquil, La Libertad,
Manta, Puerto Bolivar. There are 406 airports.
b. Demographic Situation
According to the national institute of statistics, Ecuador has a population of
14.204.900 for 2010 at an annual growth rate of 1,44%. Table 1 shows Ecuador’s
annual growth rate from 2002 to 2009.
Table 1.-
2001 2002 2003 2004 2005 2006 2007 2008 2009
POPULAT. 12 479 924 12 660 728 12 842 578 13 026 891 13 215 089 13 408 270 13 605 485 13 805 095 14 005 449
G. Rate
%
- 1.45 1.44 1.44 1.44 1.46 1.47 1.47 1.45
Source: INEC (National institute of statistics) Jan 2011.
Chart 1.-
Source: http://news.mongabay.com/2006/0414-who.html
Chart 1 presents the world’s population growth rates divided by region.
3
4. Urban areas in Ecuador are provided with basic services, such as water, electric
energy and sanitary services. Approximately, 60% of the population is concentrated
on these areas. The remaining 40% is distributed in rural areas, where some services
and medical attention do not exist.
Table 2 shows the distribution of Urban and Rural Population in Ecuador.
Table 2.
2006 2007 2008 2009 2010
URBAN RURAL URBAN RURAL URBAN RURAL URBAN RURAL AREA AREA
Area area Area Area Area area Area Area URBANA RURAL
64,00% 36,00% 64,58% 35,42% 65,00% 35,00% 65,70% 34,30% 66,00% 34,00%
8.580.090 4.828.180 8.785.745 4.819.740 8.993.796 4.811.299 9.202.590 4.802.859 9.410.481 4.794.419
13.408.270,00 13.605.485,00 13.805.095,00 14.005.449,00 14.204.900,00
As the table shows, it can be observed that the population has been migrating to
urban areas at a slow increase of 2% in the last 4 years. The reason for this migration
is to be able to access to better quality of lives in large cities.
Population density according to the word bank is of 48,7 per square km.
c. Economic Situation:
Regarding the Atlas method1, Ecuador is classified as a lower middle-income country
as its GNI is of $3970. Table 3 shows the evolution of the GDP since 2005.
Table 3.-
Source: INEC (National institute of statistics) Jan 2011.
As the table shows, GDP has grown 15% since 2005, by calculating (2009-
2005)/2005. However, the average rate of growth is 2,85% since 2005.
1
Low income $995 or less, lower middle income $996 - $3945; upper middle income $3946-
$12,915; high income $ 12,916 or more.
4
5. Components of GDP
Primary Sector
The primary sector is composed of those activities of direct
extraction from nature with no transformation. It is
primarily composed of agricultural products such as bananas,
coffee, cocoa, rice, potatoes, manioc (tapioca), plantains, sugarcane; cattle, sheep,
pigs, beef, pork, dairy products; balsa wood; fish, shrimp; and mining exploitation
which includes petroleum and natural gas extraction.
On 2006, according to the central bank of Ecuador agriculture accounted for 8% of
the GDP, and the primary sector accounts for 22% of the total GDP.
Table 4 shows the evolution of the primary sector since 2002 to 2006.
Table 4.-
Secondary Sector
Represents the activities of both: handcrafted goods and manufacturing industries.
Table 5.-
Table 5 excludes petroleum refining.
On 2006, according to the Central Bank of Ecuador the secondary sector accounted
for 10% of the GDP. (Excluding oil refining).
Tertiary Sector
Represents services accounts for 68% of GDP.
Other relevant economic data.-
5
6. The annual Inflation Rate is 4,3% (2010).
Unemployment Rate 7% of total labour force (2008 World bank)
Local currency: USD Dollars.
d. Socio-Cultural Situation
- Illiteracy Rate 8%
Male: 92% over 15 years (2008)
Female: 91% over 15 years (2008)
Total 92%
- Infant Mortality Rate Per 1000 live births
20 per 1,000 live births (2010)
- Life expectancy at birth: 75 years (2008)
- Number of official languages: Two
- Name of official language: Spanish & quechua
- Names of principal religions: Roman Catholic 95%, others 5%.
STRUCTURE OF THE EDU CATION SYSTEM
e. Educational Situation
National educative system in Ecuador comprises two sub-systems: Scholar and non-
scholar. Scholar education comprises regular education, compensatory education (for
those who have not finished education or have not accessed on a regular basis) and
special education. Non-scholar sub-system strives for improving cultural and
professional education through private and public efforts.
Ecuadorian regular education has the following levels: Preprimary, Primary and
Secondary level comprising basic, and specialized. Primary education and basic
secondary level is compulsory and comprises 10 years: first to seventh grades of
primary education, and 3 years of secondary education.
6
7. Education structure from preprimary to secondary education
1st pre primary education not compulsory
1st to sixth grade: Compulsory education primary –BGE-
7th to 10th grade: Compulsory education (secondary)
11th to 12th: not compulsory (diversified/technical education)
After finishing the secondary education, the student has to submit examinations that
will guarantee he/she has achieved the level required by the ministry of education for
the required education level.
At the school and high school levels, the ministry of education is a key component
for the development of education nationwide; it has executed several actions to
support improvements in education whose objectives are aligned to the national
development plan.
An example can be the “escuelas unidocentes” (One teacher school), which intend to
improve quality of the education supply in rural areas. Nationwide, there are other
programs developed by diverse ministries, oriented to environmental preservation,
sexual education, and health concerns. Developments have also been achieved in
pedagogy as an example; study cases are applied to promote critical thinking from
students where the student becomes part of the process of learning.
To improve quality in the tertiary level a national committee of accreditation has been
designed. This committee ensures universities comply for legal requirements and
curriculum development. Up to date only few universities have been accredited.
After the approval of the superior education law on 2010, in 2 years, 60% of all
university teachers must be enrolled and have a master’s degree. The law also
contemplates an examination of students upon they finish their studies. If students
score low grades on this examination, the degree will be closed for poor quality
results.
7
8. 1. Coverage of School Age Population.-
Level Total School Age Gross Enrolment Percentage in
Enrolment Population Rate % (2009) Private Schools
Pre-Primary 290,000 3 to 5 131 27%
Primary 1,717,000 6 to 11 117 18%
High/Secondary 1,633,000 12 to 17 81 12%
Tertiary - 18 and 42 35%
above
Source: UNESCO’s Institute of Statistics. Elaborated by: The author.
2. Rate of Growth of Enrolment During Past Five Years Period
Level of Education Average Annual Rate of Growth
(2005 – 2009)
Pre-Primary 7,18%
Primary 1,03%
High/Secondary 24,18%
Tertiary2 20%
Source: UNESCO’s Institute of Statistics. Elaborated by: The author.
3. Teacher Deployment Situation
Level of Education Number of % Qualified Pupil/ Teacher
Teachers (2009) Teachers Ratio (2009)
Pre-Primary 20,011 78 19
Primary 120,064 83 17
High/Secondary 47,357 78 22
Tertiary 8,4703 80 27
2
Available from 2007 to 2008
3
2008 reference.
8
9. Source: UNESCO’s Institute of Statistics. Elaborated by: The author.
DINAMEP (National council of professional improvement) is the national institution
in charge of teacher training at a national level; its main objective is to improve
education and services of education in provinces of the country.
4. Internal Efficiency in Primary Education (Current Two Year Period)
Grades
Rate Year 1 2 3 4 5 6 7 8 9
2008-
- - - - - - - - -
2009
Promotion 2009-
- - - - - - - - -
2010
2008- 5 3 2 2
1 1 - - -
2009
2009- 5 10 10 5
Repetition 2010
3 1 - - -
Rate
2008-
- - - - - - - - -
2009
2009-
Dropout 2010
- - - - - - - - -
Rate
100% 100% 100% 100% 100% 100% 100% 100% 100%
Note: Several data were not available.
Source: UNESCO Statistics
5. Financing of Education
In 2006, 73 million dollars where invested in school infrastructure.
Source: 10 year education plan 2007.
9
10. 1. Total Public expenditure on education as a percentage of government expenditure
is 8 % (2000).
2. Total Public expenditure on education as a percentage of GDP/GNP is 3,9 %
(2009-2010). The intention is to achieve an annual increase of 0,5% in education’s
portion of the GDP until it reaches at least 6% for 2012.
Level of Education Current Public Expenditure
Primary (2000) 3,2
High/Secondary (2000) 6
Tertiary ----
Others ----
The total amount of infrastructure investment for the year 2006 on students was of
270 USD. Total investment in infrastructure accounted for 73 million.
7. Current Expenditure Per Pupil as a Percentage of GDP or GNP
(2009– 2010)
Level of Education Expenditure Per Pupil
Primary
High/Secondary
Tertiary
Others
a) Curriculum development
Schools and high school education.-
The National Plan for Environmental Education: Co-preparation with the Ministry of
Environment the National Plan for Environmental Education for Basic and High
School education. This program motivates persons to find solutions to
environmental problems and motivates individuals to defend natural resources and
manage waste.
10
11. National Welfare Plan: This is a program where teachers, students, parents’
community members, and authorities are integrated in a positive creative system. It
aims to orient the society people against the prevention of improper use of drugs.
Institutionalization of sex education: This was a perceived need at all levels of
education: pregnancy is a reason for the high levels of dropouts from girls. Also, it
aims to eradicate sex crimes, and reduce and treat sexually transmitted diseases.
Through Ministerial Accord 403 sex education was institutionalized in the education
system.
School for parents: This program aims to improve communication amongst the
members of the family, strengthen the values of the family, improve self esteem,
prevention of violence and support children in the process of learning.
International Baccalaureate Organization: Ecuador’s public education is joining the
international education panorama included signing the Memorandum of Mutual
Commitments between Ecuador and the International Baccalaureate Organization
(“OBI”). The 22 schools chosen are in the first training phase for implementing the
program.
b) Text book production/ distribution
Providing free text books from 1st to 7th grades of Basic general education.
The ministry of education provided free textbooks for children registered in Spanish
and bilingual public schools in the Coast, Highlands and Amazon Basin Region
systems. In average, the Ministry of education contributed with 80% of the cost of
the books. The remaining 20% was contributed by sectional governments.
c) Special programmes for the Disadvantaged and poor.
According to the WTO, there are 161 million persons with disabilities from which 37
million are blind and 124 million persons are partially blind. At least 6 million of
them are scholar age children and 80% of them live in developing countries. From
these children, less than 10% are receiving education. A girl with visual disability
receives less attention and is highly more discriminated than a boy.
11
12. In Ecuador, 40% of the population lives in rural areas, therefore, programs have been
developed to guarantee equal access to education for this children.
National Plan for Education Inclusion:
Validation and forming inclusive policies for the disadvantaged, which allow
incorporation of all boys, girls and young people into a system with fair conditions.
Specialized training workshops for educators are given on an annual basis in topics
such as: “Response to Educational Needs of Gifted Children,” “Alternate
Communications System for Deaf and Blind Students” and “Education for the
Deaf.”
Escuelas unidocentes (one teacher schools):
This schools aim to reach a percentage of students who have difficulty in accessing
schools and provide these children -from rural areas- with mini libraries, facilities,
computers, tools for farming and also, lodging for the teacher. This program
supports the teacher with continuous technical assistance. The basic areas of studies
are: mathematics, language and communication, social studies, and natural science.
Teachers from these schools are required to meet periodically to share experiences,
establish compromises and to implement innovation in pedagogy of education.
For supporting the education in rural areas, the national council of rural education is
also implementing 2 projects: one, oriented to social and productive development and
the second, to the communitarian curriculum for general basic education.
d) Efforts for education for all programmes
In order to achieve the goals of making basic education universal, the following
complementary strategies have developed:4
a. Incentives for voluntary retirement for teachers and termination of night school
teachers.
4
Ten year education plan, 2007.
12
13. b. Breaking down items and allotments to teachers in rural, border and marginal
areas.
c. Incorporation of new teachers, ensuring their quality through a registry of eligible
candidates. Persons who wish to enter the teaching profession as teachers must
register and pass aptitude tests prior to the process handled by the commissions on
entries and changes.
In reference to these three, there has been a re-evaluation of the teaching
profession, professional development, working conditions and quality of life.
For the voluntarily retirement of senior teachers, the government offered and
paid five basic monthly wages to $12,000 through Executive Decree 1563 on
June 29, 2006. Through this decree, persons who wish to enter the teaching
profession as teachers must register and pass aptitude tests prior to the process
handled by the commissions on entries and changes.
d. Elimination of barriers to entry into the education system through a free text book
campaign and the elimination of the $25 payment.
The contribution from families to schools of USD 25 has been eliminated by
the government for the purpose of eliminating barriers to public education and
advance towards free public school education. This contribution was
eliminated from 1st to 7th grades.
e. Making the first year of Basic General Education (“BGE”) universal.
As a result of the program, in 2006 the increase in public school registrations
in 2006 was 28.9% in the Coast system. National gross enrolment on basic
education is 117% for 2009.
13
14. e) Inspection and Supervision services for Quality improvement
Supervision is in charge of the provincial council of education, who manages the
work of provincial supervisors. Supervision is a task of professional assessment and
control over the assigned educational institutions, and will always take into account
the opinions of the communities. To be a supervisor, it is fundamental to have
specialized training, and live in the working area assigned.
To ensure quality a national evaluation system has been implemented, and social
reporting of the education system.
f) Examination systems
The intention is to perform a national testing system that includes measurement of
academic achievements, testing institutional work and teaching performance.
Issues and problems of education
Some of the most relevant problems in education are the following:
a. Access to education in rural areas.
b. Extreme poverty
c. High girls dropout in schools
d. Lack of access to schools
e. Corruption in education
14
15. Educational reforms.-
In October 2010, the new law on higher education was approved with some
educational reforms such as:
Number of credits per degree.-
There will be a number of credits per degree that students must comply with in order
to graduate.
Full time professors.-
Full time teachers in tertiary education must posses master degrees in order to be
promoted as full time teachers. The law establishes a classification of professors who
need to comply with specific demands.
Testing Systems.-
The law proposes to develop a test according to every program in each university. In
a period of 5 years the students will start taking this tests and if overall they don’t
score above the required grade for a period f two years, the program/degree will be
closed.
Elimination of diplomas as postgraduate degrees.-
The actual tertiary education law eliminates diplomas as postgraduate degrees and
only recognizes masters and PhD’s, graduate programs.
15
16. Bibliography:
1. Observatorio de la Economía Latinoamericana-
http://www.eumed.net/cursecon/ecolat/ec/2006/gvd.htm
2. INEC- www.inec.gov.ec
3. UNESCO - http://www.unesco.org/new/en/unesc
4. Ten Year education plan. 2007. Ministry of Education of Ecuador
5. Ley orgánica de educación superior LOES.
16