Many sub-Saharan African countries have put great efforts towards the attainment of the goals of Education For All (EFA) as determined and agreed upon at the World Conference on Education For All (WCEFA) held in Jomtien, Thailand in 1990 and re-affirmed in Dakar, Senegal in 2000. This has led to considerable progress in reaching the EFA targets in some countries, including achieving gender parity, at least in primary school; expanding basic education to include additional years of secondary education; and finding a better balance between academic education and technical‐vocational and training. But many serious challenges remain, notably inadequate infrastructure and teacher resources and persistent geographic and socio‐economic disparities which leave many children (girls, the poor, ethnic/linguistic minorities) never enrolled in, or eventually pushed out of, school. Apart from Seychelles, it was elusive or mirage in much of sub-Saharan Africa (SSA) achieving the Millennium Development Goals (MDGs) for education – ensuring that every child, irrespective of gender, is able to complete a full course of primary school education in 2015.
Conquering its independence in 1966 from the United Kingdom, Guyana remains a forgotten country in South American political mainstream. While the most part of South American countries present a considerable progress on school enrollment and adult’s illiteracy reduction, Guyana stands at the top of non-school enrollment and adult illiteracy: it has an impressive 572% bigger rate of out-of-school children than Brazil for a 26187.9% smaller population. A common project of a stronger regional political cooperation among South American countries would very likely be profitable to Guyanese domestic scopes and constitutional legal premises. It could be argue that being a country in the Caribbean region, the national de facto detachment from South America would be strategical. We want to show the reasons for this detachment, why it is not strategical, and unveil the colonial roots of this antiquate practice.
Salome and Jackson are siblings of about 11 years old from a rural region of Kenya, their daily morning starts with a manual digging in the sand in a quest for water. Their home does not has neither electricity nor piped water, and they cross a 15 kilometers distance through the kenyan savannah to get to school. In the first article of the 1948 Universal declaration of human rights we read that all human beings are born free and equal in dignity and rights. But is it true? Continuer la lecture →
Education empowers, gives choices, and a voice to the disadvantaged; it also promotes health by teaching students about good health practices, and in these ways it helps to break down the poverty cycle. It is perceived as an instrument of economic growth, productivity, and enculturation of humanity (Maruatona, 1999). This explains why it is often assigned the task of being a pre-requisite for the development of labour, control of fertility, mortality, and fostering improved quality of life and increased life expectancy in both developed and developing nations (UNESCO, 1999). Education therefore has been recognised as a priority sector by all Governments since the independence of Bangladesh. In order to maintain a modern, scientific and effective education system, the Government continues to attach the highest priority to the improvement of the education sector– at the very least, in terms of stated policy and increasing investment in education (Ahmed and Nath, 2005).
Comment, sur une autonomie qui n’existe pas, éduquer à l’autonomie ? C’est à cette tâche « impossible » que se confronte la pédagogie. Car il s’agit de transformer l’être humain, c’est-à-dire de développer son autonomie, son activité propre en utilisant cette même activité. Or cela suppose la création d’un espace relationnel fondé sur la reconnaissance où l’autonomie, le respect de soi et des autres, la solidarité et la responsabilité surgissent comme modes de vies spontanés. L’éducation a donc une double tâche : développer l’autonomie en créant l’espace relationnel où elle peut surgir. C’est donc à expliciter cette double tâche, à donner quelques pistes de réflexion dans cette direction, que notre article se consacre.
Capital’s overall determinations deeply affect every single domain which has a bearing on education, and by no means only the formal educational institutions. The latter are closely integrated in the totality of the social processes. They cannot function properly, unless they are in tune with the comprehensive educational determinations of society as a whole.
by István Mészáros, originally published by Boitempo Editorial, 2008.*
The Kenyan Government has made spirited efforts to attain the Millennium Development Goals (MDG) and Education For All (EFA) goals given the realization that investing in the education is critical for socio-economic and political advancement of the country. This study has established that despite this noble objective, getting education to hard-to-reach children, especially girls in arid and semi arid regions (ASALs) is a great challenge. Poor access to education and gender imbalances are largely attributed to prevailing poverty, negative attitudes and lack of commitment from parents towards sending their child girl to school, cultural practices such as female genital mutilation (FGM) and early marriage, insecurity and conflicts, unfriendly school environments, irrelevant curriculum and quality education and lack of role models within the community. The Government needs to address these obstacles and improve learning conditions so that marginalized children are able to enroll, participate and complete school.