This document summarizes the key points of a presentation on Education for All (EFA) in Kenya. It discusses:
1) The six goals of EFA and global progress assessment, which found stagnating progress towards goals like early childhood education and adult literacy.
2) Kenya's achievements in expanding access to education through policies like free primary education, as well as investments in teachers and infrastructure. However, it still faces challenges around quality, disparities, and monitoring some goals.
3) 11 priority action points identified for Kenya, including improving policy implementation, monitoring and evaluation, and reaching marginalized groups. These will guide Kenya's education plan over the next five years.
The document discusses the impact of global aid on education in Ghana, Indonesia, Myanmar, and Vietnam from 2005-2014. It finds that in Ghana, aid supported programs like free education led to rising enrollment, improved infrastructure, and increased adult literacy. In Indonesia, aid helped upgrade teachers, expand early childhood education, and increase primary and secondary enrollment and literacy. In Myanmar, aid through organizations like UNICEF built schools, trained teachers, and increased enrollment, completion rates, and adult literacy. In Vietnam, aid helped increase access to education for minority and disabled children through new schools and bilingual programs, with participating students demonstrating better academic results. Overall, the document attributes gains across areas of education in the four countries over this
State of the Ugandan Child Data Presentation_20150909USAIDPCM
- The document provides statistics on the population, social protection, health, education, and status of children in Uganda. It notes that 20% of the population is under 5, primary enrollment is 95.5%, and only 12% complete secondary school. Budgets for social protection, health, and education have been declining as a percentage of the national budget.
- Rates of child poverty, mortality, stunting, sexual abuse in schools, HIV prevalence, and teenage pregnancy are high. Factors negatively impacting girls include sexual violence, domestic responsibilities, and high vulnerability rates.
- The national child forum aims to improve well-being in education, health and social protection through an action plan and regional events. Target
Improving education in turkey final printmustafahilmi
This document provides an overview of improving education systems and outcomes in Turkey based on McKinsey & Company's research and experience working with education systems around the world. It identifies four key themes for improving Turkey's education system: 1) cultivating great teaching and school leadership at a large scale, 2) creating student pathways to success and employment, 3) equipping Turkish students with English proficiency, and 4) improving the role of regional/local education authorities. The document also discusses lessons learned from education systems that have improved, such as the importance of process interventions like collaborative teaching practices.
The UA Indigenous Strategy is a sector-wide strategy developed in 2017 by Universities Australia (UA) in collaboration with NATSIHEC to increase Aboriginal and Torres Strait Islander participation and success in higher education. The strategy sets targets to maintain growth in Indigenous enrolments above non-Indigenous rates and achieve equal completion rates by 2028. It commits universities to priority areas like Indigenous research and culture, and accountability through annual reporting. Initial results found most universities included Indigenous priorities in plans but few had research strategies, and cultural training and community ties are developing.
The document summarizes the Complementary Basic Education (CBE) program in Ghana that aims to increase access to education for out-of-school youth between 8-14 years old. It discusses that while Ghana has high primary school enrollment, there remain many children not in school. The CBE program uses local languages and flexible hours to provide literacy and numeracy training to over 200,000 youth over 2012-2018. World Education implements CBE in six districts, enrolling over 10,000 students between 2013-2016 and transitioning over 70% to formal schools. While achieving success, challenges remain regarding infrastructure, remote communities, and sustaining community and stakeholder support.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
National Forum on the State of the Ugandan ChildUSAIDPCM
- 20% of Ugandan females and 13% of males over age 6 have never had formal education, and only 12% complete secondary school. Child vulnerability rates are high.
- Health indicators show high rates of stunting, HIV, and adolescent pregnancy. The education system struggles with low literacy and high dropout rates.
- The Uganda Child Forum is a national movement to improve child wellbeing through coordinated action on education, health, and social protection, guided by data and aimed at reducing vulnerabilities, violence, and improving outcomes for girls. Illustrative targets include reducing stunting and teenage pregnancy by specific percentages by 2017.
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
The document discusses the impact of global aid on education in Ghana, Indonesia, Myanmar, and Vietnam from 2005-2014. It finds that in Ghana, aid supported programs like free education led to rising enrollment, improved infrastructure, and increased adult literacy. In Indonesia, aid helped upgrade teachers, expand early childhood education, and increase primary and secondary enrollment and literacy. In Myanmar, aid through organizations like UNICEF built schools, trained teachers, and increased enrollment, completion rates, and adult literacy. In Vietnam, aid helped increase access to education for minority and disabled children through new schools and bilingual programs, with participating students demonstrating better academic results. Overall, the document attributes gains across areas of education in the four countries over this
State of the Ugandan Child Data Presentation_20150909USAIDPCM
- The document provides statistics on the population, social protection, health, education, and status of children in Uganda. It notes that 20% of the population is under 5, primary enrollment is 95.5%, and only 12% complete secondary school. Budgets for social protection, health, and education have been declining as a percentage of the national budget.
- Rates of child poverty, mortality, stunting, sexual abuse in schools, HIV prevalence, and teenage pregnancy are high. Factors negatively impacting girls include sexual violence, domestic responsibilities, and high vulnerability rates.
- The national child forum aims to improve well-being in education, health and social protection through an action plan and regional events. Target
Improving education in turkey final printmustafahilmi
This document provides an overview of improving education systems and outcomes in Turkey based on McKinsey & Company's research and experience working with education systems around the world. It identifies four key themes for improving Turkey's education system: 1) cultivating great teaching and school leadership at a large scale, 2) creating student pathways to success and employment, 3) equipping Turkish students with English proficiency, and 4) improving the role of regional/local education authorities. The document also discusses lessons learned from education systems that have improved, such as the importance of process interventions like collaborative teaching practices.
The UA Indigenous Strategy is a sector-wide strategy developed in 2017 by Universities Australia (UA) in collaboration with NATSIHEC to increase Aboriginal and Torres Strait Islander participation and success in higher education. The strategy sets targets to maintain growth in Indigenous enrolments above non-Indigenous rates and achieve equal completion rates by 2028. It commits universities to priority areas like Indigenous research and culture, and accountability through annual reporting. Initial results found most universities included Indigenous priorities in plans but few had research strategies, and cultural training and community ties are developing.
The document summarizes the Complementary Basic Education (CBE) program in Ghana that aims to increase access to education for out-of-school youth between 8-14 years old. It discusses that while Ghana has high primary school enrollment, there remain many children not in school. The CBE program uses local languages and flexible hours to provide literacy and numeracy training to over 200,000 youth over 2012-2018. World Education implements CBE in six districts, enrolling over 10,000 students between 2013-2016 and transitioning over 70% to formal schools. While achieving success, challenges remain regarding infrastructure, remote communities, and sustaining community and stakeholder support.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
National Forum on the State of the Ugandan ChildUSAIDPCM
- 20% of Ugandan females and 13% of males over age 6 have never had formal education, and only 12% complete secondary school. Child vulnerability rates are high.
- Health indicators show high rates of stunting, HIV, and adolescent pregnancy. The education system struggles with low literacy and high dropout rates.
- The Uganda Child Forum is a national movement to improve child wellbeing through coordinated action on education, health, and social protection, guided by data and aimed at reducing vulnerabilities, violence, and improving outcomes for girls. Illustrative targets include reducing stunting and teenage pregnancy by specific percentages by 2017.
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Engaging young children: Lessons from research about quality in Early Childho...EduSkills OECD
- Early childhood education is important for developing children's brains in their first three years and laying the foundation for later life outcomes. Investing in early education has high economic returns.
- Access to early childhood education has increased in most OECD countries, though disadvantaged children are less likely to participate. Attending early education programs is linked to better performance in science and other subjects.
- Factors like teacher qualifications and training, smaller class sizes, supportive working conditions, and quality monitoring systems can improve teacher-student interactions and positively impact child development. Further research is still needed to fully understand these relationships.
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Implementing Education Policies: Effective Change in EducationEduSkills OECD
The OECD Directorate for Education and Skills offers tailored support for countries to develop and implement their school education policies in ways that guarantee the quality and equity of their education system.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
This document provides information about Title I funding and parental involvement for a school's PAC meeting. It explains that Title I funds come from the federal government to support students who are below grade level or at risk of not meeting standards, and can be used for teachers, materials, parental activities, and pre-K programs. It encourages parents to get involved in their child's education, know how the school is performing, and outlines how the school will be evaluated based on student subgroup progress.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document provides information about the North Carolina Department of Public Instruction (NCDPI). It states that NCDPI implements K-12 public school laws and policies across the state. It oversees $8.2 billion in annual state, federal, and local education funds. NCDPI provides leadership to over 2,500 schools serving 1.5 million students across North Carolina. The mission of NCDPI is for all students to graduate high school prepared for college and careers in the 21st century.
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.
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
InSchool - Early School Leaving - Contributions from PortugalAnabela Mesquita
Communication presented at the International Conference on Education and New Developments – END 2015 - that took place between 27 - 29 June, Porto, Portugal (http://end-educationconference.org/).
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Engaging young children: Lessons from research about quality in Early Childho...EduSkills OECD
- Early childhood education is important for developing children's brains in their first three years and laying the foundation for later life outcomes. Investing in early education has high economic returns.
- Access to early childhood education has increased in most OECD countries, though disadvantaged children are less likely to participate. Attending early education programs is linked to better performance in science and other subjects.
- Factors like teacher qualifications and training, smaller class sizes, supportive working conditions, and quality monitoring systems can improve teacher-student interactions and positively impact child development. Further research is still needed to fully understand these relationships.
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Implementing Education Policies: Effective Change in EducationEduSkills OECD
The OECD Directorate for Education and Skills offers tailored support for countries to develop and implement their school education policies in ways that guarantee the quality and equity of their education system.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
This document provides information about Title I funding and parental involvement for a school's PAC meeting. It explains that Title I funds come from the federal government to support students who are below grade level or at risk of not meeting standards, and can be used for teachers, materials, parental activities, and pre-K programs. It encourages parents to get involved in their child's education, know how the school is performing, and outlines how the school will be evaluated based on student subgroup progress.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document provides information about the North Carolina Department of Public Instruction (NCDPI). It states that NCDPI implements K-12 public school laws and policies across the state. It oversees $8.2 billion in annual state, federal, and local education funds. NCDPI provides leadership to over 2,500 schools serving 1.5 million students across North Carolina. The mission of NCDPI is for all students to graduate high school prepared for college and careers in the 21st century.
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.
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
InSchool - Early School Leaving - Contributions from PortugalAnabela Mesquita
Communication presented at the International Conference on Education and New Developments – END 2015 - that took place between 27 - 29 June, Porto, Portugal (http://end-educationconference.org/).
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
This document discusses seven different types of attacks that hackers use:
(1) Denial of service attacks aim to make a network resource unavailable by flooding it with traffic.
(2) Phishing attacks attempt to steal user data, such as credit card numbers or passwords, by posing as a trustworthy entity.
(3) Malware attacks install viruses or other malicious software onto devices to damage systems or obtain sensitive information.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document provides an overview of World Vision Zambia's education strategy from 2013-2015. The key points are:
1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
A presentation of local efa initiatives undertaken by Ministry of Education of Kenya. Presented by Leah Rotich, Director of Basic Education, MOE, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013.
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
This document discusses enhancing the quality of primary education in India. It notes that while primary education enrollment rates have increased, reaching universal primary education by 2015 will require faster progress. Quality of education is also a major concern. Successful qualitative reforms require giving prime attention to teaching quality, strong government leadership, societal involvement, and consistent policy over time. The document outlines factors that impact education quality both inside and outside the classroom, such as pedagogical practices, curriculum, resources, governance, and equity.
National Education Policy-Pakistan 2017 (Nausher).pdfNausherKhan4
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses the history of education policies in Pakistan and provides details on key points of the current policy such as goals, objectives, and areas of focus. These include Islamic education, early childhood education, literacy programs, primary and secondary education, teacher education, vocational training, higher education, the role of information technology, and financing of education. The policy aims to promote quality, access and equity in education across all levels to support Pakistan's development goals.
The document discusses the six education goals set by the Education For All movement, which aims to meet the learning needs of all people by 2015. The goals are: 1) expand early childhood education, 2) provide free primary education for all, 3) promote learning for youth and adults, 4) increase adult literacy by 50%, 5) achieve gender parity in education, and 6) improve education quality. A report on progress found mixed results, with about half of countries achieving universal primary education but less progress on adult literacy and quality of education. More work is still needed to provide education to all people globally.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
This document summarizes key aspects of India's 12th and 11th Five Year Plans related to children. The 12th Plan aims to achieve universal secondary education by 2017 and improve health, nutrition, and education for women and children. It focuses on increasing resource allocation to health and education. The 11th Plan adopted a child rights approach and set targets to reduce infant mortality, malnutrition, anemia, and dropout rates. It emphasized balanced sex ratios, education, and protecting disadvantaged children. The Plans also discuss early childhood care, integrated child development services, secondary education, child protection, and initiatives to promote the education and safety of girl children.
1. The document discusses India's new National Education Policy (NEP) of 2020 and outlines some of the key challenges it aims to address in the country's education system.
2. It notes that only half of Indian children currently have access to education and outlines various statistics on literacy rates, school attendance, and dropout rates.
3. The NEP proposes major reforms across early childhood, school, and higher education including universalizing access, implementing a new curriculum structure, increasing the focus on skills and vocational education, and using technology to improve access and quality of education.
Sarva Shiksha Abhiyan: India's Intervention for EducationUnmana123
Sarva Shiksha Abhiyan is one of the few policies adopted by India to promote education throughout the country, regardless of which child belongs to which socio-economic condition or gender.
This document provides a summary of key facts and challenges regarding education in Nepal. It discusses that Nepal has a population of 29 million, with high rates of poverty, malnutrition, and lack of access to basic services. The education system faces issues with access, quality, and equity. UNICEF's education program in Nepal from 2008-2012 aimed to increase access to child-friendly learning opportunities, with a focus on reaching marginalized groups. The program focused on early childhood development, basic education, non-formal education, and education in emergencies. UNICEF Finland supported this program from 2010-2013 through activities like school construction, teacher training, and provision of materials.
The document provides an executive summary of the Malaysia Education Blueprint 2013-2025. It summarizes the key findings and recommendations from an extensive review of Malaysia's education system conducted over 11 months. The review found that while access to education in Malaysia has improved dramatically, student performance on international assessments is below global and regional averages, suggesting the need for reforms to better prepare students for the 21st century. The Blueprint outlines a vision, objectives, and strategic shifts needed to transform the education system and achieve excellence on par with top-performing systems.
Malaysia Education Blueprint with 11 Key Shift Towards 2025Voice Malaysia
The document provides an executive summary of the Malaysia Education Blueprint 2013-2025. It summarizes the key findings and recommendations from an extensive review of Malaysia's education system conducted over 11 months. The review found that while access to education in Malaysia has improved dramatically, student performance on international assessments is below global and regional averages, suggesting the need for reforms to better prepare students for the 21st century. The Blueprint proposes a vision, objectives, and strategic shifts to transform the education system and achieve excellence on par with top-performing systems.
Kenya: International cooperation to achieve the education for allSuguru Mizunoya
International Cooperation to Achieve the Education for All Goals
The document discusses international cooperation to achieve Education for All (EFA) goals in Kenya. It covers:
1) An introduction to EFA goals and the education situation in Kenya, including challenges reaching nomadic and disabled populations.
2) Partnership structures between the Ministry of Education, UN agencies like UNICEF and UNESCO, and other donors to implement education policies. Corruption has been an issue with some partnerships.
3) Efforts to monitor and protect human rights in education through a new monitoring system and education law, but challenges remain in ensuring all rights are upheld equally across populations.
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.
The document discusses issues and challenges facing primary education in India. It notes that while enrollment rates have increased, learning outcomes remain low. Several states still lag in meeting infrastructure and teacher requirements. The Annual Status of Education Report finds that over 30% of students in Grade 3 cannot read at a basic level, and over 70% cannot solve basic math problems. More investment is needed to improve teacher training and education quality overall in order to ensure "learning for all."
This document discusses various educational policies and commissions in India since independence, including the National Policy on Education (1986, revised in 1992). It also discusses challenges in literacy, school education, and higher education. Key points include high illiteracy rates especially among females and certain social groups, low enrollment and high dropout rates after primary school, and poor learning outcomes. The document critiques the proposed National Education Policy 2016 for its focus on centralization, commercialization, and Hindutva ideology rather than empowering state governments and prioritizing quality and inclusion.
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1. Education for All
Yayoi Segi-Vltchek
Programme Specialist
UNESCO Multi-sectoral Regional Office for Eastern Africa
IAU-UoN Workshop on Higher Education and Research for EFA
24-25 January 2013
2. Contents
• Six Goals of Education for All
• Global EFA Progress (2012 EFA GMR)
• The Kenyan Experience: EFA End Decade
Assessment - 5 Major Achievements, 8 Major
Challenges, and 11 ‘Priority Action Points’
• Food for Thought: Contribution of Higher
Education and Research to EFA 2015 and
beyond
2
3. Six Goals of Education for All
Goal 1: Early Childhood Care and Education
Goal 2: Universal Primary Education
Goal 3: Life Skills & Lifelong Learning
Goal 4: Adult Literacy & Continuing Education
Goal 5: Gender Equity and Equality
Goal 6: Quality of Education
3
4. Progress towards EFA is stagnating
Goal 1: Early childhood care and education
171 million children under 5 were affected by moderate or
severe stunting in 2010.
Less than half went to pre-school in 2010; less than 1 in 6
in low-income countries.
Goal 2: Universal primary education
Number out of school stagnated at 61 million in 2010, half
live in sub-Saharan Africa.
Of 100 children not in school, 47 expected never to enter.
More than 4 in 10 drop out in half of poor countries.
41% in sub-Saharan Africa start 2 or more years late.
5. Progress towards EFA is stagnating
Goal 3: Youth and adult learning needs
In poorer countries, only one half of young people
enrol in lower secondary school.
71 million adolescents are out of school, remaining
unchanged since 2007.
Goal 4: Adult literacy
775 million adults could not read or write in 2010,
two-thirds of whom are still women.
Even in rich countries, 160 million adults have poor
literacy skills.
6. Progress towards EFA is stagnating
Goal 5: Gender parity and equality
In 17 countries, there are fewer than 9 girls in primary
school for every 10 boys.
Boys are disadvantaged in over half the 97 countries
that have not achieved gender parity in secondary
school.
Goal 6: Quality of education
Of 650 million children of primary-school age, at least
250 million could be failing to read or count.
In 33 countries, less than three-quarters of primary
school teachers were trained to the national
standard.
7. $16 billion needed for basic
education in low income
countries – but only $1.9
billion provided in aid in
2010.
An additional $8 billion
needed to send all young
people to lower secondary
school.
Financing Education for All
Most poor countries have maintained or increased their education spending.
These countries also need aid: In 9 Sub-Saharan African countries, donors
fund more than a quarter of public spending on education.
BUT donors are not keeping their promise in Dakar in 2000 to ensure no
countries seriously committed to Education for All will be thwarted by a lack of
resources.
There is a big funding gap:
8. The Kenyan Experience:
Education for All
End Decade Assessment
(2001-2010)
5 Major Achievements,
8 Challenges, and 11
Priority Action Points
8
9. 5 Major Achievements
• Sustained commitment to, and investment in,
education and training
• Major policies, frameworks, standards and
curricula in place
• Investment in the teaching force
• Significant expansion, in particular in basic
education, as a result of Free Primary
Education and Free Day Secondary Education
• Greater concern for quality of education 9
10. Average 21.5 % of the public
expenditure, and 7% Share of GDP 10
Budget Provision to Education
11. GER, NER and Transition Rates in
Primary Schools (2000-2010)
11
12. Trends in GER and NER in
Secondary Education (2000-2010)
12
15. The Teaching Force
• Number of Teachers as at 2012: 286,000 as at
2012 (Primary: 219,000 and Secondary:
67,000)
• Teacher shortage as at 2012: 38,468 teachers
for primary schools and 36,574 for post-
primary institutions
15
17. Moving towards quality
education
• Establishment of National Assessment Center
and monitoring of pupil performance through
NASMLA and SACMEQ
• Provision of in-service training for teachers
• Investment in school infrastructure
• Provision of instructional materials
• Introduction of ICT in teacher training and
learning 17
18. Investment in school infrastructure
18Katelembo Centre of Excellence Boys High School, Machakos County
19. Introducing ICT to Facilitate Learning
19State House Girls High School, Nairobi County
21. 8 Issues and Challenges
• Expanded vision of education and learning: from
early childhood and adulthood
• Data harmonization and coordination
• Significant disparities (geographical, gender,
socio-economic)
• Emerging issues (HIV and AIDS, peace, refugee
education, etc.)
21
22. 8 Issues and Challenges,
cont’d
• Goals that are still a challenge to monitor &
measure – ECCE, Lifeskills & Literacy (data and
indicators)
• Inter-sectoral and –ministerial coordination
and partnership with the civil society (ECCE,
life skills and Literacy)
• Implementation capacities at all levels
• Governance and management issues 22
23. An ECD teacher inspecting cleanliness of her
pupils’ nails in an ECD Centre
i
23
28. 11 Priority Action Points
System-related:
1.Policy Development/Review, Harmonization and
Implementation
2.Monitoring and Evaluation
3.Resource Mobilization and Allocation
4.Governance and Accountability
5.Coordination and Partnerships
6.Capacity Development
7.Infrastructure Development
28
29. 11 Priority Action Points
Content-related:
8. Curriculum Relevance and Implementation, and
Instructional Materials
9. Teacher / Facilitator Development and Management
10. Quality and Outcomes
11. ‘Reaching the Unreached’
All the Priority Action Points have informed the
new Sessional Paper No. 14 and form basis of
the new Five-Year National Education Sector
Support Programme (NESSP) in Kenya 29
30. Food for Thought?
Contribution of HE to Accelerating EFA
Progress and Beyond!
• Linking research and evidence with policy and
planning (quantitative and qualitative)
• Institutional capacity building
• Teacher and instructor development and
professionalization
• Curriculum and instructional material development
and review
• Emerging and cross-cutting issues (peace, HIV, etc.)
• Foresight (post 2015 agenda) 30
Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
These are the Six Goals of Education for All to which Kenya committed to achieving by 2015 at the 2000 World Education Form held in Dakar, Senegal. In the context of Kenya, Goal 1 is commonly referred to as Early Childhood Development or Early Childhood Development and Education, while for the purpose of this assessment, Kenya has looked at the progress of Universal Basic Education under Goal 2, as opposed to Universal Primary Education. The first four goals are main education themes, while the Goals 5 and 6 are cross-cutting. Also I wish to mention here that the Goals 2,part of the Goal 4 and also Goal 5 correspond to MDG Goals 2 and 3. Higher Education and Research for EFA Workshop 24-25 January 2013
Starting at the beginning, ECCE is vital to give a child a good start in life. However, even this first goal is clearly way off track. In 2010, less than half of children of pre-primary school age went to pre-school. The poorest are worst affected of all - Less than one in six children went to pre-school in low-income countries Children who are hungry, malnourished or ill are not in a position to gain the skills they need for later learning and employment. However, 171 million children were affected by stunting in 2010. 2011 saw vicious hunger crisis spread across Africa. By 2015 it is estimated that around a quarter of children under five years old will be suffering from stunting. INDEX: Understanding the importance of all three dimensions of this goal , Child health, Nutrition and Education, the GMR 2012 has designed a new index bringing them together. The results showed only one country is ensuring the minimum conditions of nutrition, health and education for children. All countries, regardless of income, must invest in integrated approaches that give equal importance to all aspects of early childhood development. As for Goal 2 – we can now say with assurance that, despite global attention, the world will not reach UPE by 2015. In 71 countries, fewer than 80% of children of official school age entered school in 2010. Even if they do enter in the next 3 years, they will now be unable to complete. However, it is unlikely that they will complete – 47 out of 100 are expected never to enrol Aside from enrolment, there is a problem of drop-outs from primary school too. In half of low income countries, four out of ten children drop out before the last grade. Late entry is a key reason for early dropout – in SSA 38% start late, with late entry and early dropout most common amongst poorest [SEE NEXT SLIDE]
GOAL 3 Despite huge advances since 1999, progress in reducing the number of out of school adolescents has also stagnated since 2007. 71 million adolescents were out of school in 2010, three-quarters live in South and West Asia and sub-Saharan Africa. Despite recent improvements in measuring skillls, data will not be available to fully assess progress towards goal 3 before the 2015 deadline. This is the subject of the second half of our report which I will go into in more detail later. GOAL 4 The fourth goal on adult literacy is likely to be missed by most countries, and some by a large margin. 775 million adults still cannot read or write, 2 in 3 of whom are women – a proportion that has remained unchanged Only 9 out of 10 young people meanwhile are literate, meaning that adult illiteracy is unlikely to be eradicated in the near future. Poor literacy skills are a problem in richer OECD countries too, where 160 million adults do not have sufficient literacy skills to fill in a job application form
GOAL 5: Gender parity is the biggest success of the EFA goals, but the Arab States and Sub-Saharan Africa are still lagging behind the target. More progress is needed to ensure girls and young women have equal opportunities : At primary school, 68 countries have still not achieved gender parity, and girls are disadvantaged in 60 of them. Extreme disparities are on the wane in primary education. The number of countries with fewer than nine girls per ten boys in primary school has almost halved since 1999. Today 17 countries have extreme gender disparity, including 12 from sub-Saharan Africa. At secondary school, meanwhile, 97 countries have not achieved gender parity. In more than half of these – predominantly in upper middle and high income countries - boys are more disadvantaged than girls. GOAL 6: While quantity has increased in many countries over the past decade, quality has lagged behind. The reality is that millions of children who go to school do not learn the basics: Of the 650 million children of primary school age, at least 250 million cannot read or count whether they’re in school or not. This includes the 120 million who do not reach grade 4, but also the additional 130 million who are in school but failing to learn the basics. Our evidence shows too that learning achievements are largely determined by socio-economic status. The higher the socio-economic level of a student, the better their performance, with a similar pattern for boys and girls. Teachers are the most important resource for improving learning. There was a small improvement in the number of primary school pupils per teacher in the world. In Sub-Saharan Africa and South West Asia, however, teacher numbers have not been able to keep pace with enrolment and pupil-teacher ratios have worsened since 1999. In a third of the one hundred countries with data, at least a quarter of teachers at primary schools were not trained to the national standard.
A key determinant of whether countries improve access and learning is the amount they spend on education. Eg Tanzania increased from 2% of GDP in 1999 to 6.2% in 2010 and reduced out of school numbers dramatically, while Pakistan continues to spend just 2.3% of its GDP on education and out of school numbers have only slightly reduced in comparison Despite fears of the impact of the economic downturn on national education budgets, few low and middle income countries made cuts to education. Low income countries increased education spending by 7.2% per year on average between 1999 and 2010 When the 164 governments met in Dakar to commit to the six Education for All Goals, they also committed to ensuring that no countries working towards the goals would be held back by a lack of financing. Overall, US$16 billion is needed for education in low income countries every year to reach the EFA goals. However, in 2010, less than $2 billion in aid went to basic education in low income countries. In addition to that, the Global Monitoring Report has calculated that $8 billion is needed to get all the young people who have completed primary school into secondary education New analysis for this Report identifies the extent to which some of the poorest countries have benefited from aid showing it is crucial that donors and the private sector step up to fill the financing gap. In nine countries, all in sub-Saharan Africa, donors fund more than a quarter of public spending on education. For example, in Mozambique, numbers out of school declined from 1.6 million in 1999 to less than 0.5 million in 2010. During much of this period, aid made up 42% of the total education budget.
Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
The education budget has been steady, on average of 21.5 percent of the public expenditure over the period 2005/2006 – 2010/2011. The percentage share of Education Budget to GDP has been steady as well, with an average of 7 percent share (international benchmark is 6 percent). Higher Education and Research for EFA Workshop 24-25 January 2013
There is an improved participation levels as evidenced in Gross Enrolment Rate (includes underage and overage), Net Enrolment Rate (excludes underage and overage) and transition rates. The challenge, however, is that Kenya has more overage children. For NER, this indicates approximately 9 percent of the school-age children are out of school. Improved transition rates demonstrate that more children are going to secondary school. Higher Education and Research for EFA Workshop 24-25 January 2013
You can note here that there has been an increased participation in secondary education as well. Higher Education and Research for EFA Workshop 24-25 January 2013
When it comes to equal participation of both genders, Kenya has nearly achieved the party as can be seen here in the net enrollment and gross enrolment rates in primary education Higher Education and Research for EFA Workshop 24-25 January 2013
Expansion is not only limited to basic education. The assessment has revealed a significant expansion in TIVET sub-sector as can be seen in this graph. The male and female enrolments have improved almost at the same rates. Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
There are two foci of the Dakar Framework for Action, an umbrella document for the EFA Goals: lifelong learning and quality education. In Kenya, the assessment has revealed that there has been a greater recognition of the quality dimension. These are some key achievements made during the past one decade. Higher Education and Research for EFA Workshop 24-25 January 2013
It has been the whole government efforts to provide quality education for all. This is an example of the Economic Stimulus programme in Machakos County. Higher Education and Research for EFA Workshop 24-25 January 2013
Another important dimension of quality is utilization of ICT to facilitate teacher training and student learning. This photograph shows a well equipped ICT lab used for learning at the State House Girls High School in Nairobi County. Higher Education and Research for EFA Workshop 24-25 January 2013
This graph is just to show that performance of gender-disaggregated performance in KCPE have been tracked on an annual basis. Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
Because early years are so critical to cognitive, physical and psychological development of the child, early childhood development must focus on the well being of each and every child, such as this photograph shows a ECD teacher inspecting cleanliness of her students’ nails in an ECD Centre in Nairobi County. Higher Education and Research for EFA Workshop 24-25 January 2013
In one of our field visits to an ECD Centre in Nairobi County, we came across a permanent register of Vitamin A Supplementation. This permanent register was empty, and growth monitoring records were not up to date. Higher Education and Research for EFA Workshop 24-25 January 2013
We acknowledge that gender concerns both girls/females and boys/men. While the most recently discussed topic is the performance of girls in science and mathematics education, we have noted gender variation in favor of girls when it comes to their performance in English subject as measured by the KCPE. Higher Education and Research for EFA Workshop 24-25 January 2013
This graph, taken from Kenya Adult Literacy Survey conducted in 2006, shows significant regional disparities both in literacy and numeracy rates. Providers of non formal education and/or access to literacy centers have been one of the major challenges that has affected literacy rates in the country. Higher Education and Research for EFA Workshop 24-25 January 2013
A case in point: HIV and AIDS. Although awareness on HIV and AIDS in Kenya remains high according to Kenya Demographic and Health Survey 2009, the evidence shows that this has not translated into behavior change. The evidence presented in this figure shows that the rate of infections is picking up from the age bracket of 15 to 24 and culminating in the peak at the age group 30-34 which is followed by a declining trend . This trend explains the fact that the knowledge gained in formal institutions does not necessarily guarantee prevention due to behavioral change. This calls for more innovative educational strategies. Higher Education and Research for EFA Workshop 24-25 January 2013
These major challenges have been carefully analyzed in order to recommend the so-called Priority Action Points. As the Technical Working Group finalized the assessment, we had the opportunity to present the assessment findings and recommendations to the then process of preparing the Basic Education Bill and Sessional Paper to realign the sector to the Constitution. Because urgent actions must be taken without delay, these Priority Action Points were elaborated, presented and endorsed by the senior managers of the Government of Kenya responsible for education and training. These are action points categorized into 11 themes. Seven of them are system-related, while the four are content-related. Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
Higher Education and Research for EFA Workshop 24-25 January 2013
Thank you very much for your kind attention. Higher Education and Research for EFA Workshop 24-25 January 2013