No upward mobility

In Latin America, only children from well to-do families tend to get a chance to study. Lacking access to higher learning has become a mobilising issue for social activists.

Interview with Ramón Garcia-Ziemsenhttp://www.dandc.eu/articles/220521/index.en.shtml

Donors pledge more than US$1.5 billion to Global Partnership for Education; Executive Director Lake urges focus on most disadvantaged by Joan Howe

Copenhagen, 9 November 2011 – Leading donors at the first-ever Global Partnership for Education (GPE) Pledging Conference promised an initial US$1.5 billion over the next three years to put millions more children in school.
The multi-partner global partnership met on 7-8 November in Copenhagen, Denmark, where donors also pledged to increase bilateral funding to support education investment and achieve concrete results in access and quality of education. The pooled education fund aims to secure predictable funding to put 25 million more children in school over the next three years. Developing countries pledged to increase domestic funding for education by more than US$2 billion...

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.

Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor?

CREATE Research monographs: pathways to access series, PTAs, N°52

This paper explores patterns of growth in participation in six Anglophone and seven Francophone countries in SSA. The Anglophone countries are Kenya, Malawi, Nigeria, Tanzania, Uganda, and Zambia. Francophone countries were Benin, Burkina Faso, Cameroon, Madagascar, Mali, Niger and Senegal. These countries have all had large scale Universal Primary Education programmes supported with external finance, and all have demographic and health survey (DHS) data sets collected at least ten years apart, first in the 1990s and subsequently after 2000. The data provide the opportunity to explore participation over a period of a decade or more to see how it has been changing. The results show that progress towards universal access to education has been patchy and sometimes disappointing. Access to education remains strongly associated with household wealth despite commitments to pro-poor policies and investment of resources. Though overall participation has often increased, the chances of the poorest being enrolled relative to the richest have generally not improved substantially and in some cases have deteriorated.

Les effets du choix de l'école selon la nature du dispositif mis en œuvre : une approche comparative en terme d'équité

Cette thèse de Myrian Andrada analyse les implications découlant des régulations et de la mise en œuvre d'une formule de choix de l'école au niveau de la redistribution du bien social éducation - liberté des parents de choisir les écoles pour leurs enfants, accroissement du contrôle des citoyens sur la manière dont les écoles éduquent, maximisation des options éducatives pour les enfants, égalisation des chances scolaires, satisfaction des préférences, éducation à la démocratie, à la tolérance et à l'autonomie des enfants. Dans ce but, nous effectuons une évaluation systématique de quatre formules de choix de l'école (Londres, Amsterdam, Paris et Buenos Aires) à l'aide d'un ensemble d'outils méthodologiques. D'une part, un modèle théorique des effets du choix sur l'équité est construit à partir des principes de justice égalitariste-libérale en éducation et des recherches empiriques. D'autre part, une description très détaillée de l'évolution des espaces scolaires est effectuée du point de vue de l'équité à partir d'un ensemble d'outils méthodologiques - typologie de dispositifs de choix, conceptualisation de système et de formule de choix, typologie de modes théoriques de distribution du bien social éducation. L'analyse montre que l'élargissement des possibilités de choix de l'école peut favoriser l'équité, en incluant, et la liberté de parents comme valeur instrumentale, et des mécanismes de compensation fondée sur l'allocation ressources éducatives efficaces. Cependant, les variations locales de la mise en œuvre d'une politique éducative et le manque de diversité, ou l'absence, d'écoles alternatives dans certaines régions ou zones démontrent qu'un modèle unique de formule de choix de l'école n'est pas valable.

Global Children's Survey Finds What Children Want Is An Education

Give them a dollar or make them president and what would they do? Most children across the world say their first order of business would be to improve education by building schools, providing school supplies and increasing access to education for all children. Their next priority would be providing food and water. Almost half said they would spend their dollar on food or water, ahead of clothes, toys and sports.

These findings are taken from the ChildFund Alliance global children's survey, Small Voices, Big Dreams*, released this week in recognition of Universal Children's Day (20 November). The survey polled 3,000 children aged 10 to 12 from 30 developing countries across the world - from Afghanistan to Zambia - as well as 300 children from New Zealand, Australia and the United States.

Égalité des genres dans l’éducation et par l’éducation Guide de poche de l’INEE sur le genre

Les urgences telles que les conflits violents et les catastrophes naturelles sont ressenties de façon profondément différente par les filles, les femmes, les garçons et les hommes. Ils sont confrontés à des risques différents, réagissent de façon différente à des situations de stress et ont des capacités différentes pour affronter les évènements de la crise.

Une éducation de qualité pour tous est un droit humain fondamental, un mécanisme de protection et un catalyseur pour le développement personnel et social. Dans les situations de crise, il est crucial d'avoir un système éducatif tenant compte du genre pour que les apprenants et les apprenantes de tous les âges aient accès à des possibilités éducatives de qualité, pertinentes et protectrices.

EI releases global study on Early Childhood Education

The EI Early Childhood Education (ECE) Task Force has released a global study investigating ECE policies, systems, programmes and activities across the world.


The study, entitled, ’Early Childhood Education: A Global Scenario’, was released at a meeting of the Task Force held in Copenhagen, Denmark, from 14-15 July, hosted by the Danish Federation of Early Childhood Teachers and Youth Educators (BUPL).

Initiated by the Task Force, the study was conducted in 2009, and reveals that ECE continues to receive more attention across the globe and that access has been increasing steadily. However, the study also reveals that progress has been uneven and a lot more remains to be done if this important Education for All (EFA) goal is to be achieved by 2015.

The study is online at: http://download.ei-ie.org/Docs/WebDepot/ECE_A_global_scenario_EN.pdf

DFID: Bilateral Support to Primary Education

The Department for International Development has successfully supported developing countries in progress against goals of universal enrolment in primary education and improved educational prospects for girls, according to a report published by the National Audit Office. However, quality of education and levels of attainment remain low and pupil and teacher absenteeism is still too high. The report concludes that, given tight resources for education in developing countries, a greater emphasis on quality and cost-effectiveness to achieve good value for money is especially important.

Millennium Development Goals: time to step up

Some progress in Africa, but more is needed, argues UN Secretary-General.
Some might view the United Nations’ latest update on progress towards the Millennium Development Goals (MDGs) as a distressing catalogue of unmet ambitions. Others could find in it reasons to believe in the possibility of reaching the targets.

Access to education provides helping hands to migrants

All around the world, vast numbers of human
beings are on the move – fleeing war zones,
escaping injustice or seeking better life
chances for themselves and their children.

See Worlds of Education p.20, nº33/March 2010

Africa Development Indicators 2010

This year’s Africa Development Indicators essay sheds light on “quiet corruption” — when public servants fail to deliver services or inputs that have been paid for by the government. The most prominent examples are absentee teachers in public schools and absentee doctors in primary clinics. The report features data and research on quiet corruption in the health, education, and agriculture sectors.

For more references on corruption in the education sector, access the ETICO database.

Africa Education Watch : La mauvaise gouvernance menace l’éducation primaire en Afrique

Un nouveau rapport montre qu’un renforcement de la gouvernance est essentiel pour atteindre les objectifs d’éducation dans sept pays.
ADDIS ABEBA, Ethiopie, 23 février 2010/African Press Organization (APO)/ — La mauvaise gouvernance et une gestion inefficace menacent les efforts déployés pour fournir une éducation de base de qualité dans sept pays africains, selon un nouveau rapport publié aujourd’hui par Transparency International (TI).
Le rapport, Africa Education Watch : Leçons de bonne gouvernance pour l’éducation primaire montre qu’en dépit de dix ans d’efforts pour augmenter les inscriptions à l’école à travers l’initiative Education pour tous et les Objectifs du Millénaire pour le Développement, des systèmes et pratiques de gouvernance déficients ou inexistants limitent les progrès.

Alternatives internationales, hors-série n°7, déc 2009

Nous vous recommandons la lecture de ce numéro hors-série de Alternatives internationales (hors-série n°7, déc 2009) : "L'état de la mondialisation 2010". Vous le trouverez au Centre de Documentation dans la section Revues.
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