Today is a day to celebrate teachers, our personal and collective learning through our lifespans. Teachers include, engaged parents, grandparents, extended family members and friends who taught us our first coherent lessons for life and of course the formal teachers who influenced us throughout our lives.
Areeba is a Rohingya belonging to a migrant family from Myanmar. Her ancestors escaped from their land when it was Burma. They ran for their lives during the vicious recurrent cycles of purges against them as a minority group.
Rahima is a mother of five living in Pakistan’s province of Khyber Pakhtunkhwa. Her youngest is only 2 years old, and the eldest is 16. Her husband and her eldest son frequently travel between Malakand in Khyber Pakhtunkhwa and Karachi in Sindh in search of work and economic activities.
Walking through the unpaved path between the houses made up of bricks, leading to a village government school in Charsada, made me feel excited and filled with enthusiasm that I couldn’t wait to see the learners and the teachers.
With: 23 million children out of school; almost half of the 10 year old students having achieved the linguistic competence of a 6 year old (in either their mother tongue or in Urdu); 50% of grade 5 lacking competency of grades 2 (Maths, Urdu/Pashto/Sindhi and English); 42% of government primary schools in the rural areas without electricity; 40% lacking access to clean drinking water and 49% lacking functioning toilets, we can clearly reveal that education is NOT a priority across Pakistan.
Across valleys, mountains and pyramids in Mexico, a week of intensive learning in communities along with children, teachers and volunteers in schools, university and was an awesome experience.
The discussions in Pakistan around who is in and who is out – who learns and who does not – are getting louder. And so they should, as we now have a mounting burden of unmet milestones that are piling high.
Gulalai Ahmadzai, just short of her 10th birthday and travelling a long distance in a convoy from South Waziristan near the Afghan border to Gadap near the Arabian Sea in the city of Karachi, looks bewildered.
Understanding What Works in Oral Reading Assessments, a new e-book from the UNESCO Institute for Statistics (UIS), Global Partnership for Education (GPE) and the William and Flora Hewlett Foundation, draws on the first-hand experiences of donors, implementers and practitioners across 60 developing countries.
Citizen volunteer Amol Moghe sets out to conduct learning assessments in a remote village in western India. Upon arriving at the village of Pimpri in Maharashtra state’s Aurangabad district, he greets the villagers, explains why he’s there, and asks for permission from the village leader to conduct a learning assessment survey.