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This book examines the factors affecting the successful implementation of Education Sector Plans in developing countries. It provides a detailed comparison that draws on data from 27 countries to offer careful research conclusions and policy recommendations. Offering a detailed comparison of the schooling situation (e.g. availability of potable water and toilets, provision for the disabled) as well as educational outcomes (both test scores and percentages out-of-school) from the 27 countries using empirical evidence, the book examines the resources that have been invested in different education sectors, investigating the development and success of each plan. The volume uses correlation analysis to compare factors including the availability of government funding, national characteristics, ministerial decisions, influences of country and donor stakeholders, as well as district- and school-level issues. Thorough comparative analysis of the data is then demonstrated, with two measures of achievements to identify which factors can be considered as the most important in order to reach realistic policy and research conclusions. Timely and engaging, this book will be of great interest to researchers, scholars, and postgraduate students in the field of education and international development, comparative education, and international education more broadly.
TOPICS IN THE BOOK Institutional Provision of ICT Infrastructure and Services- A Linchpin for Learner Participation in Distance Learning Programmes; The Case of Distance Learning Students Undertaking Diploma Course in Selected Distance Training Centers of the College of Edu Influence of Instructional Resources on Quality of Education in Public Secondary Schools in Murang’a County, Kenya Impact of National Teachers’ Standards on Quality and Effective Education Delivery A Social Realist Perspective of Challenges Facing Educators in Implementing the Revised Curriculum in Ompundja Circuit in Namibia Effects of a Developed Flipped Classroom Package on Nce Students’ Academic Performance in Educational Technology Concepts in Southwest, Nigeria
The aim of sustainable development is to balance our economic, environmental and social needs, allowing prosperity for current and future generations. Countries must be allowed to meet their basic needs of employment, food, energy, water and sanitation. There is a clear relationship between the three topics of the book: right to education has been recognized as a human right - education has a role in peace-building. Additionally, education, human rights and peace have a significant role in sustainable development. The United Nations have defined a broad range of internationally accepted rights, including civil, cultural, economic, political and social rights. However, this book demonstrates that there are still people and nations not respecting the Universal Declaration of Human Rights. Chapters from Brazil, Cameroon, Ethiopia, Kazakhstan, Israel, Peru, Russia and South-Africa cover topics like civil war, human abuses, the vulnerability of indigenous people, abortion, epilepsy, food security, lack of health equities in maternal and child health, and democracy or lack of it. We sincerely hope that this book will contribute to the joint pursuit of humanity to make the world better after we all get over the coronavirus pandemic.
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
This two-volume set LNCS 12205 and LNCS 12206 constitutes the proceedings of the 7th International Conference on Learning and Collaboration Technologies, LCT 2020, held as part of the 22nd International Conference, HCI International 2020, which took place in Copenhagen, Denmark, in July 2020. The total of 1439 papers and 238 posters included in the 37 HCII 2020 proceedings volumes was carefully reviewed and selected from 6326 submissions. The papers in this volume are organized in the following topical sections: communication and conversation in learning; cognition, emotions and learning; games and gamification in learning; VR, robot and IoT in learning; and collaboration technology and collaborative learning. As a result of the Danish Government's announcement, dated April 21, 2020, to ban all large events (above 500 participants) until September 1, 2020, the HCII 2020 conference was held virtually.
As Rwanda is expected to return to its rapid growth trajectory following the COVID-19 pandemic, agriculture will continue to play a central role in the structural transformation of the entire economy. To this end, the Government of Rwanda continues to invest in the agricultural sector by building on Strategic Plans for the Transformation of Agriculture (PSTAs) that began in the early 2000s. The challenging question is how to prioritize public expenditures across a broad portfolio of policies and programs. Ambitious plans, whether in the short or long term, require difficult decisions. The prioritization of public investment becomes even more complex as Rwanda’s structural transformation advances and as new investments—beyond the farm—become critically important for the agricultural sector. The structural transformation process itself means that as agriculture becomes more integrated with the rest of the economy, public resource allocations need to address a wider range of issues across the entire food system; these include nutrition-sensitive food production systems, inclusive value chain development, nonfarm rural enterprise development, and climate-resilient sustainable intensification of both crops and livestock. This study provides evidence that is designed to assist the Government of Rwanda in its selection of agricultural policy, investment, and expenditure portfolios that reflect the country’s broad focus on its food system and structural transformation. This process of prioritization will need to incorporate multiple public investments targeting multiple development outcomes and will need to be grounded in the costeffective use of public resources in a largely market-led transformation process. This data-driven and evidence-based approach must critically underpin an informed investment prioritization process that helps achieve ambitious targets in an environment constrained by limited public resources. The study uses the Rural Investment and Policy Analysis (RIAPA) economywide model developed by the International Food Policy Research Institute (IFPRI), with contributions from colleagues at the Ministry of Agriculture and Animal Resources (MINAGRI), the Ministry of Finance and Economic Planning (MINECOFIN) and the National Institute of Statistics of Rwanda (NISR). The study draws on data from multiple sources as well as expert insights to inform the application of RIAPA’s Agricultural Investment for Data Analyzer (AIDA) module as a tool to measure the impacts of alternative public expenditure options on multiple development outcomes. Using this integrated modeling framework, the study links agricultural and rural development spending to four specific outcomes: economic growth, job creation, poverty reduction, and diet quality improvement; at the same time, it considers the synergies and tradeoffs associated with the different investment options in the transformation process. The paper first assesses the contribution of public expenditures to agricultural and rural development under the fourth Strategic Plan for Agriculture Transformation (PSTA 4) that extends between 2018 and 2024. These findings are important, given the fact that since the beginning of PSTA 4, the budget allocated to MINAGRI (measured in constant prices) has stagnated. Our results suggest that increased spending on agriculture is well justified and that such spending is essential if the Government of Rwanda is to achieve its long-term development goals.
To leave no child behind, UNESCO developed the first global report of this scope onboys’ disengagement from education, bringing together qualitative and quantitativeevidence from over 140 countries. This report provides an overview on the globalsituation on boys’ disengagement from and disadvantage in education. It identifiesfactors influencing boys’ participation, progression and learning outcomes ineducation. It also analyses responses by governments and partners, and examinespromising policies and programmes. Finally, it includes recommendations on how tore-engage boys with education and address disadvantage.While girls continue to face severe disadvantages andinequalities in education, the report shows that boys inmany countries are at greater risk than girls of repeatinggrades, failing to complete different education levelsand having poorer learning outcomes in school. Noless than 132 million boys of primary and secondaryschool age are out of school. They urgently requiresupport.As this report shows, supporting boys does notmean that girls lose out and vice versa. Addressingboys’ disengagement not only benefits boys’ learning,employment opportunities, income and well-being, itis also highly beneficial for achieving gender equality anddesirable economic, social and health outcomes.