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Secondary education in ethiopia
This report is on the secondary education in Ethiopia. The report analyzes the challenges of secondary education in the context of the government's growth and transformation plan and its stated goal of becoming a middle-income country by 2020-23. The education system in Ethiopia as currently organized, together with existing education policies, has served the country well as it has transitioned from a country with some of the lowest enrollment ratios in the world to one where universal primary education is within reach. The current secondary curriculum is not designed to meet the demands of universal general secondary education; it is too difficult and academic for that purpose. The report begins with an investigation of the participation rate in secondary education that would support a middle-income economy. It then examines whether the current secondary curriculum can ensure a supply of secondary graduates compatible with the needs of this economy. The report also analyzes how teacher preparation, development, and management, together with school-based management, can contribute to ensuring quality secondary graduates. Based on the quantity and quality of secondary graduates required, the report then assesses the options for ensuring sustainable financing for the subsector. It concludes with a summary of policy options for the expansion of secondary education. Ethiopia's recent economic performance has been impressive. Sustaining this performance over the coming 15 years will require significant improvements in productivity, which must be achieved through improved management, the application of technology, and the upgrading of human capital. Ensuring that its education system both imparts students with middle-level skills and facilitates improved learning achievement is probably the most critical challenge that Ethiopia faces.
eBook
Prospects of Morality-Based Education in the 21st Century
This article proposes to re-focus education towards morality and universal values, which have always been the traditional aim of education. This paper is designed using a qualitative research method applying content analysis to textual and video materials from a historical and contemporary perspectives. The paper demonstrates morality problems of the current mainstream education systems and how alternative systems are better equipped to inculcate values. It is observed that trans-disciplinary, problem-based and religious education helps build stronger ethical foundation in students regardless of their geographical location or income levels. The article proposes for schools and universities to include community engagement programmes in their curricula, support religious communities through special programmes, and promote values education at all levels not through academic subjects but through studies, research and development of real-life application of ethics at local and international levels. The paper adds value to existing research on ethics and values-based education and calls for further research in the field of education. It is also relevant to policy makers and researchers in public policy disciplines.morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education. Key words: morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education
Journal Article
CHALLENGES AFFECTING THE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION PROGRAMME IN NSUKKA LOCAL GOVERNMENT AREA OF ENUGU STATE
It is observed that many well-designed programmes of government meant for the upliftment of the educational system. One of such programmes in Nigeria is the Universal Basic Education (U.B.E) programme. This programme has been hampered by a number of implementation challenges. This study tried to identify these challenges faced by teachers while implementing the Universal Basic Education programme. Two research questions guided the study. Simple random sampling was used in drawing respondents. The questionnaire for the study was designed by the researchers. Data were analyzed using the mean. The findings of the study revealed the challenges that are faced by teachers in the implementation of Universal Basic Education. Finally, conclusions with some recommendations were made.
Journal Article
Climate Solutions Double as Health Interventions
The climate crisis threatens to exacerbate numerous climate-sensitive health risks, including heatwave mortality, malnutrition from reduced crop yields, water- and vector-borne infectious diseases, and respiratory illness from smog, ozone, allergenic pollen, and wildfires. Recent reports from the Intergovernmental Panel on Climate Change stress the urgent need for action to mitigate climate change, underscoring the need for more scientific assessment of the benefits of climate action for health and wellbeing. Project Drawdown has analyzed more than 80 solutions to address climate change, building on existing technologies and practices, that could be scaled to collectively limit warming to between 1.5° and 2 °C above preindustrial levels. The solutions span nine major sectors and are aggregated into three groups: reducing the sources of emissions, maintaining and enhancing carbon sinks, and addressing social inequities. Here we present an overview of how climate solutions in these three areas can benefit human health through improved air quality, increased physical activity, healthier diets, reduced risk of infectious disease, and improved sexual and reproductive health, and universal education. We find that the health benefits of a low-carbon society are more substantial and more numerous than previously realized and should be central to policies addressing climate change. Much of the existing literature focuses on health effects in high-income countries, however, and more research is needed on health and equity implications of climate solutions, especially in the Global South. We conclude that adding the myriad health benefits across multiple climate change solutions can likely add impetus to move climate policies faster and further.
Journal Article
Textbooks and school library provision in secondary education in Sub-Saharan Africa
This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This World Bank Working Paper aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, and the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement.
eBook
The Irregular School
Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences?
Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.
The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.
The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.
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Governance, management and accountability in secondary education in Sub-Saharan Africa
Introduction - International trends influencing secondary education in Sub-Saharan Africa - Issues of governance in secondary education in Sub-Saharan Africa - Management of secondary education: focus on the school - Accountability - The governance and accountability of private schools - Special issue: addressing ICT and technical training - Recommendations.
eBook
Education, equality and justice in the new normal : global responses to the pandemic
Written by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic.
eBook
Mega-Schools, Technology and Teachers
Education for All (EFA) has been a top priority for governments and intergovernmental development agencies for the last twenty years. So far the global EFA movement has placed its principal focus on providing quality universal primary education (UPE) for all children by 2015.
The latest addition to The Open and Flexible Learning series, this book addresses the new challenges created by both the successes and the failures of the UPE campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines:
the creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale
how to prepare the ten-million new teachers that are required to achieve Education for All by 2015 by focusing on classroom-based in-service training
strategies for using technology to scale up distance education cost-effectively
the creation of a twenty-first century educational ecosystem that integrates open schooling and teacher education with communities and their school systems
successful examples of open schools and teacher education programmes operating at scale around the world.
Readers will be delighted to find that Sir John Daniel, bestselling Routledge author of Mega Universities and Knowledge Media , delivers another insightful and practical book on educational technology. Mega-Schools, Technology and Teachers will be of interest to all who are concerned by the central educational challenge of our times: providing secondary education to tens of millions of young people around the world.
Series Editor's Foreword Acknowledgements Glossary of Acronyms Introduction
1. Education for All – Unfinished Business
2. Seeking a Silver Bullet
3. Technology is the Answer – What is the Question?
4. Open Schools and Mega-Schools
5. Teacher Education at Scale
6. Strategies for Success
Appendix 1: Profiles – Selected Open Schools and Mega-Schools
Appendix 2: Programmes and Mechanisms for Expanding Teacher Supply
Sir John Daniel has been president and CEO of the Commonwealth of Learning since 2004 after previous appointments as assistant director-general of UNESCO and vice-chancellor of the UK Open University.
eBook