Comments on: Achieving Universal Primary School Access http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/ Making the Millennium Development Goals Happen Tue, 25 Jan 2011 13:09:41 +0000 hourly 1 http://wordpress.org/?v=3.5.1 By: Sultana Qamar http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-6093 Sultana Qamar Fri, 07 Jan 2011 11:40:50 +0000 http://mdg.devex.com/?p=104#comment-6093 The Aga Khan Education Service Pakistan is one of the largest private, non profitable organization. it operates 186 schools, supports 200 community based schools and 75 government schools. AKES,P is contributing to achieve MDG goal 2. Expanding and improving early childhood education is one of its mandate and i am also part of this organization. The first EFA goal is seen as an instrument in quality of education. It has been repeatedly asserted that all these goals can be facilitated, as long as the child‘s base for subsequent learning and growth is strengthened.

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By: Jean Chiona http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3526 Jean Chiona Sat, 25 Sep 2010 19:56:26 +0000 http://mdg.devex.com/?p=104#comment-3526 Malawi is one of the countries with high school drop put rate due to poverty, lack of role models etc. As a teacher I have organised other willing teachers to bring back all the pupils to school. over 70 percent of the population in Malawi live in rural areas.

Our mission was
1. to make sure that children are in school
2. To make sure that house wives who never made it to school go back to school and get employed

To accomplish mission 1, we utilized those people who had gone up with their education up to High school level to act as role models in their respective rural villages.Specifically they were given tasks to pick two children or more in any of the nearest school who they are to take keen interest in their day to day school life, encourage them to work hard in class.

This proved to be a success as the pupils were eager to work hard to please their mentor(High school role models). Some of them have made it to High School.

On the part of those adults who have never been to school. I with my fellow teachers have organised private teaching at no cost at all so much so that some have made it to teacher training colleges.We as teachers are proud that we can make a difference.

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By: Kashif Ud Din Khan http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3441 Kashif Ud Din Khan Thu, 23 Sep 2010 07:39:10 +0000 http://mdg.devex.com/?p=104#comment-3441 The socioeconomic conditions of the poor is degenerating consistently in Pakistan. In the face of these hardships, it is difficult for a country like ours to achieve the objective of primary school access for the poor community, especially when our leaders are not interested in education.

The masses living in rural areas have little interest in sending their children to schools, when they know that if their children work with them in the fields, it will assure at least one day’s food. The economic hardship is compounded by the fact that now the poor have little opportunity for work/employment due energy crises resulting in closure of factories and supporting cottage industry.

There is an urgent need to resolve the energy issue so that the the industry can be revived. If the poor have confidence in daily jobs/ employment, only then will they send the children to schools.

We also need to review the objectives related to access to primary education. People are interested in sending their children to schools if the children can learn some skills that will help them earn a living. It is very important to establish technical/vocational schools so that the masses living in rural Pakistan can benefit from this education. Learning to read and write is not enough for the people, they want assurance that the education will help them earn a living.

Its really not difficult to understand the problems of the masses if one talks to them and visit their villages and towns. The problem is that NGO’s and government departments have their own objectives to grind, and in most cases their data is not based on truth. Their claims and aid from donor countries during the last 10 or 20 years should have made a significant difference in providing access to education for the poor, but it has not.

There is a serious need to review the approach for access to primary education in Pakistan.

Kashif Ud Din Khan
Dean, Lahore Business School
The University of Lahore.

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By: Taleen Vartan http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3408 Taleen Vartan Wed, 22 Sep 2010 18:50:21 +0000 http://mdg.devex.com/?p=104#comment-3408 With 69 million children still not enrolled in school, and only five years remaining until the Millennium Development Goals (MDG) deadline, the State of Qatar, Save the Children, UNESCO and UNICEF are co-hosting a high-level round table luncheon on 22 September in New York on “The Central Role of Education in the Millennium Development Goals” and the importance of placing education, particularly for the most marginalized, higher on the global agenda.

Attending the event is Kailash Satyarthi, president of the Global Campaign for Education, who joined David Gartner, non-resident fellow at the Brookings Institution, for a special podcast discussion moderated by Amy Costello, on the steps needed to achieve the global education goals by 2015.

Please listen to this podcast at: http://www.educationandtransition.org/resources/podcasts/education-key-to-achieving-millennium-development-goals/

For more information on the event, please visit http://www.unicef.org/media/media_56121.html.

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By: Syed Ijaz Humdani http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3390 Syed Ijaz Humdani Wed, 22 Sep 2010 13:30:09 +0000 http://mdg.devex.com/?p=104#comment-3390 Introduction
Muslim Hands International- one of the UK’s foremost charities is engaged in Education, Disaster Management and Relief & Rehabilitation activities in Pakistan and Azad State of Jammu & Kashmir (AJ&K). Muslim Hands Pakistan is exerting for marginalized and neglected part of the community; Orphans and Needy living in remote areas and gazing for help.

Muslim Hand’s Educational Endeavors

Education! Core Program of Muslim Hands Pakistan (MH Pk) is contributing its part through providing educational facility to different levels of communities living in the areas of; Mega Cities, Semi Urban Areas, Rural Areas and Remote Areas. MH is imparting Education in both Formal and Non-formal settings. Three types of schools; School of Excellence, Model Schools and Community Schools are providing quality education according to the indigenous requirements. The sensation of these formal school systems is standard of educational achievements, intellectual and moral grooming. Non formal setup of Quaranic Literacy Centers is established to provide basic literacy skills with a focus on religious education.

MH Pk is striving to provide Quality Education to the neglected and deprived segments. Our theme is to work with communities. It leads to launch a variety of institutions and services. Salient features of our education system are free education for orphan and deserving students, provision of books, stationary and uniform.
Since now MH has Eight (8) School of Excellence, Forty-three Model Schools and a network of Two hundred and fifty-seven (257) Community Schools across the country and AJ&K.

Muslim Hands has established a network of 335 quality schools across the country and is still growing. More than twenty five thousand students are currently enrolled at these schools. Around 70% of the total enrolled students are either orphan or needy who get totally free education.

Muslim Hands, always strive to work in partnership with Governmental and non-governmental organizations to promote education in the most remount and un-privileged areas of the country

Syed Ijaz Humdani
Manager Educational Projects
Muslim Hands-PK
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By: JOHANN KREBS http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3389 JOHANN KREBS Wed, 22 Sep 2010 13:13:08 +0000 http://mdg.devex.com/?p=104#comment-3389 As an international agricultural-agribusiness specialist dealing in overseas development I found as long school age kids go hungry educational efforts are futile. Thus I made sure in programs under my wing I negotiate an inclusion of school meals. Some times you (the outsider) have to impose beneficial measures on adults for benefiting the long term future of entire populations. Have you tried studying when you are chronically hungry? I guess I rest my case until all of you come up with more suitable basic concepts of how to best foster educational uptake at poverty stricken areas.

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By: Phil Nukpe http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3387 Phil Nukpe Wed, 22 Sep 2010 12:58:12 +0000 http://mdg.devex.com/?p=104#comment-3387 Primary education for boys and girls in Africa has seen a significant positive change over the years. Numbers are growing and the zeal to gain at least a primary education is becoming apparent across the continent. It is evident that the UN’s Goal 2: Achieve universal primary education and its accompanied incentives are moving the situation in the right direction. There could be other incentives such as global conscientization of the masses on the need for primary education and its long time effect on the continent.
One very important area of concern to me is efficiency and training capabilities of the teaching personnel. Schools are supposed to be an extension of the home. The child’s growth is affected by the home, school and society. It is therefore very important to be able to use the school environment as an intersection of the child’s home, school and society experience. If the child spends an average of 5 hours a week at school and in a diverse group of other children then, it must be made possible for the child to feel at home enjoying what he/she is experiencing at school.
To achieve this, it is important to provide SPECIAL training programmes for what I call the THREE-STAGE primary education training. Stage ONE is the Kindergarten/Nursery, stage TWO is the early primary education and stage THRE being the upper/middle school education. All these stages have their specific learning needs for the child’s which must be addressed separately. Teacher Training schools across the continent need to be equipped with these special individually specific training tools/skills in order to be effective enough to enhance the child’s school experience.
A parent’s urge to send a child to school may stem from various reasons some of which may be society/government pressure or incentive such as the UN’s provision of laptops and financial remuneration or even free school meals as it is in Ghana. But what is equally important if not more is the child’s willingness to learn. This is why it is important to train the teachers or instructors in the appropriate skills to make the school environment as enjoyable as it can ever be for the child to want to come and learn even on a non- school going day.
It is very important for the UN to address the teacher training skills set issues as well as other measures that are being put in place to achieve Goal 2.

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By: Tibenda Keith http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3382 Tibenda Keith Wed, 22 Sep 2010 11:04:35 +0000 http://mdg.devex.com/?p=104#comment-3382 We teach caourses in Education both for secondary education but with a special program in which we teach teachers for primary education. This is done during the school holidays so that as they educate children, they too go back to school every holiday season and by the end of the three years in university they too have upgraded.

Education students have a special privilage of paying a lower tuition than students in other disciplines. This is partly to enhance more quality education in the schools and also to bring into effect the state of the art methods of delivering literacy.

There is also a specialized degree course in Developemnt Studies in which students learn in detail what policy directions must be taken to improve the countries in which we come from. Develpment Studies has been around in developed countries in order for students to learn the various policy options available to enhance development. Here we do it from the point of view of the developing country perspective.

We even integrate these courses in disciplines other than development. This helps the university to emphasize the importance of the MDGs to the students and also to evaluate the progress of the university and the country at large.

Apart from the work of the lecturers and students in the MDGs, the health center provides medical services to the university students, staff and faculty. The service is provided further to the community members and especially the ante natal services to the mothers every Thursaday.

Today, the university farm produces enough food for the cafeteria and provides employment to some of the community members. Right now it is not necessary to buy the food that can be produced on the farm.

Generally, ever university on the continent can take this as an example because, it is institutions of higher learning that are expected to carry on the various development initiatives for the UN, the Continent and their countries.

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By: Andy Brock http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3313 Andy Brock Tue, 21 Sep 2010 10:04:50 +0000 http://mdg.devex.com/?p=104#comment-3313 Cambridge Education is committed to supporting the development of education worldwide offering the highest quality education consultancy services to governments, international development agencies and other development partners.

Much of Cambridge Education’s work in support of MDG 2 has focused on access to and quality of education. It is not only important to ensure all children are able to access their right to learn, but that the education they receive enhances their life opportunities. We work in countries throughout Europe, Africa Asia and the Caribbean – adapting our international expertise to fit local contexts and challenges.

Cambridge Education currently manages the DFID Education Sector Support Programme in Nigeria (ESSPIN – http://www.esspin.org). Scope for improving Nigeria’s quality of education is enormous. ESSPIN focuses on schools, because schools are where children learn. The programme’s approach to school improvement takes into account all the factors affecting schools. Within schools this covers management, teaching and learning and the school environment. Outside schools it means helping decision makers provide schools with the resources and services for them to work better.

As well as initiatives to improve the quality of teaching and learning in schools, ESSPIN contributes to the physical well being of children. Aishatu Abdullahi is a 15 year old girl studying in Kano State, Nigeria. Her school recently benefited from an ESSPIN-sponsored borehole as part of the Whole of School Development Plan. Prior to this, she would carry a 1.5 litre water bottle from her home five kilometres away. “I no longer have to beg my friends for a few sips of water when my supply runs out”, Aishatu laughs, “The water is a good beginning; I pray there is more to come”. Initiatives such as these are making Nigerian schools more child-friendly places to be.

In China, Cambridge Education managed a six year DFID pilot project to improve access for out-of-school children in Gansu Province’s four poorest counties. Our consultancy team designed the project framework, placing children and their communities at the centre of their own education. A particular emphasis was placed on attracting and retaining girls from ethnic minorities and disabled children: female teachers were posted to rural schools to encourage attendance from Muslim girls and teacher training was provided in special education needs. In some counties, the gross enrolment rate of minority girls increased from 60%-79% between 2000 and 2010.

The DFID South-west Basic Education Project (SBEP – http://www.sbep.org.cn/index_en.asp) scaled-up the Gansu project to reach disadvantaged children in the rural provinces of Guangxi, Guizhou, Sichuan and Yunnan. Building on lessons learnt in Gansu, SBEP is supporting improvements in teacher and head teacher training with complementary activities for staff in the County Education Bureaux (CEB). Combining a bottom-up with a top-down approach, the project has developed a training module specifically targeting county education officials – among the first of its kind in China. Training encouraged officials to try to better identify those schools in need of more resources, rather than focusing on those that were easier to manage.

Quality in education also plays an important role in Cambridge Education’s support to the National Council of Educational Research and Training (NCERT) in India. The team are working to enable NCERT and its State partners to strengthen capacity in evaluation and achievement surveys. With Cambridge Education’s support NCERT is rolling out modern programme evaluation approaches, to gain a clearer and enriched picture of the education system. The overall aim is to assist the Government of India to better understand what is working well and where change is needed.
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By: Oliver Subasinghe, Devex Moderator http://mdg.devex.com/mdg2-topic1-achieve-universal-primary-education/comment-page-1/#comment-3285 Oliver Subasinghe, Devex Moderator Mon, 20 Sep 2010 21:11:13 +0000 http://mdg.devex.com/?p=104#comment-3285 MDG Summit Breaking News Coverage

Read live breaking news coverage of the Millennium Development Goals and the Sept. 20-22 U.N. MDG summit in New York now on Devex.com. (Read More)

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