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.
6 months back when I should have put in all my concentration on writing my end semesters well, I wondered about what I would do next. With absolutely no plans whatsoever in my brain, I packed my bags and moved to Delhi.
As we celebrate the 50th anniversary of the World Literacy Day, Rosa Naliaka celebrates two important milestones: her 30th birthday, and winning her war against illiteracy. Nowadays, by 7.00 am Naliaka has caught up with her e-mails, updated her Facebook page, and connected with friends on WhatsApp and Instagram.
In 2014, some colleagues and I sat down to analyze Nigeria’s learning outcomes. What we found was a trend that revealed a secondary-school leaving pass rate of 30%. That is, only 3 out of 10 students who sat for these final examinations passed.
Among children in Standard 7, many are unable to complete Standard 2 work. Among Standard 7 pupils, four out of ten (44%) are unable to read a Standard 2 level story in English, two out of ten (16%) are unable to read a Standard 2 level story in Kiswahili, and two out of ten (23%) are unable to complete Standard 2 level multiplication.
Uwezo Uganda participated at the 4th Annual Literacy Conference held on the 20th – 21st of July 2016. The event was organized by the Reading Association of Uganda (RAU) and presided over by the Minister of Education and Sports, Mrs. Janet Museveni.
What would happen if children were taught by actual learning levels rather than by grade? Maryam Akmal looks at a recent RISE paper to see if this innovative technique made a difference.
Basic education in Nigeria is facing a broad range of challenges which have contributed to the nation’s failure to achieve the now-expired Millennium Development Goals for education, and will make it harder to achieve the education targets associated with the new Sustainable Development Goals.
¿Para qué sirve ir a la escuela? ¿Es importante ir a la escuela?
Preguntamos esto a más de 12000 niños y jóvenes en el sureste dentro del proyecto “Medición Independiente de Aprendizajes-MIA” desarrollado por CIESAS y la Universidad Veracruzana. Las respuestas son contundentes.
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.