Russell is the eighth teacher to participate in our Teacher Tuesday campaign. He works in a school in Inverell, a New South Wales country town in Australia. Of the 680 students in his school, 125 are Aboriginal. Four of the 30 teachers in the school are Aboriginal as well, including Russell, who is Gamilori.
“The challenges Aboriginal people face are still there today and we need to recognize these,” he told us. These challenges result in the children often being on the back foot in school. “My first school was 98% Aboriginal and I had to speak Aboriginal English to give instructions to children because they didn’t quite understand. They hear the spoken language but they’re three steps behind before they start. They’re playing catch up from day one. I’d say you’d be lucky if 50% of your Aboriginal children had been to preschool.”
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Although learning gaps between indigenous and non-indigenous children in Australia are clearly visible in student assessments, they have not received sufficient policy attention, and so have persisted for a decade and a half. The latest EFA Global Monitoring Report shows that, in Australia, around two-thirds of indigenous students achieved the minimum benchmark in mathematics in grade 8 between 1994/95 and 2011, compared with 90% of their non-indigenous peers.
Poverty can also hold back learning. The latest EFA Global Monitoring Report shows that 96% of the richest in Australia will achieve the minimum standards, compared with only 80% of the poorest. “Poverty draws a line in the sand,” Russell said. “You’re on one side or the other. That’s why I don’t set homework on a computer as I know some still don’t have computers at home, and that’s disadvantaging them. I don’t mind how it comes back as long as it comes back!”
Yesterday, at the Learning for All Symposium organised by the World Bank, global players came together to find some answers to two major questions: How can we solve the global learning crisis and how do we prepare young people for the 21st century marketplace? The second of these two questions was tackled in the 2012 EFA Global Monitoring Report: Putting education to work. The first was addressed in the 2013/4 EFA Global Monitoring Report: Achieving quality for all.
This blog lays out the 10 strategies from that Report, which are based on the evidence of successful policies, programmes, strategies from a wide range of countries and educational environments. By implementing these reforms, countries can ensure that all children and young people, especially the disadvantaged, receive the good quality education they need to realize their potential and lead fulfilling lives.
1 Fill teacher gaps
On current trends, some countries will not even be able to meet their primary school teacher needs by 2030. The challenge is even greater for other levels of education. Thus, countries need to activate policies that begin to address the vast shortfall.
At this primary school in the Eastern Cape, South Africa, there are 174 learners in one class. Many children don’t turn up to school because the learning conditions are so poor.
Photo: Eva-Lotta Jansson
Posted in Basic education, Developing countries, Donors, Learning, Literacy, Millennium Development Goals, Out-of-school children, Post-2015 development framework, Quality of education
Tagged basic education, developing countries, education, learning, literacy, Millennium Development Goals, out of school children, post-2015, quality, quality for all
Mosammat is the seventh participating teacher in our Teacher Tuesday campaign. Bangladesh is hit by flooding every monsoon season making access to school hard for those living in the affected areas. Mosammat describes what it is like teaching on a solar-powered floating school.
Mosammat Reba Khatun is 40 years old and lives in a small riverside village in Bangladesh. For the past ten years she has been teaching Bengali, Maths and English on Shidhulai Swanirvar Sangstha’s floating school on the Gumani river in the Pabna district in northwest Bangladesh. In total, the school teaches 90 students between six and nine years old. Almost two-thirds of the pupils are girls.
The floating school works in the remote river basin where access to education is hard, particularly during the monsoon season. From late June to October one third of the country goes underwater, making access to basic services very difficult. “It is the main reason for school drop outs in rural Bangladesh” Mosammat said. Were it not for innovative inventions such as this floating school, many of these children would find accessing education impossible.
The school collects children from their homes, teaches them on board and returns them at the end of the session. Mosammat describes the boat’s architect’s philosophy as ”if the children couldn’t come to school, then the school should come to them”.
“The teaching can be very challenging,” she continues, “as we are working with children from landless, extremely poor families vulnerable to natural disasters. Their parents mostly work as day laborers and have irregular family income. The children under age 5 are malnourished and infant mortality rate is high. Girls are not allowed to move around freely. We meet with the parents monthly to encourage them to send their children to school regularly”. As a result, she tells us, “the rate of early marriage is reduced”.
Pauline Rose, Director, 2013/4 EFA Global Monitoring Report; Professor of International Education, University of Cambridge
New research revealed at the UK launch event of the EFA Global Monitoring Report 2013/4 shows that there has been a 45% increase in the number of children learning in sub-Saharan Africa since 2000.
Sub-Saharan Africa often hits the headlines for the wrong reasons – and this is just as much the case in education as in other areas. Failure of schooling to keep pace with population growth means that the region is now responsible for more than half of the 57 million children out of school. And the EFA Global Monitoring Report (EFA GMR) 2013/4 estimates that only two out of five children in the region reach grade 4 and learn the basics. As a result, almost 80 million of the 250 million not learning live in sub-Saharan Africa.
It is not all bad news, however, as the EFA Global Monitoring Report revealed at the UK launch event hosted by the Institute of Education in London today. The tremendous progress that has been made in getting more children into school in many African countries, in part due to the abolition of school fees, means that there are in fact considerably more children who are learning the basics than a decade ago: new evidence from the EFA Global Monitoring Report estimates that 17 million more children are now learning in sub-Saharan Africa. This represents an impressive 45% increase in the numbers learning.
By Chris Berry, Education Head of Profession at the UK Department for International Development (DFID)
The 2013/4 Education for All Global Monitoring Report, to be launched in the United Kingdom on April 7, makes a crucial contribution to our understanding of global education progress. DFID and the UK government follow these reports closely.
One of the headlines in this year’s report is: “around 250 million children either fail to make it to grade 4 or do not reach the minimum level of learning”. This is shocking news.
Having already spent billions of dollars since 2000, not only has the global community failed to achieve the Millennium Development Goals (MDGs), but it has also contributed to a situation where there are millions of children in school and not learning.
Where did this figure of 250 million come from?
The technical note by the EFA Global Monitoring Report team that underpins the figure uses an approach to anchoring proposed in a paper by Nadir Altinok. The note is based on a composite of children who do not complete grade 4 and results obtained in sample based learning achievement surveys such as SACMEQ and PIRLS.
We’re pleased to announce that Dr. Aaron Benavot is the new director of the Education for All Global Monitoring Report. Dr Benavot brings decades of experience in global education policy and comparative research to the Report team, including four years as a senior policy analyst for the Report. Most recently, he has been professor in the School of Education at the University at Albany-SUNY. He will take up his new position at UNESCO’s headquarters in May 2014.
Dr Benavot is stepping into the role of director at an important time. The EFA Global Monitoring Report team has completed 11 extensively researched reports on Education for All. On the back of this experience, it has a central role in assisting in the framing and specification of new global education goals and their indicators up until 2015 and beyond.
Dr Benavot will begin by leading the preparation of the 2015 EFA Global Monitoring Report, for which an open consultation is now in process. This next Report will assess how successful the EFA movement has been since its conception, and identify policies that have boosted progress towards the EFA goals. This assessment will provide evidence-based lessons for the framing of post-2015 education goals and strategies.
Previously, as senior policy analyst for the EFA Global Monitoring Report, Dr Benavot contributed to the development and drafting of four Reports: Literacy for Life (2006), Strong Foundations: Early Childhood Care and Education (2007), Education for All by 2015: Will We Make It? (2008) and Overcoming Inequality: Why Governance Matters (2009).
Dr Benavot has also published extensively on educational policy and practice, focusing on the evolution of basic education, post-2015 education policies, as well as the linkages between education, economic development and political democratization.
We hope you will join us in welcoming him to the post. Dr Benavot’s extensive comparative education scholarship and wealth of experience in international education policy-making will be hugely valuable for the EFA Global Monitoring Report in the lead up to 2015 and beyond.
Cees, a teacher in Amsterdam, is the sixth participant in our 10-week #TeacherTuesday campaign. He describes some of the teaching and assessment methods that help children in the Netherlands achieve some of the world’s highest scores in international surveys.
How much children learn varies hugely across the world. In the Netherlands all primary school age children learn the basics in reading and mathematics. In Niger, at the other
end of the scale, just 8 out of 100 primary school age children are able to acquire basic reading skills.
Such glaring disparities between countries show that where children are born determines
their opportunity to learn – and point to the need to make special efforts to bring education to the poorest and most marginalized.
Even among rich countries, performance varies considerably. The Netherlands is representative of most rich countries in having ensured basic learning skills in both reading and mathematics for almost all primary school age children.
But in Spain, while most have achieved the basics in reading, 8% have not reached the minimum learning benchmark in mathematics by the end of grade 4.
In the Netherlands, in fact, 15-year-olds score higher than the OECD average in reading, mathematics and science literacy. So how does one country achieve such good results? Cees, who teaches in a secondary school in Amsterdam, says: “I find it difficult to answer why the Netherlands is doing so well, because what do grades mean? To which countries do you compare?
But there are several clues to the Netherlands’ high performance in his answers he gave to our questions about how he does his job. They reflect many of the strategies to provide the best teachers that we outline in latest EFA Global Monitoring Report, Teaching and Learning: Achieving quality for all, including getting enough teachers into school; training teachers to meet the needs of all children; including the disadvantaged; providing teachers trainees with mentors; and providing ongoing teacher training and professional development.