Posts tagged EFA

"More than half of Arab children are not learning," says Senior Fellow Hafez Ghanem in this new podcast about learning in the Arab world.

He joined Liesbet Steer, a fellow also with the Center for Universal Education at Brookings, in this discussion about their findings on and solutions for a range of education issues in the region, including number and quality of teachers, accountability, gender, curriculum, and whether Arab world children are learning the skills they need to compete in the 21st century.

(via A Bleak Picture for Children’s Education in the Arab World | Brookings Institution)

Jibon is 12 years old and works at a fish market in Dhaka, the capital of Bangladesh. He lives alone with his mother, who works in a garment factory.

The little money Jibon makes is essential for the survival of his family. For this reason, Jibon dropped out of school after only the second grade. In all likelihood, he will never have the opportunity to go back to school.

“I don’t have a father. My mother has to work, but her income is not enough for me to go to school,” Jibon says. “Yes, I want to go to school, but I cannot, because we don’t have enough money.”

Jibon shares the same fate with millions of children in South Asia. According to a recent study on out-of-school children published by UNICEF and the UNESCO Institute for Statistics under the Global Out-of-School Children Initiative, 17 million children of primary-school age and 9.9 million children of lower secondary-school age are out of school in Bangladesh, India, Pakistan and Sri Lanka – placing South Asia as the region with the second-highest number of out-of-school children in the world.

(via In Bangladesh, learning why children are out of school  | Back on Track)

World Inequality Database on Education The World Inequality Database on Education (WIDE) highlights the powerful influence of circumstances, such as wealth, gender, ethnicity and location, over which people have little control but which play an important role in shaping their opportunities for education and life. It draws attention to unacceptable levels of education inequality across countries and between groups within countries, with the aim of helping to inform policy design and public debate.
(via DME WIDE • World Inequality Database on Education)

World Inequality Database on Education

The World Inequality Database on Education (WIDE) highlights the powerful influence of circumstances, such as wealth, gender, ethnicity and location, over which people have little control but which play an important role in shaping their opportunities for education and life. It draws attention to unacceptable levels of education inequality across countries and between groups within countries, with the aim of helping to inform policy design and public debate.

(via DME WIDE • World Inequality Database on Education)

Where are the 57 Million Out-of-School Children?

Where are the 57 Million Out-of-School Children?

Why Girls’ Education Matters
With 31 million girls of primary school age out of school, and 17 million expected never to enter school at all, the situation for girls’ education desperately needs addressing. (via Why girls’ education matters | World Education Blog)

Why Girls’ Education Matters

With 31 million girls of primary school age out of school, and 17 million expected never to enter school at all, the situation for girls’ education desperately needs addressing. (via Why girls’ education matters | World Education Blog)

Two Syrian refugees in Iraq’s Kawergosk camp at risk of becoming ‘lost schoolgirls’
Cibar, a bright, beautiful girl, is deaf. Even when times are good, she needs specialized help. For just over a month, she’s been living in Kawergosk refugee camp in northern Iraq, one of the more than 61,000 Syrian refugees who have arrived since the middle of August – bringing the total registered in Iraq to 196,843. Before that, the conflict kept her away from school. Her story is tragically common.
Why, with all that’s happened, does school matter so much? Adla starts crying. “Because I want to help my mother and father,” she says, quickly wiping the tears from her eyes. But there’s no way for Adla to do that. There’s no secondary school in Kawergosk. And there is certainly no special needs teaching for Cibar.

(via Field diary: Two Syrian refugees in Iraq’s Kawergosk camp at risk of becoming ‘lost schoolgirls’ | Back on Track)

Two Syrian refugees in Iraq’s Kawergosk camp at risk of becoming ‘lost schoolgirls’

Cibar, a bright, beautiful girl, is deaf. Even when times are good, she needs specialized help. For just over a month, she’s been living in Kawergosk refugee camp in northern Iraq, one of the more than 61,000 Syrian refugees who have arrived since the middle of August – bringing the total registered in Iraq to 196,843. Before that, the conflict kept her away from school. Her story is tragically common.

Why, with all that’s happened, does school matter so much? Adla starts crying. “Because I want to help my mother and father,” she says, quickly wiping the tears from her eyes. But there’s no way for Adla to do that. There’s no secondary school in Kawergosk. And there is certainly no special needs teaching for Cibar.

(via Field diary: Two Syrian refugees in Iraq’s Kawergosk camp at risk of becoming ‘lost schoolgirls’ | Back on Track)

A fellowship programme in the Niger gives rural girls access to secondary education

In the Niger, about 36 per cent of girls are married before the age of 15. Only 16 per cent attend middle school, and only half complete the cycle. Supporting girls past primary school is necessary to ensure that they complete their education, and to protect them from child marriage and early pregnancy.

According to the director of the secondary school in Yaouri, Kabirou Ibrah, “In 2011, there were no girls. In 2012, there were only three. And, you see, this year, thanks to UNICEF, there is up to 16 girls. Most students who do not have tutors and who live far abandon secondary school during the first year.”

(via A fellowship programme in the Niger gives rural girls access to secondary education | Back on Track)

Seven out of 10 primary school students in the Central African Republic (CAR) have not returned to school since the conflict started in December 2012, according to a recent survey by the United Nations Children’s Fund (UNICEF) and partners.
About 65 per cent of schools surveyed were looted, occupied or damaged by bullets or shells, the agency said in a news release about the survey, which was carried out in August in 11 of the country’s 17 prefectures.
“A school is meant to be a safe space for teaching and learning, but in some areas there is nothing left,” said UNICEF Representative in CAR Souleymane Diabaté. “Without teachers, desks, textbooks – how can a child learn?” (via United Nations News Centre - UNICEF: 70 per cent of children in Central African Republic still not in school)

Seven out of 10 primary school students in the Central African Republic (CAR) have not returned to school since the conflict started in December 2012, according to a recent survey by the United Nations Children’s Fund (UNICEF) and partners.

About 65 per cent of schools surveyed were looted, occupied or damaged by bullets or shells, the agency said in a news release about the survey, which was carried out in August in 11 of the country’s 17 prefectures.

“A school is meant to be a safe space for teaching and learning, but in some areas there is nothing left,” said UNICEF Representative in CAR Souleymane Diabaté. “Without teachers, desks, textbooks – how can a child learn?” (via United Nations News Centre - UNICEF: 70 per cent of children in Central African Republic still not in school)

A new approach to getting girls into school in the Niger (by UNICEF)

UNICEF.org reports:

So far, 7 per cent of the two million schoolchildren in the Niger are enrolled in child-friendly schools.

Maman Boukar Kollimi, Regional Director of Education in Maradi, explains what a child-friendly school entails. “A child-friendly school is a school where life is enjoyable. It is a school where the basic needs are met, including shade trees, latrines, water points, classrooms with enough benches and tables, well-trained teachers. It is a learning environment where the community is involved in everything we do.”

Equality between girls and boys is encouraged in the classrooms – and in the school yard. Teachers are trained to provide children with a safe and gender-sensitive environment. They use teaching methods that prevent gender bias, for example, and they keep girls and boys together in lines and school activities.

Read more.

The Mozambican Ministry of Education believes that Mozambique is close to achieving the main education target in the Millennium Development Goals (MDGs), which is universal access to primary education, but recognises that the quality of education is still low. The goal is that, by 2015, all children, both girls and boys, can complete a full course of primary education.