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HakiElimu Community Governance Programme - Tanzania

The Community Governance programme of HakiElimu, a Tanzanian non-profit organisation established in 2001, aimed to enable communities - including parents, teachers, and students - to transform schools and influence decision making by facilitating participation in school and community governance.

http://www.hakielimu.org/dev3/

(Added: Tue Apr 29 2008   Hits: 25)

Investing in the future - a child centred program for villages in North-East Sri Lanka

The article download from this website describes a project being conducted in Sri Lanka to introduce an ESL and Computer Literacy curriculum for grade 1 and 2 children in village schools. The article descibes the project and the rationale for the chosen subject areas and grades. The curriculum can be obtained by contacting info@microdevpartners.org.

http://www.microdevpartners.org/projects.html

(Added: Fri May 21 2004   Modified: Wed Jun 22 2005   Hits: 100)

Iran: Denying the Right to Education

This report calls on Iran to immediately revoke bans on students from attending university because they hold political beliefs not to the government's liking, and to allow registered students to exercise their rights to freedom of expression and association. It documents how the government barred at least 12 students from university registration this past year, despite the fact that graduate programs had accepted them on the basis of successful competitive entrance examinations. The briefing paper also documents the cases of another 54 students who were allowed to register only after agreeing to sign statements that they will refrain from peaceful political activities. (Human Rights Watch, 19 October 2006)

http://www.hrw.org/backgrounder/mena/iran1006/

(Added: Tue Oct 24 2006   Hits: 33)

Learning to Be Stupid in the Culture of Cash

In some hard hitting analysis, a Pennsylvanian university lecturer tells of her experiences teaching undergraduate students who have weak understanding of global issues. She writes "I don't think serious education is possible in America. Anything you touch in the annals of knowledge is a foe of this system of commerce and profit, run amok. The only education that can be permitted is if it acculturates to the status quo, as happens in the expensive schools, or if it produces people to police and enforce the status quo, as in the state school where I teach. Significantly, at my school, which is a third-tier university, servicing working-class, first-generation college graduates who enter lower-echelon jobs in the civil service, education, or middle management, the favored academic concentrations are communications, criminal justice, and social work--basically how to mystify, cage, and control the masses."

http://thunderbay.indymedia.org/news/2003/08/7942_comment.php

(Added: Mon Aug 25 2003   Modified: Wed Jun 22 2005   Hits: 107)

Measuring Learning Outcomes in Developing Countries: A Primer (PDF 360 kb)

(USAID DEC) EQUIP2 Briefing Paper. Educational quality can no longer be measured solely with inputs or simple outputs (UNESCO 1990, 2000). While it is important to know how much is being spent on education, the number of qualified teachers, or the percentage of an age cohort that reaches a certain level of education, it is just as important to know what students have learned and can do. Measuring learning outcomes provides useful information for improving educational planning, management, and teaching.

http://www.dec.org/pdf_docs/PNADA608.pdf

(Added: Mon Nov 08 2004   Modified: Wed Jun 22 2005   Hits: 82)

Montageplus

Montageplus is a diverse educational programme of Internet-based curriculum projects Professional development activities Educational exchange and resource development using the latest information communication technology (ICT) for teaching and learning.

http://www.montageplus.co.uk

(Added: Fri Apr 19 2002   Modified: Wed Jun 22 2005   Hits: 158)

Multigrade teaching guides for Zambian and African multigrade teachers and trainers.

A. General objectives of Multigrade Teaching · Create access to education for all children. · Bring schools closer to communities. · Overcome a shortage of teachers. · Modernize teaching methods. · Reduce drop-out and repeater rates. · Increase the participation rate and literacy rates. Multinset is a project for inservice of multigrade teaching teachers in Zambia. B. Manual objectives · Use a number of planning strategies to organize your multigrade class. · Develop a scheme of work from the syllabus. · Develop a weekplan or a lesson plan based on a thematic intergated approach, including objectives found in the syllabus. · Construct a timebtable for a multigrade class. · Demonstrate a number of teaching methods which could be used in a multigrade classroom. · Gather some assessment techniques.

http://petermerckx.tripod.com/multinset

(Added: Sat Jan 31 2004   Modified: Wed Jan 17 2007   Hits: 261)

NZAID Achieving Education For All (PDF)

This Policy outlines the approach of the New Zealand Agency for International Development (NZAID) to education and the Agency s role, particularly in the Pacific Islands region. It reflects the over-arching policy statement, Towards a Safe and Just World Free of Poverty, and is one of an integrated set of Agency policy statements. The purpose of this Education Policy is to guide NZAID s work in education within the framework of its commitment to eliminating poverty through development partnerships. Education is of critical importance within NZAID s overarching policy framework and the Agency s aim of achieving a safe and just world free of poverty. Education has historically accounted for approximately one third of New Zealand s total annual bilateral Official Development Assistance (PDF 318KB).

http://www.nzaid.govt.nz/library/docs/nzaid-education-policy.pdf

(Added: Wed Mar 24 2004   Modified: Thu Oct 19 2006   Hits: 264)

NZAID Education is a Human Right (PDF)

Education is a Human Right, & yet many of NZAID s partner countries are struggling to provide quality education that is accessible to all children. NZAID is committed to helping these partners meet the internationally-agreed Education for All goals, which emphasise improved access to quality education especially for girls, who are the most likely to miss out (PDF 190k).

http://www.nzaid.govt.nz/library/docs/nzaid-education-is-a-human-right.pdf

(Added: Wed Mar 24 2004   Modified: Thu Oct 19 2006   Hits: 470)

Pioneers of Change

Pioneers of Change is an emerging global learning community of committed, young people in their 20's and early 30's, from diverse cultural, social, and professional backgrounds. We first came together when a common experience was voiced and shared among peers: an experience of wanting to contribute to a purpose higher than self, yet facing internal and external constraints in doing so, and of, in our day to day life and work, feeling pressured to compromise our personal values and beliefs. We are learning what is behind that experience, and are now, in an on-going process, developing the commitment, understanding, and a network of relationships to create or transform systems that they may come to serve Life, and operate in life-affirming ways.

http://www.pioneersofchange.net

(Added: Wed Aug 11 2004   Modified: Wed Jun 22 2005   Hits: 101)

READ Foundation

READ Foundation, is a not-for-profit, registered civil society organization working to promote quality education in the rural areas of Pakistan. Our Vision: To develop a new cadre of highly educated, well-trained, devoted and trusted individuals, through a disciplined and streamlined system of education, ensuring a brighter future for the upcoming generation.

http://www.read.org.pk/

(Added: Mon Jan 19 2004   Modified: Mon Sep 18 2006   Hits: 220)

Reclaiming Voices: A Study on Participatory Human Rights Education Methodologies in the Asia-Pacific

The study is aimed at documenting the different methodologies employed in non-formal human rights education programs and assess these methodologies in terms of type of users, issues covered, materials employed, results obtained, weaknesses and limitations, advantages and areas for improvement (ARRC, December 2004).

http://www.arrc-hre.com/publications_frameset.html

(Added: Mon Apr 28 2008   Modified: Fri May 02 2008   Hits: 60)

Report on the Human Rights Situation in Oaxaca, Mexico

This report is the result of a visit by twenty individuals (including human rights lawyers, journalists, authors, investigators, graduate students, and activists) from the United States and Canada, who came together in Oaxaca out of concern for what appeared to be serious violations of human rights. This report provides some background regarding the roots of the conflict based on presentations and discussions in Oaxaca as well as published accounts in the media, and summarizes the testimony received regarding human rights violations. The killings and beating of people involved in the teachers' struggle at the end of 2006 and only the latest episode in a conflict that has lasted decades. (Robin Alexander, No Sweat, 4 January 2007)

http://www.nosweat.org.uk/node/261

(Added: Mon Feb 19 2007   Hits: 155)

Report submitted by the Special Rapporteur on the right to education

A report or the right of girls to education, originally intended for the Commission on Human Rights will now be presented to the new Human Rights Council by Vernor Muñoz, UN Special Rapporteur on the Right to Education The Special Rapporteur addresses the socio-cultural context of gender discrimination by defining the concept of patriarchalism, which underpins discriminatory behaviours. He denounces the negative impact on education, and especially on girls' education, of the persistent consideration of education as being a service rather than a human right and insists on the importance of ensuring not only girls' access to school but also their completion of the education cycle. The report identifies obstacles to education for girls, such as early marriages and pregnancies, child labour (especially domestic work) and armed conflicts. His report covers social and cultural context of gender discrimination including standardised education and patriarchal attitudes and inequalities; girls' education and the economy; the long road to gender equality; universal primary education and its impact on gender balance; from equal access to total equality; on working girls; on marriage, pregnancy and motherhood as well as girls from communities that experience discrimination; communication with governments; education policy and classroom reality from individual challenges to collective responsibilities; and sex education He devotes a chapter to girls in armed conflicts and makes 25 recommendations. (Vernor Muñoz Villalobos, United Nations, written 14 December 2004, presented 31 March 2006)

http://www.ohchr.org/english/bodies/chr/docs/61chr/E.CN.4.2005.50.pdf

(Added: Mon Apr 10 2006   Hits: 107)

Responding to Globalization of Education in the Americas --Strategies to Support Public Education

Public education must play a central role in any society that values democracy and social justice. It follows that supporting public education must be a key part of the program of groups committed to making their society more democratic and equitable. Globalization as it is currently developing is a threat to these values of democracy and social equity and to public education systems that reflect and support those values. This analysis of the impact of globalization on education has six parts: 1. The neo-liberal nature of the globalization process; 2. Education and neo-liberal globalization; 3. How neo-liberal policies are being carried out in education; 4. How international trade and investment agreements, treaties and trading blocs are related to education policies; 5. The Free Trade Area in the Americas (FTAA) process and the Inter-American Education Program; and 6. Suggestions for trans-national strategies to defend public education. (Larry Kuehn, Civil Society Network for Public Education in the Americas, 1999)

http://www.vcn.bc.ca/idea/kuehn.htm

(Added: Mon Feb 19 2007   Hits: 148)

Rewrite the Future: Education for children in conflict-affected countries [pdf]

No child should have to pay the price for adults' wars, but increasingly they do. Millions of children are killed, millions more are injured, and millions spend their entire childhood in camps and other temporary shelters. Children cannot wait for conflict to end before we begin to address their educational needs. It is shameful that, in 2006, there are still 115 million children around the world who are denied their right to primary education. It is even more disturbing that one-third of these children are being kept out of school because of the effects of conflict. This report is part of Save the Children's five-year Rewrite the Future education initiative, which seeks to help millions of children in conflict-affected areas gain access to and reap the current and future benefits of a quality education. (International Save the Children Alliance, 2006)

http://www.savethechildren.org/rewrite-the-future/RewritetheFuture-PolicyReport.pdf

(Added: Wed Sep 13 2006   Modified: Mon Jul 02 2007   Hits: 122)

Rural University: Learning about Education and Development

(From IDRC) By Farzam Arbab. The experiences of the Fundación para la Aplicación y Enseñanza de las Ciencias (FUNDAEC) from its inception in 1974 up to mid-1982 are described. During these years FUNDAEC developed a rural university as an institution of learning for the inhabitants of Norte del Cauca, a rural region near the city of Cali in Colombia. The tasks of the rural university have been defined in terms of a series of learning processes which are to be set in motion in all the villages of the region. These learning processes fall into three main categories, the development of human resources, the application of science, and the strengthening of community structures. At the heart of the strategies of the rural university has been an educational program to endow the region with a pyramid of workers in rural well-being: engineers, technicians, and promoters. The details of the very successful educational innovation that made accelerated learning possible for the youth are discussed in these pages. The experiences of the students and their professors in setting in motion learning processes, especially those concerned with alternative production systems, associations for production, propagation of technology, and marketing systems, are also described in detail.

http://archive.idrc.ca/library/document/059403/

(Added: Fri Apr 16 2004   Modified: Tue Sep 26 2006   Hits: 258)

Shikshankar: The People's Institute for Rethinking Education and Development

Shikshankar is an applied research institute dedicated to catalysing radical systemic transformation of education in order to facilitate Swaraj-development throughout India. Around the world, education systems have become commercialized 'businesses' which serve to stratify society, glorify militarism, devalue local knowledge systems and languages, manufacture unsustainable wants, breed discontent and frustration, stifle creativity, motivation and expression, and dehumanize communities. The 19th-century model of factory-schooling today stands in the way of building organic learning societies for the 21st century. There is an urgent need to start thinking differently if we wish to do things differently. This starts with facing the reality that the problems that threaten to overwhelm and destroy India arise from the 'schooled', not from the so-called illiterates. Thus, expanding or reforming the existing system of factory-schooling (whether through schools, distance education, literacy classes or non-formal centers) will not solve the crisis.

http://www.swaraj.org/shikshantar/index.html

(Added: Wed Aug 11 2004   Modified: Wed Jun 22 2005   Hits: 85)

Stealing the Future: Corruption in the Classroom [PDF591.99 kb]

Stealing the Future - Corruption in the Classroom presents 10 studies carried out by TI Chapters in 2004 and 2005 in Argentina, Bosnia and Herzegovina, Brazil, Georgia, Mexico, Nepal, Nicaragua, Niger, Sierra Leone and Zambia. The studies assess the forms and extent of corruption at schools, universities and in education administration, providing hands-on examples of how civil society can help curb corrupt practice to ensure that our children get quality education. Transparency International, Dec 9, 2005.

http://www.transparency.org/content/download/2174/12808

(Added: Thu Feb 16 2006   Hits: 130)

Teacher Training and Technology

Collection of case studies regarding uses of technology for teacher development. Most are studies conducted in developing countries, including Armenia, South Africa, China, Singapore and Guinea. The range of technologies includes Internet, video, TV, radio, print and multimedia. A synthesis report is also available on the site. Studies were supported by a grant from the World Bank's InfoDev program.

http://www2.unescobkk.org/education/ict/resources/training/techknowlogia_TTT.pdf#search=%22%22Teacher%20Training%20and%20Technology%22%20Armenia%2C%20South%20Africa%2C%20China%2C%20Singapore%20and%20Guinea%22

(Added: Sat Jun 07 2003   Modified: Mon Sep 04 2006   Hits: 138)

The 'Hole-in-the-wall'

Experiments conducted by NIIT, one of the largest computer training and software services company, have shown that semi-literate poor children can quickly teach themselves the rudiments of computers and Internet. Dr. Sugata Mitra, head of the Centre for Research in Cognitive Systems (CRCS), NIIT, is the brain behind the experiments also known as the "Hole-In-The-Wall" experiments. The key, he contends, is that the the basic computing skills can be acquired by any set of children through incidental learning provided they are given access to a suitable computing facility with entertaining and motivating content and some minimal (human) guidance. He calls this Minimally Invasive Education (MIE). The implications of these results are not just restricted to computer literacy but education in general.

http://www.ncl.ac.uk/egwest/holeinthewall.html

(Added: Wed Nov 28 2001   Modified: Wed Feb 14 2007   Hits: 122)

The Commonwealth of Learning

The Commonwealth of Learning is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning/distance education knowledge, resources and technologies. COL is helping developing nations improve access to quality education and training.

http://www.col.org/

(Added: Fri May 03 2002   Modified: Wed Jun 22 2005   Hits: 131)

The Development Education Association (DEA)

The Development Education Association (DEA) was formed in 1993 to support and promote the work of all those engaged in raising awareness and understanding of global and development issues in the UK. The DEA is a national umbrella body working with over 240 member and partner organisations in the UK and overseas. The Association works closely with development education networks in Scotland (IDEAS), Wales (Cyfanfyd) and Northern Ireland (CADA/NIDEF). Development education aims to raise awareness and understanding of how global issues affect the lives of individuals, communities and societies and how all of us can and do influence the global society we live in. It aims to bring global perspectives into all aspects of learning - from the school classroom to universities to local community activities to the media.

http://www.dea.org.uk/

(Added: Wed May 08 2002   Modified: Wed Jun 22 2005   Hits: 133)

The Education and Training Unit for Democracy and Development

The Education and Training Unit works with community-based organisations in South Africa. Our goals are to deepen democracy and community involvement in development. Every year we train thousands of local activists and politicians to become better leaders and organisers. ETU is a non-profit organisation. This website was set up as a free service to share some of our experience and skills with other community or mass-based organisations. It will also be useful for government and development workers who work in partnership with communities. We provide manuals and training courses on all topics on this website and charge organisations for that service.

http://www.etu.org.za/

(Added: Fri Feb 17 2006   Modified: Thu Jun 29 2006   Hits: 91)

The Global Campaign for Education

The Global Campaign for Education promotes education as a basic human right, and mobilizes public pressure on governments and the international community to fulfill their promises to provide free, compulsory public basic education for all people; in particular for children, women and all disadvantaged, deprived sections of society.

http://www.campaignforeducation.org

(Added: Tue Mar 15 2005   Modified: Wed Jun 22 2005   Hits: 91)

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