Mr Cameron, head of the Jamaica Teachers' Association, made the comments in a lecture at an event in Bristol aimed at promoting the educational achievement of black boys and sponsored by the National Union of Teachers.
He noted that in Jamaica boys were at least 10 percentage points behind girls in national tests. Misplaced views about masculinity needed to be tackled in schools.
Black schoolboys can choose to perform poorly to avoid undermining their masculinity, the head of the Jamaican Teachers' Association has said.
Adolph Cameron said that in Jamaica, where homophobia was a big issue, school success was often seen as feminine or "gay" [from BBC News Education & Family]
vendredi 21 octobre 2011
mardi 11 octobre 2011
Capacity Development for Education for All: translating theory into action; the CapEFA Programme
Capacity Development for Education for All: translating theory into action; the CapEFA Programme by Faccini, Benedict; Salzano, Carmela. Paris, Unesco, 2011
Capacity development strategies, building upon a country’s own resource base and emerging from multi-stakeholder dialogue, are the key to modernizing the way in which international development assistance is planned and governments receive, engage in, and coordinate support from their technical partners. Such strategies bolster national leadership and ownership of development processes but, most importantly, move away from a fragmented, project-based approach to development cooperation wherein external assistance is tied to one single actor, or assumes a fixed set of outcomes or results. UNESCO has learned much over the past years from its experiences in capacity building for education, with lessons documented in research reports, project evaluations, assessments, policy and sector reviews and more. This publication offers an opportunity for the Organization to reflect upon its capacity development approach while bringing together some of the crucial achievements and lessons learned through the Capacity Development for Education for All (CapEFA) programme established in 2003.The publication is in no way meant to be prescriptive, or a definitive answer to questions of capacity development. It simply seeks to lay out some of the key elements – using CapEFA as a narrative and working example – and drawing on a wide range of experiences across the world in Sub-Saharan Africa, the Arab States, the Asia and the Pacific region and Latin America and the Caribbean.
Capacity development strategies, building upon a country’s own resource base and emerging from multi-stakeholder dialogue, are the key to modernizing the way in which international development assistance is planned and governments receive, engage in, and coordinate support from their technical partners. Such strategies bolster national leadership and ownership of development processes but, most importantly, move away from a fragmented, project-based approach to development cooperation wherein external assistance is tied to one single actor, or assumes a fixed set of outcomes or results. UNESCO has learned much over the past years from its experiences in capacity building for education, with lessons documented in research reports, project evaluations, assessments, policy and sector reviews and more. This publication offers an opportunity for the Organization to reflect upon its capacity development approach while bringing together some of the crucial achievements and lessons learned through the Capacity Development for Education for All (CapEFA) programme established in 2003.The publication is in no way meant to be prescriptive, or a definitive answer to questions of capacity development. It simply seeks to lay out some of the key elements – using CapEFA as a narrative and working example – and drawing on a wide range of experiences across the world in Sub-Saharan Africa, the Arab States, the Asia and the Pacific region and Latin America and the Caribbean.
jeudi 29 septembre 2011
Education for all ‘fails’ transgender test: barriers face those of a different gender identity
"Education policy in Thailand has focused on promoting “education for all” and “gender equality,” but what do these terms truly mean and have they been achieved? While the needs of many disadvantaged communities have begun to be addressed, this progress has yet to be seen for transgender students. Transgenders, whose gender identity does not match the sex of their birth, routinely feel out of place at school."
A guest column by Kath Khangpiboon from UNESCO Bangkok's newsletter, "Voices", n° 27, September 2011 p.18.
To go further, you may also want to consult the website of UNESCO-IIEP's Policy Forum on Gender Equality in Education: Looking beyond parity, which will be taking place in Paris on October 3-4, 2011.
A guest column by Kath Khangpiboon from UNESCO Bangkok's newsletter, "Voices", n° 27, September 2011 p.18.
To go further, you may also want to consult the website of UNESCO-IIEP's Policy Forum on Gender Equality in Education: Looking beyond parity, which will be taking place in Paris on October 3-4, 2011.
jeudi 4 août 2011
Vers un espace africain de la recherche
Dans le cadre des programmes Corus et Aires-Sud, des ateliers thématiques
préparent les équipes de recherche du Sud à postuler aux appels d’offres
et aux financements internationaux.
préparent les équipes de recherche du Sud à postuler aux appels d’offres
et aux financements internationaux.
mercredi 20 juillet 2011
Make it Right: Ending the Crisis in Girls' Education
This new report by the Global Campaign for Education and RESULTS shows that millions of girls are being forced out of school because of poverty, child labour, early child marriage, the threat of sexual violence, inadequate and poor-quality schools.
The report examines 80 poor countries in terms of the gains they have made in girls’ education. The report shows that the Democratic Republic of Congo, Egypt, India, Iraq, Nigeria and Pakistan are among those countries failing to respect the rights of girls to an education. In sub-Saharan Africa, girls have less than a 50% chance of finishing primary school. In some Asian countries girls also struggle: 41% of girls in Pakistan and 30% in India fail to finish primary school.
The report highlights countries that have been able to improve girls’ enrolment and retention in school, with Bangladesh, Jordan, Senegal, Tanzania, Tunisia and Ukraine among them.
The report examines 80 poor countries in terms of the gains they have made in girls’ education. The report shows that the Democratic Republic of Congo, Egypt, India, Iraq, Nigeria and Pakistan are among those countries failing to respect the rights of girls to an education. In sub-Saharan Africa, girls have less than a 50% chance of finishing primary school. In some Asian countries girls also struggle: 41% of girls in Pakistan and 30% in India fail to finish primary school.
The report highlights countries that have been able to improve girls’ enrolment and retention in school, with Bangladesh, Jordan, Senegal, Tanzania, Tunisia and Ukraine among them.
mardi 19 juillet 2011
The Interactions Between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia
CREATE Publication :"The Interactions Between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia" by Desmond Bermingham, July 2011
The Education for All Fast Track Initiative (FTI) was launched in 2002 as a global initiative to help low income countries accelerate progress towards the MDG target of universal primary education by 2015 (FTI, 2004a). The initiative was announced by the World Bank at the Dakar World Education Forum as a way of delivering the commitment that no country with a credible education plan would be prevented from achieving the Education for All goals due to lack of resources (UNESCO, 2000). The FTI was intended to mobilise additional resources from donors to support education sector plans in developing countries. As well as raising funds, the FTI was intended to promote aid effectiveness by following the principles of donor harmonisation and alignment in the education sector (FTI, 2004a). The FTI has developed as one of the most important global partnerships in the education sector. There has however also been widespread criticism of the FTI for failing on its promises to mobilise more finance and secure more effective aid delivery. This monograph provides additional evidence on the operations of the FTI on the ground by drawing on the findings of a comparative country case study of the FTI in Rwanda and Ethiopia...
The Education for All Fast Track Initiative (FTI) was launched in 2002 as a global initiative to help low income countries accelerate progress towards the MDG target of universal primary education by 2015 (FTI, 2004a). The initiative was announced by the World Bank at the Dakar World Education Forum as a way of delivering the commitment that no country with a credible education plan would be prevented from achieving the Education for All goals due to lack of resources (UNESCO, 2000). The FTI was intended to mobilise additional resources from donors to support education sector plans in developing countries. As well as raising funds, the FTI was intended to promote aid effectiveness by following the principles of donor harmonisation and alignment in the education sector (FTI, 2004a). The FTI has developed as one of the most important global partnerships in the education sector. There has however also been widespread criticism of the FTI for failing on its promises to mobilise more finance and secure more effective aid delivery. This monograph provides additional evidence on the operations of the FTI on the ground by drawing on the findings of a comparative country case study of the FTI in Rwanda and Ethiopia...
lundi 27 juin 2011
Les effets de l'éducation familiale sur la réussite scolaire (dossier d'actualité IFE)
C’est sans doute une évidence de dire que la famille est le « premier système social », par lequel le jeune enfant acquiert et développe des compétences cognitives et sociales. Existe-t-il une corrélation entre « réussite scolaire » d’un élève et le rapport à l’école de sa famille ? Comment la recherche aborde-t-elle l’influence familiale sur les apprentissages et la socialisation des enfants ?
Inscription à :
Articles (Atom)
Articles
