Les dossiers évaluations et statistiques - DEPP - N°199 - mai 2011
Après mise à jour d'un document non publié, réalisé par Serge PÉANO en février 2006
Le Compte de l'éducation vise à apporter une mesure de l'effort monétaire que la collectivité nationale consacre au système éducatif. Il constitue un compte satellite de la comptabilité nationale. Il a donc un statut de compte économique permettant de rassembler et d'organiser, dans un cadre synthétique, l'ensemble des flux relatifs aux dépenses d'éducation et à leur financement.
Dans ce cadre, la Direction de l'évaluation, de la prospective et de la performance (DEPP) a élaboré une série de comptes homogènes sur la période 1974-1998, selon une méthode présentée dans le Dossier Éducation & formations n° 7, publié en octobre 1990.
Compte tenu des évolutions intervenues depuis cette période, une rénovation du Compte de l'éducation a eu lieu à la fin des années 1990 et au début des années 2000. Ainsi, une méthode rénovée, mais cohérente avec celle des années précédentes, a été appliquée à partir du compte de l'année 1999. De même, à partir de 2006, la mise en place de la LOLF (Loi organique relative aux lois de finances) a nécessité d'adapter la méthodologie du compte à ce nouveau contexte.
Le document présenté ici rassemble donc l'état des principes méthodologiques mis en oeuvre pour la production des comptes de l'éducation au cours des années récentes (1999-2009) et qui restent valables pour les prochains comptes. Ce dossier présente aussi en annexe, sous forme de tableaux de synthèse, les principaux résultats détaillés pour cette même période (1999-2009).
mercredi 7 décembre 2011
mercredi 9 novembre 2011
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...
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...
vendredi 21 octobre 2011
African-Caribbean boys 'would rather hustle than learn'
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]
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]
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.
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