The Global Partnership for Education (GPE) is a “multilateral partnership” (GPE, 2014a, para. 2) that is made up of non-governmental organizations, private donors, teachers, international organizations and donor governments in order to aid the nearly sixty participating, developing nations in the implementation of sound educational policy and programming. Through the sharing of curricular guidelines and effective instructional strategies, GPE promotes increased discussion concerning education among the developing nations participating in this partnership. The objectives for GPE are as follows: • Supporting education in fragile and conflict-affected states • Promoting girls education • Increasing basic numeracy and literacy skills in primary school • Improving teacher effectiveness through training and recruitment • Expanding funding and support for GPE nations (GPE, 2014a, para. 7). Partners, Key Stakeholders, Funding and Support GPE is dedicated to the empowerment of the developing nations that are members of the partnership. GPE has stated that education policies and programs can only be successful when they are part of a nation’s priorities and in line with the values of the cultures of those who live within the nation. GPE has chosen to represent developing nations on its Board of Directors, dedicating six of the nineteen board seats to developing nations and these members help GPE to offer technical and financial support to developing countries. The result is a partnership in which countries work to develop their own quality educational programs through the assessment of their education priorities. GPE asks participating developing nations to consider the best ways that these counties can invest in the future of childre... ... middle of paper ... ...rieved from http://www.plan-international.org/files/global/publications/education/girls_education_economics.pdf UNESCO. (2013). Education for all global monitoring report, policy paper no. 10: Children still battling to go to school. Paris, France: UNESCO. Retrieved from http://www.unesdoc.unesco.org/images/0022/002216/221668E.pdf UNESCO. (2014). Education for all goals. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/ UN Secretary General’s Global Initiative on Education. (2013). Education cannot wait call to action: Plan, prioritize, protect education in crisis-affected contexts. Retrieved from http://www.globalpartnership.org/media/2013-9-education-cannot-wait-call-to-action.pdf World Bank. (2008). Human development network: Girls education. Retrieved from http://go.worldbank.org/1L4BH3TG20
"Global Partnership for Education." Girl's Education. N.p., 09 Oct 2013. Web. 19 Nov 2013. .
Education is widely valued all throughout the world, but especially in third world countries. Many people don’t understand how many kids want to learn, but in first world countries kids think of schools as a burden. Greg Mortenson has always saw the value in education and made some childrens wishes come true by creating safe and comfortable schools that gave them the education they wished. Greg Mortenson spent some of his childhood in Tanzania, but was raised in America. He and his little sister Christa were very close, but sadly she had epilepsy and had seizures very often. Greg often loved taking Christa on trips as a break from her life. He was an adventurer, and when his younger sister passed
Strauss, Valerie. "Where U.S. Stands in Education Internationall." Washington Post. N.p., 25 June 2013. Web. 15 Mar. 2014.
This can be understood when we take into account the corruption that happens in Lower economically developed countries. In LEDCS education is a sector which needs more focus an article which focuses on this issue describes the education in LEDC as shocking as ‘Out of 128 million school-aged children, 17 million will never attend school’ And ‘37 million African children will learn so little while in they are in school that they will not be much better off than those kids who never attend school.’ From the shocking figures we can see that education in Africa needs major adjustments in order to achieve successful
Going to school makes children’s life brighter and peaceful; in addition, ensuring education provides many added benefits like in recovery, stability and economic progress in the countries. In some communities, people can already bond together through an action to build new schools. The Education for All Global Monitoring Report says; however, $39 billion is needed to give all children access to 12 years of education for free each year. You may find it too expensive but make sure you remember that the $39 billion equals just 8 days military work. Just stopping it, that’s it. It solves the problem, which leads to meet MDGs for education as well. So I want to say to the world in a loud voice, why don’t you realize that only having war potential solves
Statistics show that the majority of children not currently in school are female. It is assumed the main cause of this is that the girls in these places such as north-eastern Africa is the highest ranking of low education, Somalia, Haiti, Comoros, then Ethiopia. Mostly problems over this occur over no way to get to school to receive their education, or the fact that they are needed at home and education is not regarded as a priority. This paper will be focusing on one particular area that lacks education, Africa. African children do not go to school because it is overlooked and not enforced that they are present. There have been steps in the right directions such as the National Education Policy Act issued in 1996,it was the first push towards bettering the school sys...
Over the past five years, Uganda’s education system has proved both effective and successful. Although in the process of further development, it has nonetheless served as a model for many developing African countries. The Ugandan government, with President Yoweri Museveni at its forefront, has determined primary education to be one of the major channels toward poverty eradication and as a vital resource for economic and social development. The Ugandan government has made a national commitment to eradicate illiteracy and educate its citizens through the 1997 initiative, Universal Primary Education (UPE). All levels of government, the private sector, grass-root organizations, local and international non-governmental organizations (NGO’s), community and church leaders, international aid agencies, and international governments have been major players in Uganda’s universal primary education policy and continue to structure the policy in ways to benefit Ugandans, while simultaneously protecting their own interests. Unfortunately with such an enormous national commitment and the underlying interests of the many contributors, there were many shortages in the realistic policy as experienced by Ugandans. I argue that these shortages, which ultimately affect the quality of primary education, can be linked to inadequacies in the deliberations, monitoring, evaluation, and feedback of Ugandan education policy; once these areas are reformed, a more comprehensive education system can be re-established.
Poor education in the rural areas of Nigeria are a major problem. “Forty percent of Nigerian children aged six to eleven do not attend any primary school with the Northern region recording the lowest school attendance rate in the country, particularly for girls. Despite a significant increase in net enrollment rates in recent years, it is estimated that about 4.7 million children of primary school age are still not in school.” (Jaulmes) Some children are not even fortunate enough to go to school in the west African country of Nigeria. Although Nigeria has had a National Policy on Education since 1981, it has not been implemented effectively and efficiently due to insufficient political will that leads to poor funding for schools and teacher,
“To achieve this goal, we focus on two areas where we believe we can have the greatest impact: literacy and gender equality in education. We work in collaboration with communities and local governments across Asia and Africa to develop literacy skills and a habit of reading among primary school children, and support girls to complete secondary school with the life skills they’ll need to succeed in school and beyond” (Room to Read).
A dusty, one-room schoolhouse on the edge of a village. An overworked teacher trying to manage a room full of boisterous children. Students sharing schoolbooks that are in perpetual short supply, crammed in rows of battered desks. Children worn out after long treks to school, stomachs rumbling with hunger. Others who vanish for weeks on end, helping their parents with the year-end harvest. Still others who never come back, lacking the money to pay for school uniforms and school supplies. Such is the daily dilemma faced by many young people in the developing world as they seek to obtain that most precious of all commodities, an education.
“Schooling the World” is a film that shines light on to what western education is doing to the rest of the world. In third countries, western schooling has become a very big deal. Many families are giving up all their money, so they can send their children off to school. These children are sent off to school, and are learning what other students in countries like Europe, and the U.S are learning. They are being made to believe that the only way to become successful is by getting an education. And the only way to measure success is by the amount of money you have. While educating the entire world is supposed to benefit everyone, it is actually causing a lot of damage to third world countries.
Mir, S. (2011), Education woes: Shortage of teachers a threat to public schools, Tribune, 3 April.
In most countries today, education is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.
To reach the universal education goal for all children, special efforts should be clearly made by policymakers like addressing the social, economic...
equitable education has gained attention since a long time especially in developing countries. This is not apart from makin the growing awareness that education is an important role in nation-building.