We are seeking a competent and energetic Finance Officer to be responsible for the overall financial administration of ziziAfrique in accordance with the legal requirements, highest ethical standards and internationally recognized financial reporting practices (IFRS). The Finance Officer will ensure that all financial management practices, reports and documentation are well organized and conform to policies and the highest standards.
Archive for month: October, 2015
We are currently seeking a competent and energetic Program Officer (Bilingual English/French) to join the People’s Action for Learning (PAL) Network Secretariat based in Nairobi. The Program Officer will be responsible for carrying out PAL Network activities in a manner that amplifies the existing effort and supports new countries. The Program Officer will support the Program Manager in developing strategies and plans in line with the network’s vision and ensure implementation of those plans.
PAL Network Secrétariat est actuellement à la recherche d’un Chargé de programme compétent et énergique (bilingue français / anglais) qui fera partie du Secrétariat du Réseau de l’action du peuple pour l’apprentissage (PAL) basé à Nairobi. Le Chargé de programme se chargera de la réalisation des activités du Réseau PAL de façon à amplifier l’effort existant et dans le but de soutenir de nouveaux pays. Le Chargé de programme apportera son soutien au Directeur du programme dans l’élaboration des stratégies et des plans en droite ligne avec la vision du Réseau, et veillera à l’application de ces plans.
El proyecto Medición Independiente de Aprendizajes (MIA) busca obtener información sobre los conocimientos que poseen los niños y jóvenes en Veracruz y México. Los resultados que produce ofrecen un panorama más amplio sobre los factores extra-escolares (sociales, económicos, culturales y geográficos) que impiden o dificultan el acceso a la educación en el país.
Last week, I visited a village in the Northern Sindh province of Pakistan. There was much excitement building up with the construction of a new government girls’ school with state-of-the-art classrooms, a library, toilet facilities, and clean water supply. Everyone gathered around, spanning three generations of women, and shared their aspirations of what they hoped their sisters, daughters, and granddaughters would achieve with the chance to go to school.
One often hears that the education community failed 15 years ago to recognise the scale of the learning problem; and, instead, focused on enrolment only. Let us ensure that we do not look back in 15 years’ time and realise that although we recognised a learning crisis, we did not change our approach to addressing it.
Monitoring progress on the new Global Goal for access to education will require research to capture data on the most disadvantaged children, particularly those excluded from formal schooling. In today’s blog, Ben Alcott and Pauline Rose argue that better data makes better policy. For educational access, this means gathering more data, over longer time periods, and working to integrate it with existing administrative data to produce richer evidence-bases for policymakers.
I was born January 1, 1961 to a working class family in a small town in the U.S. Midwest—a New Year’s baby. My parents weren’t concerned about whether I would finish high school, let alone the risk that I would graduate unable to read or do math well enough to participate fully in society. But UNESCO’s 2015 EFA Global Monitoring Report tells a different story for many children and their parents, even today.
Now the razzmatazz celebrating the launch of the Sustainable Development Goals is over, it is time to get down to business. For education (Goal 4) that means prioritizing the 250 million children who are not learning the basics, to ensure this global learning crisis is a thing of the past by 2030.