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The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 aimed at providing education opportunities for all people. The goals include expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults through education programs, improving adult literacy rates especially for women, achieving gender equality in education, and improving education quality and learning outcomes. The World Bank supports achieving these EFA goals through various education projects and operations in almost 90 countries, as well as policy work to help countries develop and implement effective education policies and programs.
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The document discusses Education for All (EFA) goals established by UNESCO. It outlines UNESCO's mission to promote education as a fundamental human right and improve education quality. The six EFA goals aim to provide inclusive and equitable quality education for all by expanding early childhood education, ensuring all children complete primary education, meeting learning needs of youth and adults, improving adult literacy rates, achieving gender equality in education, and enhancing overall education quality and learning outcomes. UNESCO works with other UN agencies and the World Bank to achieve these goals.
Efa goals by jenrap14
The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 with the aim of bringing education to all people. It details the six goals that a global coalition of governments and organizations like UNESCO and the World Bank committed to achieving by 2015: 1) expanding early childhood education, 2) ensuring all children have access to free primary education, 3) meeting the learning needs of youth and adults, 4) achieving a 50% improvement in adult literacy, 5) eliminating gender disparities in education, and 6) improving education quality and learning outcomes for all. It concludes by stating the overall goals of the Philippine EFA 2015 initiative are universal access to education for out-of-school youth and adults
Education for all (EFA)
The document discusses the Education For All (EFA) global movement led by UNESCO which aims to meet the learning needs of all children, youth, and adults by 2015. It provides a brief history of how EFA was launched in 1990 with six goals to be achieved by 2015: (1) expand early childhood care and education, (2) provide free and compulsory primary education, (3) promote learning for youth and adults, (4) increase adult literacy by 50%, (5) achieve gender parity in education by 2005 and gender equality by 2015, and (6) improve the quality of education.
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3. education for all
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Efa goals
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The document discusses Education for All (EFA) goals established by UNESCO. It outlines UNESCO's mission to promote education as a fundamental human right and improve education quality. The six EFA goals aim to provide inclusive and equitable quality education for all by expanding early childhood education, ensuring all children complete primary education, meeting learning needs of youth and adults, improving adult literacy rates, achieving gender equality in education, and enhancing overall education quality and learning outcomes. UNESCO works with other UN agencies and the World Bank to achieve these goals.
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The document discusses policies around Education for All (EFA) and the Fast Track Initiative (FTI) in relation to educating people with disabilities. It notes that while EFA and FTI were established to promote universal education, their current policies lack specificity around educating children with disabilities. The document calls for policy changes to EFA-FTI that would require greater focus on and compliance with inclusive education. Specifically, it recommends the policies mandate strategies for inclusive education and challenge countries' exclusionary educational policies.
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Education for all
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The Education For All movement was launched in 1990 by UNESCO, UNDP, UNICEF and the World Bank to meet the learning needs of all people by 2015. It identified six goals focused on expanding early childhood education, providing universal primary education, promoting lifelong learning, increasing adult literacy, achieving gender parity, and improving education quality. While progress has been made, many countries had not achieved these goals by 2000, so the goals were reaffirmed at the Dakar Conference.
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Ministry of Education EFA Kenya
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Position paper Primary Education Belgium
Universal primary education was one of the UN Millennium Development Goals for 2015, but it remains an issue, especially in conflict-ridden and impoverished nations. Universal education provides equal opportunities and economic and social benefits to countries. It also fosters greater tolerance between citizens. Belgium supports universal primary education and has high education spending and attainment rates. To further progress, Belgium proposes ensuring safe transportation and infrastructure for all students, reallocating inefficient spending, and leveraging technology to reach remote and special needs students.
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Education for all
The document discusses Education for All, an international initiative launched in 1990 by UNESCO to provide education access to all people. It aims to achieve six specific goals by 2015, including providing free primary education, expanding early childhood education, increasing adult literacy rates, and achieving gender equality in education. UNESCO leads this global movement and coordinates international efforts to reach Education for All. However, achieving these goals faces challenges such as a lack of funding, teachers, resources, and infrastructure as well as issues like poverty, hunger, child labor, and early marriage.
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Beberapa usulan target sudah dapat diukur dengan indikator yang ada, sementara yang lain masih harus dikembangkan. Sebagai tanggapan, UNESCO Institute for Statistics mengkoordinasi kelompok penasehat teknis yang mencakup para ahli dari UNICEF, Bank Dunia, OECD, Laporan Pemantauan Global PUS dan UNESCO.
Tugasnya adalah untuk mengidentifikasi dan meninjau indikator yang sudah ada yang bisa digunakan untuk agenda pendidikan yang baru dan membantu untuk mengembangkan langkah-langkah baru untuk memantau perkembangan pendidikan global.
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Unesco education 2030 framework for action
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
L’éducation pour tous
The document discusses education goals for post-2015, including:
1) Ensuring inclusive and equitable quality education for all is the new Sustainable Development Goal (SDG) for education, building on unfinished goals of Education for All.
2) The education SDG includes targets that align with the old EFA goals like early childhood education, primary and secondary completion, and adult literacy, with a focus on quality, equity, and lifelong learning.
3) Promoting literacy and a culture of peace is important for the education SDG, as two-thirds of illiterate adults are women and literacy is key for full participation in society. Examples of effective literacy programs integrating peace from Afghanistan, Kazakhstan, and Kyrgyz
Sustainable Development Goal 4 and the Quality of Education in Zambia
Sustainable Development Goal 4 and the Quality of Education in ZambiaInternational Journal of Economics and Financial Research
The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.personal learning networks
The document discusses the role of teachers in a knowledge society and the importance of integrating information and communication technologies (ICT) into education. It notes that teachers will need to adapt to new ways of accessing and sharing knowledge through networking and collaboration. The development of ICT-enhanced teacher standards is seen as important to enable teachers to master technologies and improve teaching and learning. Standards should focus on technology operations, designing learning environments, and integrating technology into teaching and curriculum.
Personal learning nertwork
The document discusses the role of teachers in a knowledge society and the integration of information and communication technologies (ICT) in education. It notes that in a knowledge society, teachers will need to deal with new knowledge, access to knowledge, networking and collective intelligence. Schools will focus on e-learning and new teaching strategies. Teachers will be able to manage time and space differently and encourage collaboration. ICT integration requires teachers to develop ICT competencies, and departments of education should provide training and support for teachers to meet technology standards and effectively integrate ICT into their teaching practices.
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.
Presentation from HEEFA to SDG4 : the IAU HEEFA project_Isabelle Turmaine
Presentation at IAU International Meeting "From HEEFA to SDG4: Building on Achievements", Barcelona, October 2015
My presentation
The document discusses Pakistan's education system and issues related to achieving literacy goals. It notes that Pakistan's constitution mandates free primary education but the country is lagging behind on international commitments like MDGs and EFA. Major issues include a lack of proper planning, social constraints, a large gender gap, the cost of education, terrorism impacts, insufficient education funding, and inadequate technical/vocational education. Corruption is also a significant factor affecting the education system. Solutions proposed include increasing education spending, awareness campaigns, rigorous monitoring, and learning from other countries' experiences in improving their education systems.
Lessons learned From EFA and the MDGs
The document provides context on the education agenda between 2000-2015, including the establishment of the Education for All goals and Millennium Development Goals for education. It discusses the growth of the Global Campaign for Education civil society movement during this period from a handful of organizations to over 100 national coalitions and international organizations. The GCE worked to hold governments accountable to their EFA commitments and advance progress across the six EFA goals through activities like an annual Global Action Week.
Assignment no 1
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
Draft national education policy 2019 & Early Childhood Care and Education
The following slides discusses about the draft National Education Policy (2019) of India laying special on Early Childhood Care and Education (ECCE).
JFLL presentation
The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
[Brochure] World Bank Education Strategy 2020: Learning for All -- Investing ...
[Brochure] World Bank Education Strategy 2020: Learning for All -- Investing ...Health, Education, Social Protection and Labor World Bank
While continuing the World Bank’s commitment to help countries reach the education Millennium Development Goals (MDGs), the new Education Strategy 2020 focuses on the goal of Learning for All. Learning for All means giving all people equitable opportunities to acquire the knowledge and skills they need to have healthy and satisfying lives, to be good citizens, and to be productive
contributors to their countries’ economic development.Similar to My report (20)
ACHIEVING UNIVERSAL BASIC EDUCATION IN NIGERIA: ISSUES OF RELEVANCE, QUALITY ...
ACHIEVING UNIVERSAL BASIC EDUCATION IN NIGERIA: ISSUES OF RELEVANCE, QUALITY ...
Sustainable Development Goal 4 and the Quality of Education in Zambia
Sustainable Development Goal 4 and the Quality of Education in Zambia
Presentation from HEEFA to SDG4 : the IAU HEEFA project_Isabelle Turmaine
Presentation from HEEFA to SDG4 : the IAU HEEFA project_Isabelle Turmaine
Draft national education policy 2019 & Early Childhood Care and Education
Draft national education policy 2019 & Early Childhood Care and Education
[Brochure] World Bank Education Strategy 2020: Learning for All -- Investing ...
[Brochure] World Bank Education Strategy 2020: Learning for All -- Investing ...
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School personnel sheet2
This document contains a directory of 14 students enrolled in the CU Graduate School course "SCHOOL PERSONNEL ADMINSITRATION" from 4-7pm during the 2nd semester of the 2012-2013 school year. It lists each student's name, program of study, email address and mobile number. The course is taught by Professor Enrique S. Guevarra.
Ting's report on training of spa
The document discusses employee training. It describes training as the process of increasing an employee's knowledge and skills to perform their job. Effective training is important for improving employee performance and company competitiveness. Training can be delivered internally through existing company resources or externally through third parties. The goals of training are to maintain, upgrade, and update employee skills. An important part of training is evaluating its effectiveness through measuring reactions, learning, changed behavior, and results. Barriers to effective training include a lack of management support and unclear training objectives.
Personnel admin
This document discusses the legal aspects of personnel administration in libraries. It notes that personnel issues often involve legal problems and complexities. Laws at the state, local, and federal level all provide legal controls over personnel matters. However, there are also many unclear and unresolved legal issues around topics like civil service, pensions, leave policies, and other areas. Library administrators must carefully understand the applicable laws in their jurisdiction to avoid potential legal issues with personnel decisions and actions. Resolving legal uncertainties may require consulting attorneys to determine the best approach.
Personnel administration
This document discusses personnel administration in schools. It defines personnel administration as activities to secure greatest worker effectiveness consistent with organizational objectives. The objectives are to ensure employees have needed competencies, willingness to work optimally, and working conditions to improve skills and effectiveness. Principles include education as primary purpose, deriving objectives from community needs, common interests among employees and administrators, and maximizing effectiveness through coordination. Functions involve recruitment, job analysis, selection, placement, training, communication, and establishing fair policies. Personnel administration aims to conceptualize employees as contributors to effective education programs.
Supervisor's role
1) The supervisor plays an important role in personnel administration through activities like orienting new teachers, providing in-service training, supporting morale, and assisting with personal adjustment.
2) The supervisor is well-positioned to contribute to personnel administration due to their relationships with teachers and understanding of instructional needs.
3) Key areas the supervisor can assist personnel administration include new teacher orientation, in-service professional development, creating a positive work climate, and addressing issues that impact job satisfaction.
Filipino values and culture
The document discusses the complexity of Filipino culture which has been influenced by both indigenous and foreign cultures over centuries. It summarizes the major influences as Malay, Chinese, Indian, Hindu, Spanish, and American. These influences have contributed to the belief system, values, and perspectives of Filipino culture. Some key values discussed include utang na loob, pakikisama, hiya, bahala na, and amor propio.
Format for the action research project
This document outlines the standard format for an action research project, including 5 sections - an introduction with the purpose, research questions and significance; a literature review synthesizing at least 5 references; procedures describing the qualitative or quantitative methodology, data collection tools, site, participants and analysis plan; findings presenting the data and discussing results; and a discussion with a conclusion, implications, strengths/limitations, and concluding statement. The appendix includes any questionnaires or surveys, with references cited at the end.
Course outline
This document outlines the course objectives and outline for a Filipino Culture and Society class. The course aims to: 1) discover Filipino culture, traditions, beliefs and values relevant to management; 2) determine advantages and disadvantages of managing with Filipino values; 3) explore Filipino nationhood, democracy and development. Students will write an action research paper addressing the influence of Filipino culture in the workplace and society, and whether Filipino culture can address 21st century challenges. The course outline assigns topics like Filipino traditions, values and identity to different dates for discussion. Students will present their action research papers at the end of the course.
Course outline
This document outlines the course topics for a School Personnel Administration course being taught at Capitol University Graduate School during the second semester of the 2012-2013 school year. The course will cover 22 topics related to personnel administration in schools, including the personnel activity, organization for personnel administration, recruitment, training, selection, contracts and job assignments, orientation, motivation, morale, employment status, salary schedules, tenure, employee welfare, fringe benefits, forms and records, and employee organizations. Each topic will be presented over the course of one or two class periods by a designated presenter and will cover relevant sub-topics and principles of personnel administration.
Action research format
This document outlines the suggested format for an action research report, including sections for context of the problem, methodology, data collection, results and data analysis, and summary, conclusions, and recommendations. The context of the problem section should provide background on the issue, a rationale for intervention, and clearly stated hypothesis. The methodology section details the intervention procedure and independent variable. Data collection describes the dependent variable and how data was measured. Results and data analysis summarizes collected data in a format like a chart or graph. The final section determines if the intervention worked and provides recommendations.
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The document discusses various recruitment methods used by organizations. It describes common recruitment sources like advertisements, employment agencies, employee referrals, and campus placements. It also outlines the recruitment process from identifying vacancies to making final job offers. Key methods include using recruitment agencies, job portals, headhunters, campus recruitment programs, and contests to attract candidates. Social media sites are also emerging as potential recruitment channels.
Recruitmentcompatible 1222798911739370-9
The document discusses various recruitment methods used by organizations. It describes common recruitment sources like advertisements, educational institutes, placement agencies, employee referrals, and recruitment at the factory gate. It also outlines the typical recruitment process from identifying vacancies to making final job offers. Different channels for attracting candidates are mentioned, such as recruitment agencies, online job boards, headhunters, campus recruitment, and contests.
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This document provides an overview of Filipino culture, including history, language, religion, arts, cuisine, architecture, and traditions. Some key points:
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Personnel administration report
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This document discusses cultural diversity and its management. It identifies key dimensions of cultural differences, including individualism vs collectivism, power distance, uncertainty avoidance, masculinity vs femininity, long vs short-term orientation, formality vs informality, and time orientation. Embracing diversity can promote marketing advantages, talent recruitment and retention, excellence, and creativity. However, cultural differences along these dimensions must be considered to effectively lead a diverse workforce.
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Edleadership
Educational leadership differs from other organizational leadership contexts in three key ways:
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2) The educational context involves many stakeholders with conflicting demands, making it more complex than other sectors.
3) Leadership philosophies in education tend to be instrumental, scientific, humanistic, or critical - focusing on effective strategies, measurable outcomes, personal experiences, or social justice respectively. This contrasts with primarily instrumental approaches common in other fields.
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This document provides 14 principles for achieving excellence and getting things done through an organization. It discusses the importance of setting clear goals, providing proper training, measuring results, confronting issues, rewarding success, and continually improving. It emphasizes developing integrity, respect, commitment, consistency and working with excellence as unto the Lord.
Leading different personalities
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2. It emphasizes that good leaders understand different personalities, recognize their value, and lead each person according to their type by giving them attention, order, appreciation, or respect.
3. Leaders are advised to form teams with a mix of complementary personalities, place people in roles matching their strengths, and teach their organization about personality types.
Success2012
The document provides 12 tips to guarantee success in 2012, including putting God and family as top priorities, setting SMART goals, simplifying your life, being accountable, regularly assessing your progress, trying new things, saying no to distractions, dreaming big, having no excuses, and helping others succeed.