Search results for "Education For All"
showing 10 items of 15 documents
Education for all : the hazard within fragile states
2012
Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited acc…
Impact des allocations en ressources sur l'efficacité des écoles primaires en Côte d'Ivoire
2011
The quality of primary education in Côte d'Ivoire has deteriorated sharply over the past three decades. This situation is the result of an approximate management of the education system, which is characterized by a lack of educational support, a misallocation of resources, a congestion of classrooms (42 students for a teacher in primary school) and a lack of skilled and well trained teachers. In addition, the military-political conflict in September 2002 did not allow to improve this situation; on the contrary, it has further deteriorated the situation. Thus, the aim of this thesis is first to analyze the influence of resource endowments on the effectiveness of primary schools in Cote d'Ivo…
Atteindre l'éducation pour tous en 2015 est-il un objectif réalisable ?
2004
This paper is looking at the feasibility of achieving the objective of education for all, one of the millennium objectives set up by the international community for the year 2015. Among numerous obstacles on the road map, the author is focusing on the budgetary constraint, which has aggravated significantly during the past decade. Actually the gap between least advanced countries and the rest of the world is widening, and not narrowing. Two remedies are proposed by the donor community for assisting the least developed countries to fill the gap : first a more efficient utilisation of resources presently allocated to education, and it seems that the efficiency reforms which are proposed are o…
Performances linguistiques des enseignants et qualité d'apprentissage des élèves au primaire
2011
In a broad sense Education for All (EFA) is a hazardous Issue for to the least developed countries, and yet it adds, almost always, for these countries to provide additional difficulty for initial learning periods when majority in pupils has to assume the route from the local language to the teaching one. Besides, adapting in this context the provision of education has often done under the financial constraint. The hiring for supplementary teachers, as to reach EFA goal, less paid in comparison to their older colleagues. So now the teacher staff is consequently represented by new teachers with fewer initial education and pedagogical training, but definitely closer to the communities. The re…
Consequences of the disorders socio-policies on the Central African education system of 1991 to the year 2001: situation of primary education teaching
2006
This work deals about the impacts both on supply and demand of education emerging from socio-political instability and trouble, the Sub Saharan geographical context. The targeted goal is to present a comparative analysis which indicates that countries could attain objective in the development of education if the context for civil peace appear satisfied. Then, by a historical and socio-political step, the study in the evolution of the school since its creation in the Central Africa case shows that multiple factors impacted within time duration the development of education. Lastly, the analysis of the consequences of the disorders encountered in the since the beginning of the Nineties reveals…
Education for all by 2015
2002
At the World Education Forum in Dakar, Senegal, in 2000, officials from 180 countries set a challenging goal: ensuring access to primary education for all children by 2015
Research to engage voices on the ground in educational development
2014
The article discusses how a variety of qualitative methods could be used for investigating the engagement of the voices on the ground, where the change is expected to happen. It also reviews how qualitative research approaches involve students and teachers, the so-called “target groups” of educational development, as subjects, rather than objects. The qualitative methods are presented here for their potential in engaging the voices on the ground. Actor-centred inquiry and participatory action research consist of data collected, analysed and reported, in collaboration between researchers and the research subjects. Enabling the subjects as autonomous actors to take part in the analysis of the…
Questions d'alphabétisation dans le contexte africain
2012
Despite the proportion of illiterate people in sub-Saharan Africa having declined between 1985 and 2008, the number of illiterates has actually increased during the period. It is within this context, that since April 2000, the international community has been committed to six Education for All goals. One of these goals is to achieve a 50 per cent improvement in adult literacy levels by 2015. This thesis aims to analyse how primary education and literacy programs (two processes on which educational policy can intervene) enable the populations of sub-Saharan Africa to acquire basic reading skills. In the vast majority of African countries, the analysis based on household surveys shows that sc…
An International perspective on trends in the quality of learning achievement (1965-2007)
2008
08095 - 2009/ED/EFA/MRT/PI/01 - En ligne à l'adresse : http://unesdoc.unesco.org/images/0017/001780/178009e.pdf; Background paper prepared for the Education for All Global Monitoring Report 2009 "Overcoming Inequality: why governance matters". 77 p.
Politique de recrutement des enseignants non fonctionnaires et qualité de l'éducation de base au Sénégal : quels enseignements vers l'Education Pour …
2011
In the early 1990s, like in many other countries in sub-Saharan Africa, Senegal was also facing a decrease in the gross school enrolment ratio (GER). Despite the numerous measures taken for increasing GER at lower cost (creation of double shift classes, strengthening of multi-grade classes, creation of training schools which train teachers curriculum in one year instead of four as previously, increased recruitment of assistant teachers, etc.), this decline continued until 1994. In order to reverse this downward trend, the government recruited non-civil servant teachers (education volunteers and contract teachers). Compared to their tenured colleagues, these "new teachers" received a short d…