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18 Avr 2013 - Les pays en conflit souhaitent une amélioration des stratégies visant à intégrer la prévention des conflits dans les politiques et programmes éducatifs, ainsi qu’une meilleure prise en compte de l’éducation par les bailleurs de fonds et les acteurs humanitaires
18 April 2013 - Conflict-affected countries called for better strategies to ensure that conflict-prevention is integrated into education policies and programmes and that education is not overlooked by donors and humanitarians
18 April 2013 - With 1,000 days to go to meet global education goals, innovative partnerships and coordinated actions that go beyond the education sector are urgently needed to achieve a breakthrough for the 61 million children worldwide who are not in school. This was the theme of a high-level forum held in Washington D.C. today, hosted by World Bank President Jim Kim, UN Secretary-General Ban Ki-moon and UN Special Envoy for Global Education Gordon Brown.
18 April 2013 - A recent World Bank survey showed education is a top priority for developing country governments and their citizens. The sobering reality is that in some parts of the developing world as many as half of the children graduating from primary school can’t read. One in five young people between the ages of 15 and 24 have not even completed primary school and lack basic skills to get a job.
18 April 2013 - UNRWA’s schools in the West Bank score above local maths and science averages, a new study has found.
The Trends in International Mathematics and Science Study (TIMSS) is an international mathematics and science evaluation that compares the achievement of 4th and 8th grade students in 63 other countries. The evaluation allows for the collection of extensive data on the quantity and quality of teaching all over the world.
16 April 2013 - In newly printed textbooks at dozens of Syrian refugee schools, a small piece of Middle East geography has been amended. Seventy-five years ago, Turkey annexed the northern Syrian territory of Hatay against the will of Syria, but maps in Syrian schoolbooks during the lengthy reign of the Assad family have continued to include Hatay inside Syria’s borders.
16 April 2013 - At Dar el-Eitam Islamic Orphanage, a secondary school under Waqf (Islamic trust) supervision located in Jerusalem’s walled Old City, Palestinian twelfth graders prepare their Tawjihi (A-Level) in history. On the wall behind the teacher are two portraits of “martyrs” killed during the Second Intifadah uprising (2000-2005).
Simultaneously, Israeli sixth graders from the Eshkol communal villages adjacent to the border with Gaza are in Tel Aviv on a tour of Independence Hall, a national shrine where, on May 14, 1948, Prime Minister David Ben-Gurion read the declaration of independence of the state of Israel.
05 Abr 2013 - En el marco del Programa de Preparativos ante Desastres (DIPECHO) en Sudamérica de la Dirección General de Ayuda Humanitaria de la Comisión Europea, el Ministerio de Educación de Chile y la Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago) elaboraron tres módulos educativos para capacitar a docentes de los distintos niveles en la reducción de riesgo ante tsunamis
The workshops are held for teachers in Jalalabad city, Behsud, Rodat and Ghanikhail districts in which the teachers are given training in science and mathematics subjects.
Head of the education department of Nangarhar province Dadullah Ismayelzai said that the teachers are facing obstacles in teaching of new curriculum subjects and they will learn how to tackle their problems in teaching science subjects. The expenses of the workshops are estimated at afs. 13 million which is financed from the development budget of the Education Ministry.
The workshops will train around 1852 teachers of mathematics and subjects of science section of education department. The Education Ministry has started training workshops throughout Afghanistan for training of around 30,000 science teachers and the Nangarhar workshop is part of this program.
The Education Ministry is continually striving to upgrade the teaching capacities of the teachers through launching of such training workshops in the country.
The latest edition of the Global Education Digest reveals the urgent need to address the high numbers of children repeating grades and leaving school before completing primary or lower secondary education. New data from the UNESCO Institute for Statistics (UIS) show that about 32.2 million primary pupils were held back a grade in 2010, and 31.2 million dropped out of school and may never return.
Entitled Opportunities Lost: The Impact of Grade Repetition and Early School Leaving, the Digest presents a wide range of UIS data and indicators to better identify the millions of children that are falling through the cracks in education systems and leaving school, often without being able to read or write. The report is complemented by an online interactive tool allowing users to visualize repetition and dropout rates by grade in the region and country of their choice.
The greatest challenges to the completion of primary school are found in three regions:
- Sub-Saharan Africa, where 42% of pupils will leave school early, with about one in six leaving before Grade 2;
- South and West Asia, where for every 100 pupils who start primary school, 33 will leave before the last grade;
- Latin America and the Caribbean, where 17% of pupils leave school before completing primary education (see regional summaries for more findings).
The Digest also highlights some potentially good news, namely that the global repetition rate has fallen by 7% between 2000 and 2010 even though there were more children in primary school, with enrolment rates rising by 6% during the same period. Yet, high repetition rates persist in many countries: every child starting school today in the Arab States, Latin America and sub-Saharan Africa, risks repeating a year, or more.
In countries such as Burundi or Togo, a child starting school today can expect to spend two or three years repeating a primary grade. In the case of Burundi, if the resources spent on repeating a grade were instead invested in enrolling new pupils, the country’s annual gross domestic product (GDP) could grow by 1.3%, according to the Digest. Overall, it is estimated that each year of real education a child receives (not repeating a grade) could increase his/her individual earnings by 10% and lift annual GDP globally by 0.37%.
In general, girls are less likely than boys to start school but boys are at greater risk of repeating grades and dropping out, according to the Digest. The age of pupils can be another determining factor: under-age pupils are more likely to repeat a grade, while over-age pupils tend to leave school early. Yet, according to the data, the most important issues shaping educational opportunities are household wealth and location. In general, poor children living in rural areas are more likely than urban children from rich households to repeat grades and leave school before completing primary education and attaining basic foundational skills.
“We cannot afford to ignore these findings from both a moral and economic perspective,” said Hendrik van der Pol, UIS director. “The world has just a few short years to make good on the promise to fulfill every child’s right to primary education by 2015. The data in the Digest show that school systems are reaching more children but losing them due to inefficiencies, which lead to grade repetition and early school leaving. It is far more difficult and costly to reach children once they leave school than to address the barriers and bottlenecks in the systems.”
Sub-Saharan Africa – Steady progress but daunting challenges in providing educational opportunities for a growing school-age population
In 2010, 11.4 million pupils repeated a primary grade in sub-Saharan Africa, representing more than one-third of the global total. The regional repetition rate fell slightly, from 11% to 9% between 2000 and 2010, even though school systems have been straining to provide education to a growing school-age population.
This progress is clearly seen at the national level.
- In 1999, 15 African countries had repetition rates exceeding 20%, compared to only six countries in 2009.
- The following countries have reduced their repetition rates by more than 10 percentage points since 1999: Cameroon, Congo, Ethiopia, Madagascar, Mozambique and Rwanda.
- Repetition rates are 4% or lower in Ethiopia, Ghana, Mauritius, Niger and the United Republic of Tanzania.
- However, primary education repetition rates remain very high in Burundi (36%), Togo (23%), Chad (23%), Central African Republic (23%), and Congo (23%).
Many of the children repeating grades leave school before completing primary education. The region has the highest dropout rate, which rose from 40% to 42% between 1999 and 2009. This means that more than two in five children who start school will not reach the last grade of primary education.
- Dropout rates are highest in Chad (72%), Uganda (68%) and Angola (68%), where more than two out of three children starting primary school are expected to leave before reaching the last grade.
- In contrast, dropout rates are lowest in Mauritius (2%) and Botswana (7%).
South and West Asia – Modest progress despite the demographic dividend
Across the region, about 9.1 million pupils in primary school repeated a grade in 2009. The situation is improving slightly. Between 2000 and 2010, the regional percentage of repeaters remained the same at about 5%, even though the number of students enrolled in primary education rose considerably. This modest progress is largely the result of improvements in four countries:
- Nepal, which reduced its repetition rate from 26% to 12% (between 1999 and 2009);
- Bhutan, where the rate fell from 14% to 6%;
- Iran, where the rate fell from 5% to 2%; and
- India, where a slight drop in the rate (from 4.3% to 3.5%) led to a significant reduction in the absolute number of pupils repeating a grade.
While primary school enrolment has risen over the past decade, growth in the school-age population has slowed considerably in the region. This represents an opportunity to not only widen access to primary education but to ensure that children complete it. However, the regional dropout rate remains high at 33% and has fallen by just two percentage points between 1999 and 2009.
The biggest changes occurred in:
- Pakistan, where the repetition rate rose from 30% to 38% between 2004 and 2009;
- Bhutan, which managed to reduce the rate from 18% to 9% between 1999 and 2009; and
- India, where the repetition rate fell by ten percentage points from 38% to 28% between 1999 and 2006.
Latin America and the Caribbean – Policies yield results but high rates persist in some countries
Repetition and dropout rates remain high in some countries, but the region appears to be on the right track to meet Education for All goals. At the regional level, the repetition rate fell from 12% to 8% between 2000 and 2010. Moreover, the absolute number of pupils repeating a grade in primary school has fallen from 8.4 million to 5.4 million over this period. While this is partly due to a corresponding decline in primary enrolment, it also reflects the success of effective policymaking, for instance.
- Repetition rates have fallen in most countries of the region since 1999.
- The greatest progress was made in Brazil (from 24% to 18% in 2006) and Saint Vincent and the Grenadines (10% to 4%).
- However, rates have been rising in Nicaragua, from 5% to 11%, and to a lesser extent (two to four percentage points) in the Bahamas, Dominica, Dominican Republic, Saint Kitts and Nevis, and Suriname.
The Latin American and the Caribbean region has the third-highest regional dropout rate to the last grade of primary education at 17%. Yet, the situation has been improving over the past decade, especially in Belize, Guatemala, Honduras and El Salvador, although rates remain within the range of 15% to 24%. The lowest rates (below 5%) are found in Argentina, Cuba, Jamaica, Mexico and Uruguay.
Nevertheless, high dropout rates persist in the following countries:
- Nicaragua, where 52% of pupils leave school without completing primary education.
- Guatemala, with a dropout rate of 35%, followed by Saint Kitts and Nevis (26%) and Honduras (24%).
Homepage of the Global Education Digest: http://www.uis.unesco.org/Education/Pages/global-education-digest.aspx
Full report: http://www.uis.unesco.org/Library/Documents/global-education-digest-opportunities-lost-impact-grade-repetition-early-school-leaving-2012-en.pdf
Ethiopia, Namibia, and Cote D’Ivoire have been selected as the first three countries for the implementation of a new project on quality education through teacher training supported by UNESCO and the Government of China. This initiative marks the beginning of a new partnership: it is the first time UNESCO has received financial support in this area from China.
Irina Bokova, Director-General of UNESCO, launched the project on 22 November at the close of the 2012 Global EFA Meeting (GEM).
“It is timely to launch this project in the context of the GEM meeting because we have been speaking passionately here about how to make a strong move to accelerate progress towards Education for All,” said Ms Bokova. “It supports our Priority Africa focus and our drive to train more teachers in the run up to 2015. I believe that together we can make a real difference in countries that are not on track to meet the Millennium Development Goal on universal primary education,” she added.
Starting in early 2013, the four-year initiative will focus on enhancing teacher education systems in eight countries so as to train an adequate number of qualified teachers to achieve EFA. Project activities will boost national capacity in ministries and key teacher training institutions, staff skills and competencies and supporting resources such as a knowledge base, with ICT as a major component.
By enhancing quality education, the project is in line with UNESCO’s work on EFA, the Millennium Development Goals and the UN Secretary-General’s Education First initiative. It is implemented within the context of UNESCO’s new teacher strategy and within the framework of south-south cooperation.