Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
THE “GENDER PIPELINE”
The “opportunity structure” or “gender pipeline” has been used to examine the causes of gender differences in the formal education of both boys and girls as well as the academic performance of boys and girls.
Salient features of national policy on educationAbu Bashar
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
New education-policy-2020 by - amit singh bhadoria(b.com 1 st year)AmitsinghBhadoria
by amit singh bhadoria
collage: vikrant group of institution .gwalior
NCC cadet
contact me on :
instagram : @amit_agnivanshi
facebook amit agnivanshi
watsapp//7000904779
for best ppt
thank yiu for watching please contact us
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
A set of slides used in a teaching session of an MA Education course. Topic: "Innovations in schooling (and other educational institutions) in developing countries".
THE “GENDER PIPELINE”
The “opportunity structure” or “gender pipeline” has been used to examine the causes of gender differences in the formal education of both boys and girls as well as the academic performance of boys and girls.
Salient features of national policy on educationAbu Bashar
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
New education-policy-2020 by - amit singh bhadoria(b.com 1 st year)AmitsinghBhadoria
by amit singh bhadoria
collage: vikrant group of institution .gwalior
NCC cadet
contact me on :
instagram : @amit_agnivanshi
facebook amit agnivanshi
watsapp//7000904779
for best ppt
thank yiu for watching please contact us
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
A set of slides used in a teaching session of an MA Education course. Topic: "Innovations in schooling (and other educational institutions) in developing countries".
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
2. Education
• Nation-building role
• –schools a key institution (lingua franca, unified
curriculum, national ideology, institutional presence,
political decentralization)
• Education as Political/Religous indoctrination/ideology?
• Education & democracy (Dewey)
• Education as a tool of social exclusion (e.g. apartheid)
• Education for social inclusion - ‘positive discrimination’ /
‘affirmative action’
• Education as emancipation (Freire)
3. Human rights and education
• Article 26.
• (1) Everyone has the right to education. Education shall be free, at
least in the elementary and fundamental stages. Elementary
education shall be compulsory. Technical and professional
education shall be made generally available and higher education
shall be equally accessible to all on the basis of merit.
• (2) Education shall be directed to the full development of the
human personality and to the strengthening of respect for human
rights and fundamental freedoms. It shall promote understanding,
tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the
maintenance of peace.
• (3) Parents have a prior right to choose the kind of education that
shall be given to their children.
4. – Everyone has the right to education. Primary education should be
compulsory and free to all--International Covenant on Economic,
Social and Cultural Rights, Article 13
– Women have equal rights in education. States shall ensure the
same conditions for career guidance, access to studies, teaching
staff and equipment. Stereotyped roles of men and women are to
be eliminated in all forms of education. Women must have the
same opportunities to benefit from scholarships and the same
access to continuing education. States shall ensure the reduction
of female drop-out rates and that woman have access to
educational information to help ensure that health and well-being
of families, including information on family planning.
– States shall take into account the special problems of rural women
and the significant roles they play. States shall ensure equal rights
of men and women to receive training and education….
– --Convention on the Elimination of All Forms of Discrimination
Against Women, Articles 10 and 14
5. • "States Parties undertake to prohibit and to eliminate racial discrimination ... and
to guarantee the right of everyone, without distinction as to race, color, or national
or ethnic origin, to equality before the law ... in the enjoyment of ... the right to
education and training...."
– --Convention on the Elimination of All Forms of Racial Discrimination, Article 5
– Education- The rights to free primary education, the availability of vocational
educating, and the need for measures to reduce the drop-out rates.
– Aims of education – Education should foster the development of the child
personality and talents preparation for a responsible adult life, respect for
human rights as well as the cultural and national values of the child’s country
and that of others.
– --Convention on the Rights of the Child, Articles 28 and 29
• "The States Parties ... To make primary education free and compulsory; make
secondary education in its different forms available and accessible to all; make
higher education equally accessible to all on the basis of individual capacity; assure
compliance by all with the obligation to attend school prescribed by law...; "
– --Convention against Discrimination in Education, Articles 3, 4, and 5
6.
7. Education in developing countries
• Manpower: The initial focus of education policy in many Sub-
Saharan countries until to their independence was to ensure the
provision of the needed manpower to help with the
development process.
• Human capital: during the neo-liberal policies of the 1980s and
1990s education became seen as an investment in human
capital. Dependence in countries such as Ghana relies on
organisations such as the World Bank.
• Colonisation and Decolonisation: Education was seen as a
means to ensure integration in many of the newly independent
countries (Davis & Kalu Nwiwu, 2001).
8. Primary education
• The World Bank argues that higher education does not
generate a sufficient return on investment compared to
primary and basic education(Santos, 2006).
• Ndong-Jatta states that a “condition for qualifying for
World Bank assistance in the education sector was for
African countries to divert resources from higher
education and channel them instead towards primary
and basic education” (cited by Samoff & Carrol, 2003: 1).
• Ghana has aimed accordingly to create a strong focus on
primary education.
9.
10. Tertiary level education subsidies
• •A university student in the South costs
between 90-150 times as much to educate as
a primary school pupil.
• •66% of government spending on education
benefits the wealthiest 20%.
• •The poorest 20% receive 3% of public
education spending. (UNICEF)
11.
12.
13. Free Primary Education
• The Free Compulsory Universal Basic Education Programme
(FCUBE) in Ghana was introduced 1995 - aiming for free
education for all by 2005
• The aspiration was a free, compulsory and qualitative basic
education for all school age children over 9 years.
• A further reform of education in 2007 in Ghana meant that free
education was extended from six to eleven years. This includes
junior secondary school (JSS) (Yamada & Ampiah, 2009: 63).
• A higher spending on education: between 1999 to 2006 there
was an increase in spending from 3.7 to 5.1% of GDP. Half of this
spending is dedicated to basic education (Yamada and Ampiah,
2009: 64).
14. Aim of FCUBE
• To support education policy and management.
• Examples:
• “Increasing instructional time,
• Reducing fees and levies,
• Improving head teachers' management skills and
motivation
• Improving school supervision
• Improving physical infrastructure
• Increasing the number of school places through the
large-scale construction of additional classrooms and
schools.” (Akyeampong, 2009: 181)
15. Parents – Government
• Government are supposed to finance free tuition,
textbooks, teaching and learning materials and
subsidise the cost of exercise book.
• Parents are expected to provide for the nutrition,
school uniforms, school bags and stationery and
transport of their children if needed (Akyeampong,
2009:181).
16. Limited Universalism
• FCUBE have problems in becoming universal:
• 84.1% of girls start primary school versus 90.7% of boys
(Nguyen and Wodon, 2013).
• Completion rates in transition between junior high to
senior are much lower for girls, at 51.2% for girls and
65.1% for boys (Nguyen and Wodon, 2013).
17. 1 Lack of quality
• It is assumed that a lower quality of education will attract
fewer pupils (including those from poorer backgrounds)
• Large rise in students per teacher: from 43:1 in 1996 to 63:1 in
2005 (Akyeampong, 2009:190).
• The numbers of untrained teachers have doubled in basic
education (Akyeampong, 2009)
• Trained teachers in deprived areas have become a rarity: from
55% in 2003/04 to 37% in 2007 (Akyeampong, 2009:190).
• Akyeampong argues that the “general low achievement level
in public schools could be counter-productive to efforts to
increase household demand for schooling, especially for those
for whom the opportunity costs outweigh the cost of
attendance” (Akyeampong, 2009:191).
18. 2 Hidden fees
• Akyeampong highlights education was free in theory but that
many schools was charging levies for other services to replace
lost tuition fees – indirect levies for extra-curricular activities
• If parents do not pay these levies the children are sent home.
District authorities are forcing the head teacher to collect
these levies.
• “District levies provided a backdoor for reinstating some fees.
If all fees had been abolished and other initiatives that further
offset the opportunity cost of schooling had been introduced,
the gains might have been higher” (Akyeampong, 2009:192).
• Capitation grants for schools in September 2005 reduced
some fees, increased enrolment but reduced funds for
education.
19. 3 The failure of the state and
informal welfare
• This has become more evident since structural adjustment
programmes have lead to an increasing dependence on the
informal sector (Clark & Manuh, 1991; Manuh, 1993).
• Hassim and Razavi argues that “[w]omen's unpaid care work
continues to form the bedrock on which social protection is
subsidized, with erosions in state provisioning impacting most
strongly on women” (2006:2)
• Women are overwhelmingly clustered in low-entry, low-
return type activities (Whitehead, 2004).
20. Mainstream solutions
• Akyeampong argues that one needs to
motivate people through economic incentives
• 1 Conditional cash transfer schemes
• 2 Increase the quality of education
• 3 Reduce the hidden fees
• 4 Replace households dependence on child
labour. (Akyeampong, 2009: 193).
21. Additional explanations
• 1 Informal economy
• 2 Duties towards kinship/communities
• 3 The failure of the state and informal welfare
22.
23.
24. Child labour
• Lewin and Akyeampong argue that formal education is
colliding with activities of Child Labour.
• “A survey on child labour in 2003 estimated that two thirds of
Ghanaian children combined school with work”
(Akyeampong, 2009: 187–188).
• The conflict lies in the fact that Children will work “to
supplement household income, or for their own upkeep”
(Akyeampong, 2009:193)
• Arat argues that child labour is “sustained by a triangular
foundation formed by three corner players: the employers,
parents and the state … [with] governments often turn[ing] a
blind eye to the practice because they are willing to welcome
any form of investment” (Arat, 2002: 182).