Mgd #2
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Millennium Development Goal #2 aims to achieve universal primary education by 2015. While progress has been made in some areas due to targeted interventions and funding, the goal may not be fully reached. Enrollment has increased to 89% globally but the pace is insufficient. Sub-Saharan Africa and Southern Asia account for most children out of school, with high dropout rates. Risk factors for dropping out include poverty, rural residence, gender, and social/cultural barriers against girls' education.
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Daniela nita mgd#2 2010
Millennium Development Goal #2 aims to achieve universal primary education by 2015. While progress has been made in some areas through targeted interventions and funding, 69 million children worldwide remained out of school in 2008. Sub-Saharan Africa and Southern Asia account for the majority of out-of-school children and dropouts. The poorest populations, girls, and those in rural areas face the highest risks of not completing primary education due to socioeconomic barriers and lack of access.
Agron 342 Pres
Education provides significant benefits to individuals, societies, and the world. It enables people to gain skills and knowledge that allow them to earn more money and live better lives. However, many parts of the world still face problems in ensuring universal access to education, especially for girls. Issues include inadequate funding, lack of schools and teachers, and costs of attending school. To address these problems, initiatives aim to increase attendance, promote equal access for boys and girls through scholarships, and reduce class sizes.
Educate girls infographic
This document discusses the importance of educating girls in developing countries. It notes that 132 million girls globally are not receiving an education due to issues like early marriage, poverty, and cultural norms. Educating girls can help reduce child mortality, maternal mortality, child marriage, and increase societal development. It recommends building more schools, making higher education more accessible through scholarships, and ensuring schools have proper hygiene, safety, and protection from gender stereotypes to improve girls' educational opportunities.
Educate girls
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
Women's Education: Zonta Spain's Gender Observatory - May 10 2013 - Education...
Women's Education - An Overview and Challenges This presentation analyses the achievements in the area of education of girls and women in a global perspective. It includes some relevant Millenium Development Goals (2000-2015) , what they are and how much has been accomplished, and what is left. Regions are compared. Reasons for progress given. Further it argues WHY we should assure girls/women get access to education and WHAT can be done to achieve the MDGs relative to education.
By Inés Chamarro, President of Zonta Madrid Km 0 and Chair of Zonta Spain's Gender Observatory.
Call for action - Education equity now!
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
Out of-school report West and Central Africa
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Aoife keogh and aisling oneill religion
Over 38 years, Action Aid has worked to increase access to equal primary education globally by supporting communities to hold governments accountable and empowering women through literacy. While primary education enrollment reached 90% in 2010, 57 million primary-school-age children and 123 million youth remained out of school in 2011. Action Aid calls for governments to increase education spending, eliminate school fees, provide cash transfers for school attendance, ensure transportation to school, and deliver sustainable, quality education systems to achieve universal primary education by 2015.
Recommended
Daniela nita mgd#2 2010
Millennium Development Goal #2 aims to achieve universal primary education by 2015. While progress has been made in some areas through targeted interventions and funding, 69 million children worldwide remained out of school in 2008. Sub-Saharan Africa and Southern Asia account for the majority of out-of-school children and dropouts. The poorest populations, girls, and those in rural areas face the highest risks of not completing primary education due to socioeconomic barriers and lack of access.
Agron 342 Pres
Education provides significant benefits to individuals, societies, and the world. It enables people to gain skills and knowledge that allow them to earn more money and live better lives. However, many parts of the world still face problems in ensuring universal access to education, especially for girls. Issues include inadequate funding, lack of schools and teachers, and costs of attending school. To address these problems, initiatives aim to increase attendance, promote equal access for boys and girls through scholarships, and reduce class sizes.
Educate girls infographic
This document discusses the importance of educating girls in developing countries. It notes that 132 million girls globally are not receiving an education due to issues like early marriage, poverty, and cultural norms. Educating girls can help reduce child mortality, maternal mortality, child marriage, and increase societal development. It recommends building more schools, making higher education more accessible through scholarships, and ensuring schools have proper hygiene, safety, and protection from gender stereotypes to improve girls' educational opportunities.
Educate girls
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
Women's Education: Zonta Spain's Gender Observatory - May 10 2013 - Education...
Women's Education - An Overview and Challenges This presentation analyses the achievements in the area of education of girls and women in a global perspective. It includes some relevant Millenium Development Goals (2000-2015) , what they are and how much has been accomplished, and what is left. Regions are compared. Reasons for progress given. Further it argues WHY we should assure girls/women get access to education and WHAT can be done to achieve the MDGs relative to education.
By Inés Chamarro, President of Zonta Madrid Km 0 and Chair of Zonta Spain's Gender Observatory.
Call for action - Education equity now!
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
Out of-school report West and Central Africa
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Aoife keogh and aisling oneill religion
Over 38 years, Action Aid has worked to increase access to equal primary education globally by supporting communities to hold governments accountable and empowering women through literacy. While primary education enrollment reached 90% in 2010, 57 million primary-school-age children and 123 million youth remained out of school in 2011. Action Aid calls for governments to increase education spending, eliminate school fees, provide cash transfers for school attendance, ensure transportation to school, and deliver sustainable, quality education systems to achieve universal primary education by 2015.
Education
The document discusses challenges facing education in South Africa. It notes that while access to education has improved since apartheid ended, quality remains very poor, especially in historically disadvantaged black and rural schools. Teacher quality is low due to inadequate training and poor subject knowledge, and outcomes on international tests are among the worst in the world. Early childhood development and adult literacy also need significant improvement for South Africa to achieve its education goals. The document analyzes factors contributing to the education crisis, from apartheid's legacy to problems with the outcomes-based curriculum. Overall it presents South Africa's education system as facing a "national emergency" despite large spending increases.
Poverty
Poverty is a widespread global issue affecting billions of people in developing countries. Many lack basic necessities like clean water, sanitation, adequate housing, and access to healthcare and education. The causes of poverty are complex and include issues with trade agreements, debt, land ownership, conflict, gender inequality, and environmental degradation. Alleviating poverty requires concerted global efforts across many areas like increasing aid, promoting fair trade, achieving UN poverty targets, and addressing the root causes that perpetuate the cycle of poverty.
Education Cannot Wait Gender Factsheet
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
Ndg presentation at the rainbow min
The document discusses challenges and opportunities for education in Guatemala. It notes that education is a fundamental human right, and that quality education is key to development. However, Guatemala faces numerous educational challenges, including high poverty and malnutrition rates, low literacy rates that are the lowest in Latin America, and disparities along gender, geographic and ethnic lines. State investment in education is also among the lowest in the region. The document then highlights the work of Niños de Guatemala in establishing a primary school called Nuestro Futuro to provide education opportunities for underprivileged children in Ciudad Vieja. It describes the school's curriculum and community involvement approach, and provides ways for readers to support the initiative.
Right to education challenges in the Asia - Pacific region
Situation du droit à l'éducation au niveau mondial, Asia South Pacific Association for Basic and Adult Education (ASPBAE)
Out-of-School-Children
61million children are out of school
36million are in Africa
31million in sub-Saharan Africa
10.5million in Nigeria
Six goals for world education
UNESCO has six main goals for world education by 2015: 1) expanding early childhood education, 2) ensuring free primary education, 3) meeting the learning needs of youth and adults, 4) achieving a 50% improvement in adult literacy, 5) eliminating gender disparities, and 6) improving education quality. Progress has been made in many areas but challenges remain, especially in improving early childhood programs, youth/adult education, adult literacy, and achieving gender parity at all levels. Quality also remains low in some regions.
Attacs on Education
Attacks on education have a widespread and substantial impact on children's access to education in conflict-affected countries. An estimated 50 million primary and secondary school-aged children are out of school in conflict zones, more than half of them girls. There were over 3,600 documented attacks on education in 2012 alone. Case studies on countries like Syria, Central African Republic, and Pakistan show how conflicts can destroy school infrastructure and reverse education gains, with millions of children having their education interrupted for months or years. However, humanitarian funding for education remains extremely low at only 1.4% of total humanitarian aid in 2012, preventing education systems from adequately responding to needs after attacks and restoring schooling.
Gender Empowerment
This document provides background information on literacy and education in Egypt from 1980 to present. It discusses Egypt's large education system and high illiteracy rates, especially among women. In the 1980s and 1990s, the government and organizations worked to address illiteracy through programs and laws. Rates declined from 49.4% to 34.2% during this period. The 2000s saw continued work but details are not provided. Organizations like USAID, UNESCO, and AUEED implemented programs to increase access and quality of education, particularly for girls and women. Educational programs have led to social and economic improvements for women in Egypt.
Female education and self-sufficiency DO make a better world
Through two examples of actions, how can female education and sel-sufficiency lead to a better world.
Somalia Policy Brief-2
This document discusses the education system in Somalia and proposes reforms. It notes that Somalia has very low literacy rates, especially for women, due to high costs of private education, lack of schools in rural areas, and gender bias. The mean years of schooling is only 5.5 years and is increasing slowly. This is inhibiting Somalia's development. It argues that improving education would boost the economy through increased skills, entrepreneurship, and productivity. However, Somalia's weak government cannot afford to fund education. The document proposes using international grants to send Somali students to Yemen for culturally appropriate schooling and then have them return to Somalia to help develop the domestic education system.
Assessment of Socio-Cultural Constraints On Girls’ Success in Education: The ...
Abstract:In countries, such as Ethiopia, girls are at a disadvantageous position in terms of accessing and succeeding in their education. The objective for this study is to examine the socio-cultural factors affecting girl’s education. The scope of the study focuses on one Primary School where female students are enrolled and limited to grades 4 - 8 and in the age group of 12-18. The sample size of this particular study was 40 female students and 10 respondents for focus group discussion. The respondents were selected using the probability sampling technique and systematic random sampling method.
The findings of this study revealed that girls living in the study area had faced many socio- cultural problems hampering their enrollment and their success in their education. The perception of the community about female education, long distance of the school, early marriage, abduction and lack of role model in their village, as well as, in their school are the major factors that hinders girls’ enrolment and success.
Finally, it was suggested that the collaboration of the community, teachers, school leaders, parents, government and non-government organizations are very important to increase the participation and success of female’s students in the study area.
Keywords: Constraints, primary school, Socio-Cultural and success.
«Let’ s learn about our rights» (4)
Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
----------------------------------------------------------
Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
The Digital Divide – implications for equity in higher education in South Africa
The Digital Divide – implications for equity in higher education in South AfricaCentre for Distance Education
We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.Illiteracy in pakistan
This document discusses illiteracy in developed countries. It identifies several causes of illiteracy including poverty, learning disabilities, lack of literacy within families, lack of schools in rural areas, and a poor education system. Effects of illiteracy include unemployment, poor health, and problems for both individuals and society. The document recommends allocating more funds to education, arranging workshops for teachers, and promoting primary education. It concludes that changing thinking, especially among parents living in poverty, is needed so that all children can study and pursue their dreams.
Two minutes to make a difference "Girls education in Pakistan"
Pakistan faces significant challenges in education access and quality. Nearly 5.1 million children were out of school in 2010, with over 3 million girls lacking access. Adult illiteracy is also a major issue, with 49.5 million adults - two thirds of whom are women - being illiterate. While primary enrollment increased from 58% to 74% from 1999-2010, education spending declined and Pakistan allocates only 10% of its budget to education. The education system suffers from lack of funding, low quality teaching, outdated curriculums, and wide inequalities in access between regions, wealth levels, and gender.
CAUSES EARLY SCHOOL LEAVING
The document summarizes findings from a 2015 Eurostat survey of young people aged 18-24 in EU28 countries who left secondary school at age 16 and have not pursued further education. The survey found that on average, 2.9% more boys than girls left school early. Nearly 80% came from low-income backgrounds and less than 10% were from major urban areas. Educational reasons for leaving early included poor academic performance, an overwhelming volume of knowledge, and an education system that assessed only one type of intelligence. Technical problems with the education system like a lack of guidance, poor resources, and unstable infrastructure also contributed. Financial needs like entering the job market early and an inability to afford education, as well as social barriers like language
Resolution Brainstorms
The document discusses the issue of growing racism in education in Italy. It notes that Italy has a high literacy rate but racism in schools is increasing as the country has seen many migrants from different parts of the world. To address this, Italy should establish consequences for violations of expectations regarding racial incidents, respond quickly to such incidents, and discourage students congregating according to race. Educating students on prejudice and increasing activities where students from different countries work together can help make students more friendly and prevent racism in schools. Italy supports ongoing resolutions focusing on addressing this important issue.
Education for All
Education for all : Education is a fundamental right that should be available to everyone, regardless of socioeconomic status, race, gender, or any other factor. All people should have access to quality education, including access to books, technology, and experts who can help them learn. To ensure Education for All, governments should invest in public schools and libraries, provide free tuition for college and technical school, and support programs that increase access to educational resources. Additionally, organizations and individuals should work together to create learning opportunities that are accessible to everyone. By creating a culture of learning and knowledge sharing, we can make sure that everyone has the opportunity to learn, grow, and reach their full potential.
Worldwide Online Community - A Confluence Case Study
The Steve Sinnott Foundation was established in 2009 to honor the legacy of Steve Sinnott, a respected leader in education, and support the UN's Millennium Development Goals for education. The Foundation aims to promote quality education for disadvantaged children worldwide and help achieve universal primary education and gender equality in schools. It has already funded over 80 educational projects and hopes to unite educators in achieving full primary education for all children by 2015.
access to education.pptx
Kyrgyzstan maintains a high level of access to primary and secondary education, though attendance rates are lower for upper secondary students (59% for boys and 56% for girls). About 6% of school-age children do not attend, mainly those who enter late, have disabilities, work in rural areas, or have migrant parents. While education is legally free, poverty and other barriers can prevent access.
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Education
The document discusses challenges facing education in South Africa. It notes that while access to education has improved since apartheid ended, quality remains very poor, especially in historically disadvantaged black and rural schools. Teacher quality is low due to inadequate training and poor subject knowledge, and outcomes on international tests are among the worst in the world. Early childhood development and adult literacy also need significant improvement for South Africa to achieve its education goals. The document analyzes factors contributing to the education crisis, from apartheid's legacy to problems with the outcomes-based curriculum. Overall it presents South Africa's education system as facing a "national emergency" despite large spending increases.
Poverty
Poverty is a widespread global issue affecting billions of people in developing countries. Many lack basic necessities like clean water, sanitation, adequate housing, and access to healthcare and education. The causes of poverty are complex and include issues with trade agreements, debt, land ownership, conflict, gender inequality, and environmental degradation. Alleviating poverty requires concerted global efforts across many areas like increasing aid, promoting fair trade, achieving UN poverty targets, and addressing the root causes that perpetuate the cycle of poverty.
Education Cannot Wait Gender Factsheet
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
Ndg presentation at the rainbow min
The document discusses challenges and opportunities for education in Guatemala. It notes that education is a fundamental human right, and that quality education is key to development. However, Guatemala faces numerous educational challenges, including high poverty and malnutrition rates, low literacy rates that are the lowest in Latin America, and disparities along gender, geographic and ethnic lines. State investment in education is also among the lowest in the region. The document then highlights the work of Niños de Guatemala in establishing a primary school called Nuestro Futuro to provide education opportunities for underprivileged children in Ciudad Vieja. It describes the school's curriculum and community involvement approach, and provides ways for readers to support the initiative.
Right to education challenges in the Asia - Pacific region
Situation du droit à l'éducation au niveau mondial, Asia South Pacific Association for Basic and Adult Education (ASPBAE)
Out-of-School-Children
61million children are out of school
36million are in Africa
31million in sub-Saharan Africa
10.5million in Nigeria
Six goals for world education
UNESCO has six main goals for world education by 2015: 1) expanding early childhood education, 2) ensuring free primary education, 3) meeting the learning needs of youth and adults, 4) achieving a 50% improvement in adult literacy, 5) eliminating gender disparities, and 6) improving education quality. Progress has been made in many areas but challenges remain, especially in improving early childhood programs, youth/adult education, adult literacy, and achieving gender parity at all levels. Quality also remains low in some regions.
Attacs on Education
Attacks on education have a widespread and substantial impact on children's access to education in conflict-affected countries. An estimated 50 million primary and secondary school-aged children are out of school in conflict zones, more than half of them girls. There were over 3,600 documented attacks on education in 2012 alone. Case studies on countries like Syria, Central African Republic, and Pakistan show how conflicts can destroy school infrastructure and reverse education gains, with millions of children having their education interrupted for months or years. However, humanitarian funding for education remains extremely low at only 1.4% of total humanitarian aid in 2012, preventing education systems from adequately responding to needs after attacks and restoring schooling.
Gender Empowerment
This document provides background information on literacy and education in Egypt from 1980 to present. It discusses Egypt's large education system and high illiteracy rates, especially among women. In the 1980s and 1990s, the government and organizations worked to address illiteracy through programs and laws. Rates declined from 49.4% to 34.2% during this period. The 2000s saw continued work but details are not provided. Organizations like USAID, UNESCO, and AUEED implemented programs to increase access and quality of education, particularly for girls and women. Educational programs have led to social and economic improvements for women in Egypt.
Female education and self-sufficiency DO make a better world
Through two examples of actions, how can female education and sel-sufficiency lead to a better world.
Somalia Policy Brief-2
This document discusses the education system in Somalia and proposes reforms. It notes that Somalia has very low literacy rates, especially for women, due to high costs of private education, lack of schools in rural areas, and gender bias. The mean years of schooling is only 5.5 years and is increasing slowly. This is inhibiting Somalia's development. It argues that improving education would boost the economy through increased skills, entrepreneurship, and productivity. However, Somalia's weak government cannot afford to fund education. The document proposes using international grants to send Somali students to Yemen for culturally appropriate schooling and then have them return to Somalia to help develop the domestic education system.
Assessment of Socio-Cultural Constraints On Girls’ Success in Education: The ...
Abstract:In countries, such as Ethiopia, girls are at a disadvantageous position in terms of accessing and succeeding in their education. The objective for this study is to examine the socio-cultural factors affecting girl’s education. The scope of the study focuses on one Primary School where female students are enrolled and limited to grades 4 - 8 and in the age group of 12-18. The sample size of this particular study was 40 female students and 10 respondents for focus group discussion. The respondents were selected using the probability sampling technique and systematic random sampling method.
The findings of this study revealed that girls living in the study area had faced many socio- cultural problems hampering their enrollment and their success in their education. The perception of the community about female education, long distance of the school, early marriage, abduction and lack of role model in their village, as well as, in their school are the major factors that hinders girls’ enrolment and success.
Finally, it was suggested that the collaboration of the community, teachers, school leaders, parents, government and non-government organizations are very important to increase the participation and success of female’s students in the study area.
Keywords: Constraints, primary school, Socio-Cultural and success.
«Let’ s learn about our rights» (4)
Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
----------------------------------------------------------
Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
The Digital Divide – implications for equity in higher education in South Africa
The Digital Divide – implications for equity in higher education in South AfricaCentre for Distance Education
We welcomed Dr Jeanette Botha (University of South Africa) to the Centre to conduct a presentation and a discussion on issues around the ‘digital divide’ within South Africa (something likely to be an issue in other countries around the world). The main thrust of the talk was: “Who are we teaching?” Dr Botha alluded to the issue of technology driving education vs education driving technology and highlighted numerous concerns of developing world ODL practitioners and students, contextualizing ODEL in South Africa in the current socio-economic framework, with reference to Unisa. The argument was made for the pragmatic consideration of the acquisition and use of appropriate technologies in line with these “real world” considerations.Illiteracy in pakistan
This document discusses illiteracy in developed countries. It identifies several causes of illiteracy including poverty, learning disabilities, lack of literacy within families, lack of schools in rural areas, and a poor education system. Effects of illiteracy include unemployment, poor health, and problems for both individuals and society. The document recommends allocating more funds to education, arranging workshops for teachers, and promoting primary education. It concludes that changing thinking, especially among parents living in poverty, is needed so that all children can study and pursue their dreams.
Two minutes to make a difference "Girls education in Pakistan"
Pakistan faces significant challenges in education access and quality. Nearly 5.1 million children were out of school in 2010, with over 3 million girls lacking access. Adult illiteracy is also a major issue, with 49.5 million adults - two thirds of whom are women - being illiterate. While primary enrollment increased from 58% to 74% from 1999-2010, education spending declined and Pakistan allocates only 10% of its budget to education. The education system suffers from lack of funding, low quality teaching, outdated curriculums, and wide inequalities in access between regions, wealth levels, and gender.
CAUSES EARLY SCHOOL LEAVING
The document summarizes findings from a 2015 Eurostat survey of young people aged 18-24 in EU28 countries who left secondary school at age 16 and have not pursued further education. The survey found that on average, 2.9% more boys than girls left school early. Nearly 80% came from low-income backgrounds and less than 10% were from major urban areas. Educational reasons for leaving early included poor academic performance, an overwhelming volume of knowledge, and an education system that assessed only one type of intelligence. Technical problems with the education system like a lack of guidance, poor resources, and unstable infrastructure also contributed. Financial needs like entering the job market early and an inability to afford education, as well as social barriers like language
Resolution Brainstorms
The document discusses the issue of growing racism in education in Italy. It notes that Italy has a high literacy rate but racism in schools is increasing as the country has seen many migrants from different parts of the world. To address this, Italy should establish consequences for violations of expectations regarding racial incidents, respond quickly to such incidents, and discourage students congregating according to race. Educating students on prejudice and increasing activities where students from different countries work together can help make students more friendly and prevent racism in schools. Italy supports ongoing resolutions focusing on addressing this important issue.
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Assessment of Socio-Cultural Constraints On Girls’ Success in Education: The ...
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The Digital Divide – implications for equity in higher education in South Africa
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Two minutes to make a difference "Girls education in Pakistan"
Similar to Mgd #2
Education for All
Education for all : Education is a fundamental right that should be available to everyone, regardless of socioeconomic status, race, gender, or any other factor. All people should have access to quality education, including access to books, technology, and experts who can help them learn. To ensure Education for All, governments should invest in public schools and libraries, provide free tuition for college and technical school, and support programs that increase access to educational resources. Additionally, organizations and individuals should work together to create learning opportunities that are accessible to everyone. By creating a culture of learning and knowledge sharing, we can make sure that everyone has the opportunity to learn, grow, and reach their full potential.
Worldwide Online Community - A Confluence Case Study
The Steve Sinnott Foundation was established in 2009 to honor the legacy of Steve Sinnott, a respected leader in education, and support the UN's Millennium Development Goals for education. The Foundation aims to promote quality education for disadvantaged children worldwide and help achieve universal primary education and gender equality in schools. It has already funded over 80 educational projects and hopes to unite educators in achieving full primary education for all children by 2015.
access to education.pptx
Kyrgyzstan maintains a high level of access to primary and secondary education, though attendance rates are lower for upper secondary students (59% for boys and 56% for girls). About 6% of school-age children do not attend, mainly those who enter late, have disabilities, work in rural areas, or have migrant parents. While education is legally free, poverty and other barriers can prevent access.
Fact Sheet: Youth and Education
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
MDG2 presentation
MDG 2 aimed to achieve universal primary education by 2015. While primary school enrollment increased globally from 83% to 91% between 2000-2015, 57 million children worldwide were still not enrolled in primary school in 2015. Progress was uneven, with children in conflict-affected areas and from poorer households much less likely to attend. Further efforts are needed such as improving school access and quality, increasing teacher training, and providing incentives to keep children in school.
Education through the eyes of poverty
This document discusses education challenges faced by children in poverty globally. It provides examples of issues in China, the Middle East, Brazil, and efforts by organizations like Teach For China and World Vision to help. In China, millions of migrant children lack access to schools due to registration policies. In the Middle East, over 12 million children are out of school due to factors like conflict, fees and child labor. Brazil struggles with poverty despite its strong economy, affecting indigenous and rural children's education access. Teach For China and World Vision work to expand opportunities for children in need.
Education Cannot Wait At A Glance
At Education Cannot Wait, we believe in a world where all children and youth affected by crises can learn free of cost, in safety and without fear in order to grow and reach their full potential.
An estimated 75 million girls and boys have limited or no access to education due to crisis and conflicts around the globe. That’s more than the total population of Canada, Denmark and the Netherlands combined. It is urgent to invest in their education now to safeguard their future. This is an investment in girls and boys living in some of the harshest and most dangerous conditions on the planet. It is also an investment in stronger societies, in more resilient economies, in the end of poverty and hunger, and in a brighter future for generations to come.
Teaching and learning achieving quality for all
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
The Learning Generation. Investing in education for a changing world
The Learning Generation. Investing in education for a changing world. A report by The International Commission of Finaning Global Eduation opportunity
Education for All mLearning presentation, Open Innovation Africa Summit
This document discusses challenges and opportunities for achieving Education for All (EFA) goals in Africa through mobile learning or mLearning. It notes that while Africa has experienced rapid growth in mobile access, educational quality, access, and outcomes still lag global standards. Barriers include large numbers of out-of-school children, high youth unemployment, low adult literacy, poor teacher quality and shortages. However, mobile technology could help address these issues through low-cost access to educational content, tutoring, and administrative functions to support learners. More work is still needed to realize mLearning's potential, including supportive policies, integration with existing education systems, and addressing real problems faced by learners.
Kaibigan and RDC
Kaibigan's contribution to the Children Of The Philippines series
Recycling for Disadvantaged Children
Children and Education First
This is my NGO's presentation concerning education in developing countries. Is only education will save our families in Africa, and improve development in developing countries.
Sustainable developmentbegins with education
This document discusses how education can help achieve sustainable development goals in three key areas:
1) Poverty reduction by increasing incomes through higher wages, better employment opportunities, more profitable small businesses, higher crop yields, and interrupting intergenerational poverty.
2) Improved nutrition by increasing knowledge of health and hygiene practices, ensuring varied diets with essential micronutrients, and reducing childhood stunting and obesity.
3) Sustainable agriculture through better understanding of technologies, soil conservation, and diversifying income sources.
229603 e
This document discusses how education is key to achieving sustainable development goals after 2015. It argues that education is a fundamental human right and has been recognized as important in international agreements. However, more can be done to recognize education's potential to drive development. The document presents evidence on how increasing access to education, especially for women and girls, can help reduce poverty, improve nutrition, promote sustainable agriculture, ensure environmental sustainability, and achieve greater gender equality and inclusion, thereby advancing progress on proposed post-2015 sustainable development goals.
Education in kenya_a_fact_sheet
1) Kenya has made progress towards achieving Education for All goals, but millions of children are still out of school. While primary enrollment has increased to 83%, one million children remain out of school.
2) Progress has not benefited all groups equally. Poor and girls, especially those from rural and pastoralist communities, have far less access to education. Over half of poor girls in North-East Kenya had never been to school in 2008.
3) Lack of education skills has long-term negative impacts. One in ten young people never finished primary school and lack work skills, particularly those from disadvantaged backgrounds in rural and urban slum areas.
Kaibigan and RDC
RDC was created in 2009 and incorporated in Oregon in 2010 to apply for 501(c)(3) status in 2011. It collects discarded computers from colleges and universities and sends them to schools in the Philippines to support education programs for disadvantaged children. These programs teach computer skills and give access to technology. RDC's mission is to recycle educational materials to advance learning worldwide with a goal of making tools available to all, especially the indigent. Poverty in the Philippines remains high with lack of education perpetuating cycles of poverty. RDC aims to help break these cycles by providing education opportunities.
Presentation
The document discusses the importance and benefits of investing in education. It notes that education is a fundamental human right and key to a country's future success. While education costs money, not investing in education is even more costly due to increased public spending on issues like health, crime, and decreased economic growth. The document also discusses estimates of the economic returns from investing in education, showing education increases productivity and earnings. Overall, the document advocates for the importance of education in developing skilled workforces and competitive economies.
Education Cote D'Ivoire.pptx
The document discusses plans to digitally transform the education system in Cote D'Ivoire through a three phase project. The first phase will create an education portal for digital communication between students, teachers, and parents. The second phase will develop an online education system with interactive digital course materials. The third phase will establish digital education laboratories in schools with innovative technology tools. The overall goals are to improve educational opportunities, monitor student development, and guide the education system through data and technology.
Millennium Development Goals, Targets and Indicators
The document discusses the Millennium Development Goals established in 2000 to improve human development by 2015. It outlines the 8 goals and related targets and indicators to measure progress in reducing poverty, hunger, disease, lack of education, and gender inequality. While some progress was made, many targets are unlikely to be met given uneven progress across regions, with sub-Saharan Africa in particular continuing to face many challenges in improving health, education, and development standards.
Regional Overview: Youth in Africa
Regional Overview: Youth in AfricaUN Focal Point on Youth, Division for Social Policy and Development
This document discusses key issues facing African youth, including:
- Youth aged 15-24 make up over 20% of Africa's population, with the highest proportions in central and eastern Africa.
- While literacy and primary education rates have increased, access to secondary and tertiary education remains limited, particularly for girls.
- Unemployment rates for African youth are exceptionally high, exceeding 30% in many countries and 60% for young women in South Africa.
- HIV/AIDS is a major public health challenge, as it is responsible for over half of deaths among young African females. Overall, African youth face difficulties with health access, education, employment, and participation.Similar to Mgd #2 (20)
Worldwide Online Community - A Confluence Case Study
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The Learning Generation. Investing in education for a changing world
The Learning Generation. Investing in education for a changing world
Education for All mLearning presentation, Open Innovation Africa Summit
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Millennium Development Goals, Targets and Indicators
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Your Skill Boost Masterclass: Strategies for Effective Upskilling
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Mgd #2
- 1. Millennium Development Goal #2: Achieve universal primary education Situation in 2010 By Daniela Nita
- 2. TARGET Ensure that, by 2015 , children everywhere, boys and girls alike, will be able to complete a full course of primary schooling