Sharing Higher Education's Promise Beyond the Few in Sub-Saharan
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Education Inequalities Around the World
Education inequalities around the world Deon Filmer Introduction projects/edattain).4 The compilation covers 216 datasets to date from 88 countries: 36 in Sub-Saharan Africa; 21 in Latin America Measured by the percentage of children who reach the last year and the Caribbean; 11 in East Asia and the Pacific; 11 in Europe of primary school, the primary completion rate, the world has and Central Asia; 6 in South Asia; and 3 in the Middle East and made substantial progress towards reaching the Millennium North Africa. The number of Commonwealth countries from Development Goals (MDG) of enabling all children to ‘complete a each of these regions, respectively, is: 15; 2; 1; 0; 4; and 0, for a full course of primary schooling’.1 The primary completion rate in total of 22. Country coverage is determined primarily by the low-income countries increased from 66 to 74 per cent between availability of data. The data are from Demographic and Health 1991 and 2004, with growth in all of the poorer regions: Latin Surveys (DHS), UNICEF’s End-of-Decade Multiple Indicator Cluster America and the Caribbean (86 to 97 per cent); Middle East and Surveys (MICS2), as well as Integrated Household Surveys (IHS), North Africa (78 to 88 per cent); South Asia (73 to 82 per cent); such as those from the World Bank’s Living Standards Sub-Saharan Africa (51 to 62 per cent).2 Measurement Study (LSMS) project. In the following analysis, only But there remain large inequalities in education across and the last year for which data are available is used (the full list of perhaps more importantly, frequently large inequalities within, countries, years, and type of data used are in Table 1). -
Educational Inequality and Intergenerational Mobility in Africa∗
Educational Inequality and Intergenerational Mobility in Africa∗ Alberto Alesina Sebastian Hohmann Harvard University, CEPR and NBER London Business School Stelios Michalopoulos Elias Papaioannou Brown University, CEPR and NBER London Business School and CEPR March 14, 2018 Abstract We investigate the evolution of inequality and intergenerational mobility in educational attainment in Africa. Using census data covering more than 50 million people in 23 countries we document the following regularities. First, since independence, inequality has fallen across countries and intergen- erational mobility has risen, reflecting the rise in education across the continent. Second, the overall drop in African inequality can be attributed mostly to declines in within-country, within-region and within-ethnicity components. Third, the initially moderate regional and ethnic differences in education persist, revealing strong inertia across these lines. Fourth, we describe the geography of educational mobility across regions and ethnic groups uncovering strong \poverty-trap" dynamics. Educational mo- bility is higher in regions and ethnicities with above-country-average schooling at independence. Fifth, we explore the geographic, historical, and contemporary correlates of intergenerational mobility both across regions and ethnic lines. Colonial investments correlate strongly with educational mobility, while geography and pre-colonial features play a lesser role. The analysis further uncovers \Gatsby Curve" dynamics with intergenerational mobility being low -
Global Report on Adult Learning and Education (GRALE 4)
th 4 GLOBAL REPORT ON ADULT LEARNING AND EDUCATION LEAVE NO ONE BEHIND: PARTICIPATION, EQUITY AND INCLUSION United Nations Educational, Scientifi c and Cultural Organization United Nations Educational, Scientifi c and Cultural Organization th 4 GLOBAL REPORT ON ADULT LEARNING AND EDUCATION LEAVE NO ONE BEHIND: PARTICIPATION, EQUITY AND INCLUSION United Nations Educational, Scientifi c and Cultural Organization 2 Published 2019 by Photos Front cover, clockwise from far left: FOREWORD UNESCO Institute for Lifelong Learning © UNHCR/Colin Delfosse Feldbrunnenstraße 58 © UNHCR/Gordon Welters 20148 Hamburg © UNESCO Germany © UNESCO © UNESCO Institute for Lifelong Learning Part 1, from far left: © UNESCO The UNESCO Institute for Lifelong Learning © Clinton Robinson/UNESCO (UIL) undertakes research, capacity-building, © UNHCR/Gordon Welters networking and publication on lifelong © UNESCO learning with a focus on adult and continuing education, literacy and non-formal education. Chap. 1: © UNHCR/Gordon Welters Its publications are a valuable resource for Chap. 2: © UNESCO education researchers, planners, policy- Chap. 3: © UNHCR/Colin Delfosse makers and practitioners. Chap. 4: © UNESCO Chap. 5: © UNHCR/Marie-Joëlle While the programmes of UIL are Jean-Charles established along the lines laid down by Chap. 6: © UNESCO the General Conference of UNESCO, the Chap. 7: © Dusan Petkovic/Shutterstock publications of the Institute are issued under its sole responsibility. UNESCO is not Part 2, clockwise from far left: responsible for their contents. © UNESCO © goodluz/Shutterstock The points of view, selection of facts and © UNHCR/Antoine Tardy opinions expressed are those of the © goodluz/Shutterstock authors and do not necessarily coincide with official positions of UNESCO or UIL. Chap. 8: © Michel Ravassard/UNESCO Chap. -
Fair and Unfair Educational Inequality in a Developing Country: the Role of Pupil’S Effort
Fair and unfair educational inequality in a developing country: the role of pupil’s effort Niaz ASADULLAH∗ Alain TRANNOY† Sandy TUBEUF‡ Gaston YALONETZKY§ September 3, 2018 Abstract Inequality of opportunity builds upon the distinction between fair inequality related to responsibility variables and unfair inequality related to circumstances. This distinc- tion is meaningful as long as responsibility variables are not fully determined by cir- cumstances. We attempt to check the magnitude of the correlation between child effort and family background when measuring inequalities of opportunity in education using a purposefully designed survey on secondary-school education in rural Bangladesh. The analysis comprises decomposition exercises of the predicted variance of school per- formance in mathematics and English by source and subgroup based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between a third and 40% of the total predicted variances in performance scores. The correlation between overall effort and circumstances does not matter much since the contribution of overall effort only falls by 10% when the correlation is taken into account. All in all, these results cast doubt on the common practice of reducing education to a circumstance when estimating inequality of opportunity in income at- tainment. Keywords: inequality of opportunity, education, effort, decomposition, school. JEL Classification: C01; I24; O12. ∗University of Malaya, Malaysia †Aix-Marseille University (Aix-Marseille School of Economics), CNRS and EHESS, France ‡Université Catholique de Louvain, Belgium - Corresponding author ([email protected]) §University of Leeds, UK 1 1 Introduction The last few decades have witnessed the remarkable development of new quantitative methods for the measurement of inequality of opportunity in different social settings, in- cluding income attainment, health status and education (see Ferreira and Peragine, 2016, Roemer and Trannoy, 2015, Ramos and Van de Gaer, 2016, for reviews). -
Chad's Breach of the International Covenant on Civil and Political Rights
Chad’s Breach of the International Covenant on Civil and Political Rights: Failure to Protect the Rights of Women and Girls ABECHE, CHAD – This girl just arrived in Abeche for another fistula surgery attempt. At only 13 years of age, she suffered 3 days of labor in a remote village near the Sudan. Her resulting fistula led her to have 6 surgeries. © Micah Albert Prepared and submitted by the International Human Rights Law Society of Indiana University School of Law at Indianapolis, Indiana with the endorsement of the Program in International Human Rights of Indiana University School of Law at Indianapolis, Indiana Respectfully submitted to the United Nations Human Rights Committee on the occasion of its consideration of the First Periodic Report of Chad pursuant to Article 40 of the International Covenant on Civil and Political Rights Hearings of the United Nations Human Rights Committee New York City, U.S.A., 18-19 March 2009 © Program in International Human Rights Law, Indiana University School of Law at Indianapolis, March 2008 [THIS PAGE LEFT INTENTIONALLY BLANK] Chad’s ICCPR Breaches: Failure to Protect the Rights of Women and Girls Page 2 of 40 Author and Endorser of this Shadow Report Submitted to the United Nations Human Rights Committee on Chad’s Non-Compliance with the International Covenant on Civil & Political Rights The International Human Rights Law Society (IHRLS) is a student organization at Indiana University School of Law at Indianapolis that was formed to promote global justice and basic fundamental freedoms. Each year the IHRLS sponsors speakers and events and presents shadow reports to the United Nations Human Rights Committee through its cooperation with the Program in International Human Rights Law. -
School Quality, Educational Inequality and Economic Growth
International Education Studies May, 2008 School Quality, Educational Inequality and Economic Growth Ramesh Rao (Corresponding author) Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-17-879-2159 Email: [email protected] Rohana bt Jani Department of Applied Statistics Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-3-7967-3747 Email: [email protected] Abstract Realizing the importance of education in developing a country, many governments had begun to pay more attention in improving the education quality in their country. However whether the desired level of education quality is equally distributed is still debated on. On top of that, current literature on which level of education, either basic or tertiary education, brings greater return to the society is still inconclusive. It is not the objective of this paper to answer or add on the debate. On the other hand this paper would like to explore the relationship between school quality, namely at primary education and secondary education, and economic growth. Educational inequality at primary and secondary education would be measured with using the concept of education Gini. Using GDP as the dependent variable and regressing it with Gini coefficient of primary education and secondary education, would be able to show which level of education inequality is significant in explaining the economic growth of a country. Using Malaysian data, for the last 20 years, the relationship between education inequality of different level of education and the economic growth would be postulated. Keywords: Inequality, Gini, economic growth 1. Introduction Economics is basically the study on how limited resources are used to fulfill human’s unlimited wants. -
Participants 2Day Workshop Ghana
AIR Centre two-day Maker Workshop: Design Innovation for Coastal Resilience Accra, Ghana October 19th-20th, 2018 List of Participants Alberta Danso - Ashesi University Alexander Denkyi - Ashesi University Anita Antwiwaa - Space Systems Technology Lab / All Nations University College Benjamin Bonsu - Space Systems Technology Lab / All Nations University College Bryan Achiampong - Ashesi University Christopher Anamalia - Ashesi University D. K. Osseo-Asare - Penn State Danyuo Yiporo - Ashesi University Ernest Opoku-Kwarteng - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Ernest Teye Matey - Space Systems Technology Lab / All Nations University College Faka Nsadisa - South African Development Community – Climate Services Centre (SADC-CSC) Foster Mensah - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Francis Smita - Namibia Institute of Space Technology (NIST) / Namibia University of Science and Technology (NUST) G. Ayorkor Korsah - Head of Department of Computer Science / Ashesi University Gameli Magnus Kwaku Adzaho - Next Einstein Forum AIR Centre two-day Maker Workshop: Design Innovation for Coastal Resilience 1 Accra, Ghana George Senyo Owusu - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Gordon Adomdza - Ashesi University/D:Lab Gregory Jenkins - Penn State Hannah Lormenyo - Ashesi University Ivana Ayorkor Barley - Ashesi University Joseph Neenyi Quansah - Space Systems Technology Lab / All Nations University College Kenobi Morris - Ashesi University Kristen -
World Bank Document
The World Bank Niger Learning Improvement for Results in Education Project (P168779) Public Disclosure Authorized Public Disclosure Authorized Project Information Document (PID) Appraisal Stage | Date Prepared/Updated: 06-Feb-2020 | Report No: PIDA28098 Public Disclosure Authorized Public Disclosure Authorized Dec 10, 2019 Page 1 of 17 The World Bank Niger Learning Improvement for Results in Education Project (P168779) BASIC INFORMATION OPS_TABLE_BASIC_DATA A. Basic Project Data Country Project ID Project Name Parent Project ID (if any) Niger P168779 Niger Learning Improvement for Results in Education Project Region Estimated Appraisal Date Estimated Board Date Practice Area (Lead) AFRICA 11-Feb-2020 31-Mar-2020 Education Financing Instrument Borrower(s) Implementing Agency Investment Project Financing Ministry of Planning Ministries of Basic Education Proposed Development Objective(s) To improve the quality of teaching and learning conditions in select regions, and strengthen education planning and management Components Improving teaching practices Promoting Learning for girls and boys Strengthening systems and building capacities for the delivery of education services Project administration and coordination Project advance Unallocated PROJECT FINANCING DATA (US$, Millions) SUMMARY-NewFin1 Total Project Cost 140.00 Total Financing 140.00 of which IBRD/IDA 140.00 Financing Gap 0.00 DETAILS-NewFinEnh1 World Bank Group Financing Dec 10, 2019 Page 2 of 17 The World Bank Niger Learning Improvement for Results in Education Project (P168779) International Development Association (IDA) 140.00 IDA Credit 20.00 IDA Grant 120.00 Environmental and Social Risk Classification Moderate Decision The review did authorize the team to appraise and negotiate Other Decision (as needed) B. Introduction and Context Country Context 1. -
Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity
Race, Diversity, and Policy Brief Educational Policy 2017 Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity Tina Trujillo Jabari Mahiri Zeus Leonardo Kris D. Gutierrez Janelle Scott Na’ilah Nasir HAASINSTITUTE.BERKELEY.EDU About Special Thanks This policy brief reviews scholarship by members of the Race, Diversity, and Thank you to the Walter and Evelyn Haas Jr, Fund, for Educational Policy Cluster of the Haas Institute for a Fair and Inclusive their generous support of the Haas Institute cluster Society at the University of California, Berkeley to advance a broader research and work. and more complex understanding of the persistent failure of U.S. schools for youth from non-dominant communities. Members of the Race, Diversity, and Editors Educational Policy Cluster include: Na’ilah Nasir Taeku Lee Tina Trujillo Na'ilah Suad Nasir Graduate School of Education Vice Chanceller, Equity & Inclusion, Layout & Design African American Studies & Jabari Mahiri Graduate School of Education Graduate School of Education Image Design Works Rucker Johnson Zeus Leonardo Goldman School of Public Policy Images Graduate School of Education Christopher Edley, Jr. Kris Gutiérrez FatCamera , Demachi Berkeley Law Graduate School of Education Lisa Garcia Bedolla Citation Michael J. Dumas Graduate School of Education Graduate School of Education Responding to Educational Inequality, Berkeley, CA: In memory of the late W. Norton Mark Brilliant Haas Institute for a Fair and Inclusive Society, University Grubb, Professor Emeritus of History of California, Berkeley, September 2016. UC Berkeley’s Graduate School haasinstitute.berkeley.edu/raceeducationpolicybrief Janelle Scott of Education, was a founding African American Studies & member of the Race, Diversity, and Graduate School of Education Educational Policy Cluster Executive Summary This report takes up a critical issue in education: the continuing reproduction of educational inequality in relation to race and social class. -
2018 Annual Report UNHCR – Educate a Child Programme
2018 Annual Report UNHCR – Educate A Child Programme 2018 Annual Report UNHCR – Educate A Child Programme Educate A Child (EAC) Enabling, encouraging and excelling UNHCR—EAC Programme 2015–2019 COUNTRY OPERATIONS Chad Ethiopia Islamic Republic of Iran Kenya–Dadaab Kenya–Kakuma Malaysia Pakistan Rwanda South Sudan Sudan Syrian Arab Republic Uganda Yemen–Aden Yemen–Sana’a ENROLMENT TARGETS AND ACHIEVEMENTS OUT OF SCHOOL CHILDREN (OOSC) Life of Project OOSC Enrolment Target 807,670 Current Project Year OOSC Target 160,689 New OOSC Enrolment this Reporting Period Actual 255,409 Total to Date OOSC Enrolment Actual 937,654 ORGANISATION AND IMPLEMENTING PARTNERS United Nations High Commissioner for Refugees (UNHCR) Ministries of Education National and International NGOs Refugee Communities AGREEMENT PERIOD 21 October 2015–31 December 2019 PERIOD COVERED BY THIS REPORT 1 January 2018–31 December 2018 CONTACT PERSON Marion Muscat Private Partnerships Officer Private Sector Partnerships Service, UNHCR, Copenhagen [email protected], +45 45 33 63 65 © United Nations High Commissioner for Refugees, November 2019 Cover photo: Hiba is excited to be attending school in Aleppo, after years of being unable to access education because of the war in Syria. Table of contents PROGRAMME OVERVIEW 7 Objectives and activities 2018 8 Key achievements 2018 9 Enrolment figures 2018 9 Executive Summary 10 School Year Overview 22 Progress at a glance 2018 23 COUNTRY OPERATIONS 25 Chad 26 Ethiopia 30 Islamic Republic of Iran 36 Kenya-Dadaab 40 Kenya-Kakuma 46 Malaysia 51 Pakistan 56 Rwanda 62 South Sudan 68 Sudan 72 Syrian Arab Republic 78 Uganda 82 Yemen-Aden 88 Yemen-Sana’a 92 Glossary 98 Credits 100 Thirteen-year-old Anita and Janet, two Congolese refugees, are best friends. -
3Global Report on Adult Learning and Education
rd GLOBAL REPORT 3ON ADULT LEARNING AND EDUCATION The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life rd GLOBAL REPORT 3ON ADULT LEARNING AND EDUCATION The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life IMPRINT 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION 2 Published in 2016 by Photos Cover: UNESCO Institute for Lifelong Learning From left to right: Feldbrunnenstraße 58 © Hero Images/Getty Images 20148 Hamburg © G. M. B. Akash/Panos Germany © Giacomo Pirozzi/Panos © Instituto Nacional para la Educación © UNESCO Institute for Lifelong Learning de los Adultos © M. Crozet/International Labour The UNESCO Institute for Lifelong Learning Organization (UIL) is a non-profit international institute of UNESCO. The Institute undertakes Inside: research, capacity-building, networking Introduction: © Hero Images/Getty Images and publication on lifelong learning with a Chap. 1: © Instituto Nacional para la focus on adult and continuing education, Educación de los Adultos literacy and non-formal basic education. Chap. 2: © Thomas Barwick/Getty Images Its publications are a valuable resource Chap. 3: © M. Crozet/International Labour for educational researchers, planners, Organization policymakers and practitioners. Chap. 4: © G. M. B. Akash/Panos Chap. 5: © Giacomo Pirozzi/Panos While the programmes of UIL are Chap. 6: © Chris Stowers/Panos established along the lines laid down by Annexes: © Ronnie Kaufman/Larry the General Conference of UNESCO, the Hirshowitz/Getty Images publications of the Institute are issued under its sole responsibility. UNESCO is Design not responsible for their contents. -
ECFG-Niger-2020R.Pdf
About this Guide This guide is designed to prepare you to deploy to culturally complex environments and achieve mission objectives. The fundamental information contained within will help you understand the cultural dimension of your assigned location and gain skills necessary for success. The guide consists of 2 parts: ECFG Part 1 introduces “Culture General,” the foundational knowledge you need to operate effectively in any global environment (Photos courtesy of IRIN News 2012 © Jaspreet Kindra). Niger Part 2 presents “Culture Specific” Niger, focusing on unique cultural features of Nigerien society and is designed to complement other pre- deployment training. It applies culture-general concepts to help increase your knowledge of your assigned deployment location. For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact AFCLC’s Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of the AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. A culture is the sum of all of the beliefs, values, behaviors, and symbols that have meaning for a society. All human beings have culture, and individuals within a culture share a general set of beliefs and values.