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Education: en 2018, plus de 1,5 million d’enfants au Sénégal sont non scolarisés

Africa/ Senegal/ 05.12.2018/ Source: www.pressafrik.com.

Le coordonnateur national de la Coalition des organisations en synergie pour la défense de l’école publique (Cosydep), Cheikh Mbow a révélé que plus 1,5 million d’enfants au Sénégal sont encore non scolarisés, appelant les autorités à pencher d’avantage sur la question.

« Une étude réalisée a montré qu’en 2018, plus de 1.500.000 enfants en âge d’aller à l’école non pas été scolarisés, ce qui est inacceptable », s’écrit le coordonnateur de la Cosydep.

Il a déploré la privatisation progressive de l’école sénégalaise qui serait à l’origine du phénomène. « Nous ne devons pas que accepter cette privatisation rampante de l’école publique puisse continuer, car le droit à l’éducation doit être une réalité pour tous ».

« Nous avons un système éducatif qui investit autour de 400 milliards FCFA par an depuis plus de 15 ans, mais qui ne fait pas de résultats. Au même moment d’autres pays qui ont investi moins ont obtenu plus de résultats », a déploré Cheikh Mbow.

Source de l'avis:  https://www.pressafrik.com/Education-en-2018-plus-de-15-million-d-enfants-au-Senegal-sont-non-scolarises_a192200.html
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Japan to give 500m yen for primary education

Asia/ Japan / 05.12.2018/ Source: www.theindependentbd.com.

Japan will provide 500 million Japanese yen or approximately Taka 36.89 crore as grants to Bangladesh for the Fourth Primary Education Development Programme aimed to impart quality education to all children from pre-primary to grade 5.  “In this regard, ‘Exchange of Notes’ and ‘Grant Agreement’ will be signed on December 10 at the NEC-2 Conference Room in the city’s Sher-e-Bangla Nagar area,” said an official at the Economic Relations Division (ERD). The official told BSS that ERD Secretary Monowar Ahmed will sign both the documents, while Japanese Ambassador to Dhaka Hiroyasu Izumi will sign the ‘Exchange of Notes’ while Chief Representative of JICA, Bangladesh Office Hitoshi Hirata will sign the ‘Grant Agreement’.

Officials at the Ministry of Primary and Mass Education said the programme will strengthen the capacities of institutions at all levels of primary education offices and increase the support for schools and upazilas with more resources linked to their needs and performance. The programme is expected to directly benefit 18.6 million students, about 340,000 teachers, and more than 65,000 schools that are under the management of the Ministry of Primary and Mass Education. The government will provide $13.2 billion of the total $14.7 billion programme cost, while the other co-financiers are the World Bank, ADB, UNICEF and European Union.

Bangladesh achieved almost universal access to primary education by 2016 with a 98 per cent net enrollment rate. The efficiency of primary education has also improved. The funding will help the government to improve the quality and equity of primary education through the Fourth Primary Education Development Programme. The program aims to reduce double-shift operations at schools by recruiting more teachers and building more classrooms, step up teacher education and provide needs-based training for teachers and teacher educators, reform examinations and assessments, as well as enrich teaching and learning resources such as with digital materials.

It will also expand education services for out-of-school children through learning centers, bring more children with special education needs and disabilities to schools, improve school-level performance and management, and strengthen institutions.

Source of the notice: http://www.theindependentbd.com/post/177108

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Climate change: Australian students skip school for mass protest

Oceania/ Australia/ 04.12.2018/ Source: www.bbc.com.

Thousands of Australian school students have urged greater action on climate change in protests across the country.

The students skipped school on Friday to highlight what they say are inadequate climate policies by the Australian government.

On Monday, Australian PM Scott Morrison rebuked their plans for «activism» during school hours and insisted his government was tackling climate change.

Many students said his remarks had bolstered their resolve to protest.

«We will be the ones suffering the consequences of the decisions they [politicians] make today,» protester Jagveer Singh, 17, told the BBC.

Organisers say they were inspired by Greta Thunberg, a 15-year-old girl in Sweden who has undertaken similar protests.

Australia has committed to reducing its emissions by 26-28% on 2005 levels by 2030, under the Paris climate agreement.

Mr Morrison most recently cited a renewable energy target, a clean energy purchasing fund, and a hydropower project as evidence of Australia’s progress.

He told parliament on Monday: «What we want is more learning in schools and less activism in schools.»

Resources Minister Matt Canavan, meanwhile, angered protesters by saying students would not learn anything from «walking off school and protesting».

«The best thing you learn about going to a protest is how to join the dole [welfare] queue because that’s what your future life will look like,» he told a radio interviewer.

Many students held placards criticising the government, and PM Morrison specifically. «I hate ScoMo [Scott Morrison] more than I hate school,» one said.

Kayna Fichadia (C) of North Sydney Girls" High School holds a placard as thousands of students rally demanding action on climate change from Australian Prime Minister Scott Morrison, in Sydney, Australia, 30 November 2018.Image copyrightEPA

Earlier this week, the UN said Australia and many nations were falling short of their emission commitments.

Australia had made «no improvement» in its climate policy since last year, according to the emissions gap report.

School Strike 4 Climate Action protests have been held in every state capital and 20 regional towns.

The BBC asked several students why they were taking part.

‘Education is our only power’

Milou Albrect (l) and Harriet O'Shea Carre
Image captionMilou Albrect (l) and Harriet O’Shea Carre organised the protest

The idea started with Milou Albrect and Harriet O’Shea Carre, both 14, in the state of Victoria.

«The climate change emergency is something we have been thinking about for a long time,» Harriet said.

«We wrote letters and did different things but they never seemed to make a difference. Really, education, is our only power. By sacrificing that [on Friday], it’s making a big point.»

Milou said: «We want our government to acknowledge publicly that climate change is a crisis. Stop digging coal, stop making new coal mines, switch to renewable energy.»

‘It’s really scary for us’

Jean Hinchcliffe stands with her arms foldedImage copyrightJULIAN MEEHAN
Image captionJean Hinchcliffe, 14, organised a rally in Sydney

Jean Hinchcliffe, 14, saw the idea to protest grow in Victoria and decided to start one in her home city, Sydney.

«I can’t just sit around until I’m old enough to vote,» she said.

«Everyone, all young people, we can see that climate change is a real issue and we’re completely sick of politicians’ inaction.

«It’s really scary for us, to see how it’s going to impact our future,» she said, citing fears about rising sea levels and extreme weather events.

‘It’s been an issue our whole life’

Ruby WalkerImage copyrightRUBY WALKER
Image captionRuby Walker says her generation has grown up thinking about climate change

Ruby Walker, 16, organised a protest in her town of Inverell, about 570km (350 miles) north of Sydney, after seeing others’ plans on Facebook.

She had also been inspired by the activism of high school students in the US during environment and gun control debates, she said.

«I think social media is a big part of it. You’re constantly seeing these issues happening around the world and seeing other students stick up for things you believe in,» she said.

«I feel like Australia is an embarrassment when it comes to climate change.»

Source of the notice: https://www.bbc.com/news/world-australia-46380418

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Angola and Unesco Draw Up Plans for Cooperation in Higher Education

África/ Angola/ 04.12.2018/ Source: allafrica.com.

The Republic of Angola and UNESCO have discussed the implementation of a cooperation agreement concerning 140 scholarships for doctoral and postdoctoral courses.

The information was provided in Luanda by Unesco regional representative for Central Africa, the Egyptian Salah Khaled, who was in the country to discuss with the Angolan authorities, among other issues, the cooperation program between Angola and the United Nations’ organization, in the area of education.

According to Salah Khaled, during his visit to Angola, the first since he was appointed Unesco’s representative for Central Africa eight months ago, he met with the Minister of Higher Education, Science, Technology and Innovation, Maria do Rosário Bragança Sambo.

He also met with the Minister of Culture, Carolina Cerqueira, as chairman of the Interministerial Commission created by the Angolan head of State, João Lourenço, to accompany the entire cooperation program between Angola and Unesco.

With the Minister of Culture, Salah Khaled said he analyzed aspects related to the beginning of the Luanda Biennale on Culture of Peace in Africa, a commitment made by the Angolan head of state during his visit to UNESCO headquarters last May.

During his stay in Angola, Salah Khaled, who has already left the country, also met withthe ministers of Youth and Sports, Transport, Environment and Telecommunications, with whom he discussed issues related to cooperation between Angola and Unesco.

Source of the notice: https://allafrica.com/stories/201811200086.html

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UNESCO praises Turkey for inclusive education policies for refugees

Asia/ Turkey/ 28.11.2018/ Source: www.hurriyetdailynews.com.

The United Nations’ culture and education agency has praised Turkey in a new report for its “commitment to include Syrian children in its education system.”

Turkey hosts 1 million refugees of school age and has committed to include them in its national education system by 2020, as opposed to countries such Bangladesh, Afghanistan and Thailand where no such promises have been made,” UNESCO’s 2019 Global Education Monitoring Report (GEM Report) said, which was published on Nov. 20 in conjunction with Universal Children’s Day.

Similarly, the report has also praised Jordan and Lebanon for their “inclusive refugee education policies.” “Both Lebanon and Jordan, with the highest number of refugees per capita in the world have integrated refugees into public schools by adopting a double-shift system,” the report said.

“The quality of education will suffer without greater international support to the countries hosting the most Syrian refugees. Teachers’ salaries are the most expensive part of any education bill and Turkey needs [an additional] 80,000 teachers to teach all current refugees,” it added.

More than 600,000 Syrian children have been enrolled in the education system for the 2018-2019 school year, according to Turkish Education Ministry data, state-run Anadolu Agency said in September.

There are 1,047,999 Syrian school-aged refugee children in Turkey, the agency said, citing the data figures as of September provided by the General Directorate for Migration in the Turkish Interior Ministry. This figure has been gradually increasing over the years, as it was reported as 833,039 in 2016.

School-aged Syrian refugee children are enrolled in either Turkish public schools or temporary education centers in the country. In an attempt to foster integration between Syrian and Turkish children, the Turkish government aims to close the current temporary education centers gradually and transfer all Syrian students to public schools by 2020.

Source of the notice: http://www.hurriyetdailynews.com/unesco-praises-turkey-for-inclusive-education-policies-for-refugees-139054

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Most SA schoolgoers aspire to University education

Africa/ South Africa/ 28.11.2018/ Source: www.grocotts.co.za.

  • 85% of South African pupils aspire to go to university
  • Most still aspire to pursue traditional, well respected careers  as doctors, dentists, engineers and psychologist/psychiatrists
  • The study also explored areas such as technology in the classroom, teacher motivations, exams, students’ favourite subjects and celebrating success

According to new research by Cambridge International, 85% of South African school pupils aspire to continue their studies at university once they have left a school. In addition, many still aspire to go into the more traditional, highly respected careers like medicine and dentistry (13%), engineering (13%) and psychology and psychiatry (11%).

The first ever Global Education Census by education organisation Cambridge International aimed to find out what life is like in schools around the world today for pupils aged 12-19 and their teachers. The 2018 Census looked at other aspects of modern education including students’ favourite subjects, extracurricular activities offered by schools, homework and how schools celebrate success.

The census found the most popular subjects chosen by students in South Africa are English Language (95%), Maths (93%) and other languages (80%), followed by Accounting (29%) and Geography (17%). In fact, more South African students take Accounting and Geography than any other country surveyed.

In contrast, South African pupils’ favourite subject is actually Biology (40%), followed by Maths (37%) and English Language (26%). This is similar to the favourite subjects of students around the world who said their favourite subjects are Maths (38%), Biology (29%), Chemistry (23%) and Physics (23%).

School pupils in South Africa aspire to work for a well-established organisation after completing their tertiary education. They also lead the way with the highest number of students globally (8%) who plan to take a year off after finishing matric.

Juan Visser, Cambridge International’s Regional Director for Sub-Saharan Africa, said: “For a successful career, students need to work hard and be dedicated to their studies. Education is a very important tool for everyone to succeed in life, as it is no secret that a good education has the power to change a life. It is important that educators and counsellors equip students with good career advice to make the right subject choices ahead of applying to university.”

Wallace Isaacs, Deputy Director: Student Recruitment and Enrolment at the University of Pretoria, said:“Going to university after high school is a journey that is still expected for students in South Africa by many parents, educators and the students themselves. We do find a significant number of students aspire to pursue careers in what is considered more conventional but well respected fields like medicine and engineering. However, with the advance of technology and a globalisation, there are now a greater variety of professions that students can consider. For example the new Masters Programme in Information Technology: Big Data Science that didn’t exist a few years ago. It is however important that students plan well in advance to ensure they select the right subjects early in high school that will enable them to gain entry to their desired university course. It’s always advisable for students to seek advice from a career guidance counsellor at their school or contact the university of their choice to get the right information.”

 

Other key findings from South Africa include:

  • Career advice / university counselling:  Over half of teachers say their school provides careers advice (51%) to help support pupils to fulfil their aspirations. For students who take extra lessons and/or tutoring, Maths (81%), Physics (37%) and Chemistry (31%) are the most popular subjects
  • Homework: Over a third (35%) of South African school learners say they spend 2 -3 hours completing homework every day (35%), this is the same amount of time reported by most students globally (28%). Students in South Africa have varying amounts of homework at the weekend, with 20% saying they spend 2-3 hours on homework, and 18% reporting they spend 3-4 hours on it.
  • Exams: Interestingly, 45% of schools in South Africa have two sets of exams per year – the highest globally. This is mainly due to the fact that when students apply for university or college, the mid-year exams are used to gain provisional entry. Preparations for exams are never an easy task; therefore, many teachers use different methods. 70% of teachers in South Africa prefer teaching students how to respond to different questions, 69% provide students with extra lessons and 59% advise students to look at the mark allocation, as this will determine the length of the answer.
  • Technology in the classroom: Nearly half of school pupilss (48%) now use their smartphones as educational aids in lessons. However, traditional tools still have their place in education in South Africa with 70% of students saying that whiteboards are still used in their classroom (compared to 31% globally) and 89% saying they still use pen and paper. South Africa has the lowest proportion of laptop and desktop computer use – just 12% of students responding said they used these during lessons.

Allen van Blerk, Principal, St Charles College Pietermaritzburg, commented: “The key to success is the amount of time students spend with access to an enthusiastic, expert teacher. It is the quality of teaching and feedback on a daily basis, and the engagement of the student in pursuing conceptual understanding, that leads to deep subject understanding. The next revolution is harnessing technology to allow personalised learning to take place in traditional spaces. The challenge of providing students with personal, specialised assistance at the point when they reach a learning obstacle is the new frontier. I am pleased to find that we are finally on the verge of being able to use technology in simple ways that effectively help learning to proceed, without sacrificing rigor for entertainment.”

Globally, one of the most interesting findings of the report is that one in three school pupils does no exercise at school. This is despite growing concern by leading global health experts that childhood obesity and unhealthy lifestyles are on the rise.

More than a third of students (37%) worldwide don’t exercise at school. What’s more, girls are less likely than boys to play sport at school, with two in five female students (41%) saying they don’t take part in school sports, versus 28% of male students.

Source of the notice: https://www.grocotts.co.za/2018/11/22/most-sa-schoolgoers-aspire-to-university-education/

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90-year-old great-grandfather finally graduates from high school in Philippines

By: The Straits Times. 

It was in March 1941 when Jose Gaitan Gandecela graduated from A. Marisol Elementary School in Mandurriao, Iloilo City.

He was all set for continued studies – until the flames of World War II spread to the Asia-Pacific region in December that year.

His academics sidelined for 77 years, Mr Gandecela finally got to finish junior high school on Nov 17 this year, earning a certificate he can frame and proudly hang on his wall.

The Department of Education (DepEd) has confirmed that 90-year-old «Tatay Jose» was the oldest person to pass the accreditation and equivalency (A&E) test under the Alternative Learning System (ALS), the DepEd programme that provides an option for those who could not obtain formal education through regular attendance in schools.

Mr Gandecela went to an ALS class from January to October 2017 and took the A&E test on March 11 this year. With a score of 81.60 per cent – well above the overall passing percentage score of 60 per cent – he received a Certificate of Rating from the DepEd’s Bureau of Education Assessment.

The certificate states that he has met the basic requirements for Grade 10 and is now qualified for senior high school «subject to the admission policies of the accepting institution». The document serves as the equivalent of a report card under the formal school system.

LOCAL CELEBRITY

The announcement of Tatay Jose’s test results in the last week of September turned him into a celebrity of sorts in this part of Guimaras. Word quickly spread about the feat accomplished by this father of seven (now all professionals) and whose extended family includes 17 grandchildren and nine great-grandchildren.

«After the war, I married Eca (Francisca Angeles). Going back to school was out of the question (because of our growing family),» he recalled in an Inquirer interview.

The fisherman’s son earned a living by transporting cargo to Iloilo City, Negros Island and Roxas City in Capiz with six «batil» (wooden motorboats) that he owned. Later, he served as a «teniente del barrio», or village chief.

DEDICATED TO ECA

Last year, he was able to find an ALS schedule that allowed him to attend class only on Fridays at Dr. Catalino G. Nava Memorial High School in San Lorenzo town.

However, on March 3, a week before his crucial A&E test, Eca died after an eight-year battle with colon cancer.

His life upended and thrown into grief, the widower doubted if he could overcome the emotional stress enough to hurdle the exam.

But then he told himself: «(Eca) was the one who encouraged me to enroll in ALS.»

«I dedicate my achievement to her. If she were still alive, she would be so proud of me… so proud of me,» Mr Gandecela said, still swelling with affection at the mere mention of Eca’s name. The couple would have celebrated their 68th wedding anniversary on Nov 18.

«She took good care of me. I am very sad, but I tell myself that she just went away for a while and will come back. You realise someone’s true value when that person is gone. She would have enjoyed entertaining the people interviewing me (for my achievement). She was that friendly. She would have been so proud of me,» he said.

PUBLIC SERVANT

While he and Eca were busy raising their children, Mr Gandecela served as chief of Barangay Dolores for 29 years without salary.

He was first appointed teniente del barrio during the administration of President Diosdado Macapagal.

In 1959, after Congress passed a law that paved the way for the selection of village chiefs through the ballot, Tatay Jose won the polls hands down and became the first elected village chief of his community.

«At first, you just get appointed to that position by the mayor. By virtue of Republic Act No. 2370, an election was held. Then after about 10 years, Congress passed Republic Act No. 3590, changing the title of barrio lieutenant to barangay captain. You know, I memorised all that when I was still a barangay captain,» he recalled with a smile.

STILL SHARP

Mr Gandecela decided to retire from public service in 1989 – only to be requested by his constituents to take the position vacated by a barangay councillor. This gave him a second government stint that lasted from 1992 to 2002.

Ms Henrietta Dulay, Mr Gandecela’s eldest child, spoke reverently of the patriarch.

«Tatay was so strict when we were growing up, always reminding us of the importance of education. Today, he remains as sharp as he was 50 years ago. He asks me and my siblings to buy a newspaper for him whenever we go to the city so he can answer the crossword puzzle in English. He would leave the Filipino crossword for me.»

The newly minted ALS finisher wonders why there were still so many out-of-school young people in his community, considering the opportunity offered by the DepEd programme.

«Today, we have five high schools in Nueva Valencia, but I still see many of them (out-of-school youngsters),» he says.

«The youth should understand that they have it easy today. I wanted to study (when I was young), but there were no high schools here in Guimaras back then. I hope I can inspire them to go back to school.»

For Guimaras Schools Division superintendent Luz delos Reyes, Tatay Jose is more than qualified for that role.

«May this serve as an inspiration for the youth to never lose hope, to keep chasing their dreams. The experience of Tatay Jose is an example of perseverance, of not giving up. He may be the oldest among the ALS passers in the country, but his message is this: Given the best opportunities, access and support, anything is possible,» Ms delos Reyes said.

Source of the review: https://www.straitstimes.com/asia/se-asia/high-school-grad-at-90-wwii-stalled-his-studies-not-his-dreams

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