The fifth Steering Committee meeting of the People’s Action for Learning Network (PAL Network) was held in Nairobi Kenya, on 24th and 25th August 2017.
PAL Network organised a consultative meeting with experts familiar with citizen-led assessments and engaged in forums and advisory groups developing indicators designed to measure countries’ progress towards the SDG4.
I remember I was about six years, I had mixed excitement and fears. My mother took me to Mvuleni pre-school where I met Mr. Jela, the only teacher in the school.
As the world celebrates the 20th anniversary of the World Teachers’ Day, I cannot help but recall vividly the moments I spent in the classroom, right from pre-school to college.
Getting kids into school is only half the battle. Making sure they’re learning is also critical.
The 2018 World Development Report (WDR), Learning to Realize Education’s Promise, launched this week. While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us.
Six out of 10 children and teenagers in the world are failing to reach basic levels of proficiency in learning, warns a hard-hitting report from the United Nations. The UN describes the findings as “staggering” and representing a “learning crisis”.
September 25th 2017, marks two years since the Sustainable Development Goals (SDGs) were adopted. This momentous anniversary is an occasion for us all to make sure the SDGs remain high on the global agenda. It’s also a chance to join the UN SDG campaign in their Global Day of Action, which appeals to civil society, volunteers and citizens (#Act4SDGs).
If the global community is serious about keeping its promise to achieve Sustainable Development Goal 4 (SDG4) by 2030, there is one major intervention that needs to happen: Investing in pre-primary education.
Every September 8, on International Literacy day, my thoughts go to the illiterate women in Kenya. A day that reminds me of the significant proportion of women who are illiterate.