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Monitoring and Evaluation

Angola: Destacada importância das acções formativas no sector da Educação

Agência Angola Press 15 June 2016

As várias acções formativas realizadas pelo Ministério da Educação são fundamentais para capacitação dos quadros do sector e elevara a qualidade de ensino e aprendizagem no país.

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Right to Education Project Launches Online Guide to Monitoring the Right to Education Using Human Ri

Right to Education Project 11 February 2016

The Right to Education Project is pleased to announce the publication of an online Guide to Monitoring the Right to Education (‘Guide’) and accompanying Right to Education Indicators Selection Tool (‘Tool’). - See more at:

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Ebola Today Could Mean Illiteracy Tomorrow In West Africa

NPR 25 November 2014

Ebola is threatening to reverse years of educational progress in West Africa. The virus has kept school closed for months in a part of the world where literacy rates are low and school systems are only now recovering from years of civil war.

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RDC : l’Unicef salue les progrès réalisés en matière d’éducation

Relief Web 8 September 2014

L’accès à l’école est devenu quasi universelle et le taux brut de scolarisation est passé de 90% en 2006 à 130% actuellement. La représentante adjointe du Fonds des Nations unies pour l’enfance (Unicef), Sylvie Fouet, s’est réjouie de ce « progrès énorme dans le volet éducation des objectifs du millénaire pour le développement », mardi 19 août à Kinshasa, lors de la publication du rapport du gouvernement sur le système éducatif national.

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Evaluation à distance - “Un saut dans l’inconnu : état de l’éducation en RCA”

Humanitarian Response 11 April 2014

Le Cluster Education RCA a publié un rapport qui analyse les résultats de l’enquête à distance effectuée en février 2014 avec 355 écoles centrafricaines, soit 14.5% des écoles primaires à travers toutes les préfectures du pays.Les résultats montrent que 65% des écoles enquêtées restaient toujours fermées à la mi-février. Depuis le début de l’année scolaire 2013-2014, la période d’ouverture des écoles est estimée à une moyenne de seulement 4 semaines. Entre autres, la violence et les mouvements constants de populations sont les deux facteurs importants qui empêchent le retour des élèves aux écoles.Par conséquent, l’ensemble des jeunes générations centrafricaines risquent d’être privées de l’éducation, susceptibles de produire des conséquences graves sur la stabilité et le développement du pays à long terme.

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L’UNESCO lance le Rapport mondial de suivi à Addis-Abeba

UNESCO 31 January 2014

31 Jan 2014 - Le Rapport de cette année, Enseigner et apprendre : atteindre la qualité pour tous, prévient que, sans attirer et sans former de façon appropriée suffisamment d’enseignants, la crise de l’apprentissage s’installera pendant plusieurs générations et frappera tout particulièrement les plus défavorisés, tout en coûtant aux gouvernements 129 milliards de dollars US par an.

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Quality of Teachers in Developing World Critical to Students’ Long-Term Success Says Keynote Speaker

UN General Assembly 10 October 2013

9 October 2013 - Quality teachers did not just improve test scores, they had long-term positive effects on the socioeconomic status of children 20 and 30 years down the line, delegates in the Second Committee (Economic and Financial) heard today as they opened their first general debate of the sixty-eighth session. Students with effective teachers were less likely to become pregnant, more likely to gain admission to college and get higher-paying jobs, said Raj Chetty, Bloomberg Professor of Economics at Harvard University, in a keynote address to the Committee.

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Iraq: Children and School Targeted in New Attack

United Nations 8 October 2013

7 October 2013 - The Special Representative of the Secretary-General for Children and Armed Conflict, Ms. Leila Zerrougui, strongly condemns the attack that took place yesterday morning in an elementary school in a village of Mosul Province, Iraq. A suicide bomber detonated a truck filled with explosives on the school playground, killing more than ten children and injuring dozens more. “Deliberately killing or injuring young children at their school is appalling,” declared Leila Zerrougui. “This is a grave violation of children’s rights and I remind everyone that schools are and must remain safe havens.”

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Report on Out-of-School Children in Pakistan Indicates 3 out of 10 Primary Age Children Not Enrolled

UNICEF 20 September 2013

19 September 2013 -  A report on out-of-school children in Pakistan, launched here today, indicates that despite achievements in the education sector, over 6.5 million children are not enrolled in primary education and another 2.7 are not enrolled at lower secondary level. The Report, prepared in collaboration between the Government of Pakistan, the United Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics, provides a detailed analyses of out-of-school children and is important for complementing the on-going work in all provinces and areas to scale up evidence based education activities to ensure that all children have access to quality education. The Report also highlights the need for better disaggregated data that will help policy-makers and education experts to better address challenges and bottlenecks in the education system.

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Afghan authorities tackle country’s high illiteracy rate

UNAMA 10 September 2013

8 September 2013 - Despite some four million Afghans becoming literate since 2002, Afghanistan still has one of the highest illiteracy rates in the world with about nine million illiterate adults, according to the Afghan Ministry of Education. Efforts are underway to lower this figure, with more than 700,000 Afghans attending literacy classes this year alone, the country’s Education Minister, Ghulam Farooq Wardak, said today, on International Literacy Day.

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Cameroon Struggles With Universal Education

Voice of America 4 September 2013

2 September 2013 - It has been 13 years since Cameroon instituted free primary education to meet one of the U.N. Millennium Development Goals.  But the program has led to a shortage of funds to pay teachers and many are refusing to teach or have abandoned their schools, despite threats of dismissal from the government. Many teachers at a Catholic school called College de la Retreat in the heart of Yaounde are returning.  Classes began this week in schools around Cameroon for the 2013-2014 school year.

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Datablog: Malala Yousafzai and girls’ access to education

Guardian 12 July 2013

12 July 2013 - Malala Yousafzai – the young campaigner who survived an assassination attempt by the Taliban in Pakistan last October – has drawn the world’s attention to the fight for girls’ access to education. On Friday, she marks her 16th birthday by delivering a speech at the UN, and a petition calling on the general assembly “to fund new teachers, schools, books and recommit to getting every girl and boy in school by December 2015”.

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Progress on Millennium Development Goals heading in the right direction

AusAID 5 July 2013

5 July 2013 - Melissa Parke, Minister for International Development, has welcomed the United Nations report showing that the Millennium Development Goals (MDGs) are making good progress. Released by the United Nations Secretary General in Geneva, the Millennium Development Goals Report 2013 says that some of the MDGs are already met, and many other targets are within reach by the 2015 deadline.

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In Afghanistan, Teachers and Children Go to School Despite Real Danger

Global Partnership for Education 4 July 2013

3 July 2013 - During the last decade Afghanistan has witnessed an impressive development of the education sector. Few countries have achieved such massive gains in getting children into school over such a short period of time. In 2001, just 800,000 students – mainly boys-were in school. Now enrollment is at more than 8 million students, 3.2 million of whom are girls. This number continues to grow as schools that were closed by the Taliban are reopened, new schools are built, additional teachers are trained and hired, and families continue to recognize the value of education for their children throughout the country.

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Out of School Children: Data Challenges in Measuring Access to Education

Education Policy and Data Center 4 July 2013

1 July 2013 - Large scale estimates of out of school children- such as ones issued and regularly revised by UNESCO, are often taken at face value, without sensitivity to the extent of missing and incomplete information for a large number of countries, which affects the precision of regional and global aggregates.  In addition, grey areas surrounding the definitions of primary school, non-formal education, and the target populations contribute to inconsistencies in cross-national measurement of the number of out of school children.

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