The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 with the aim of bringing education to every citizen. It details the six specific education goals that a global coalition committed to achieving by 2015: 1) expanding early childhood education, 2) ensuring all children have access to free primary education, 3) meeting the learning needs of youth and adults, 4) improving adult literacy rates, 5) eliminating gender disparities in education, and 6) improving education quality and learning outcomes. The document also lists the overall goals and objectives of the Philippine EFA 2015 plan, which include universal coverage of out-of-school youth and adults, eliminating school dropouts and repetition in early grades, universal completion of
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
UNESCO's core mandate is to promote education for all through six goals: 1) expanding early childhood care and education, 2) providing free and compulsory primary education for all, 3) promoting learning and life skills for young people and adults, 4) increasing adult literacy by 50%, 5) achieving gender parity by 2005 in primary and secondary education, and 6) improving education quality. These goals aim to foster learning to know, to do, to live together, and to be, based on Jacques Delors' view that education throughout life rests on four pillars.
Education For All (EFA) is a government movement launched in 1990 that aims to provide quality basic education for all people. It has six main goals, including expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults, improving adult literacy, achieving gender equality in education, and improving education quality and learning outcomes for all. The Philippine EFA program has similar goals and aims to achieve universal basic education by 2015 through strategies like expanding early childhood programs, eliminating school dropouts, completing basic education, and gaining community support.
The curriculum in Finland aims to provide equal educational opportunities for all citizens from primary to higher education. It focuses on maximizing each student's potential through guidance counseling and supporting individual learning styles. Core subjects include Finnish/Swedish, a foreign language, math, science, and more. Teaching methods emphasize independent, self-motivated study through projects, group work, and experiential learning outside the classroom. The Finnish parliament and Ministry of Education govern education policy at a national level, while schools have autonomy. Compared to the Philippines, Finland's curriculum has a stronger focus on equal access, student guidance, and achieving high competence across the population.
EFA is a government movement launched in 1990 at the World Conference on Education for All to provide quality basic education for all children, youth and adults in the Philippines. It aims to reform and improve the quality of basic education for every Filipino by 2015 through six goals including expanding early childhood education, providing free primary education, promoting youth and adult skills, increasing adult literacy, achieving gender parity, and improving overall education quality.
The Education For All movement was launched in 1990 by UNESCO, UNDP, UNICEF and the World Bank to meet the learning needs of all people by 2015. It identified six goals focused on expanding early childhood education, providing universal primary education, promoting lifelong learning, increasing adult literacy, achieving gender parity, and improving education quality. While progress has been made, many countries had not achieved these goals by 2000, so the goals were reaffirmed at the Dakar Conference.
The document discusses the Education For All (EFA) global movement led by UNESCO which aims to meet the learning needs of all children, youth, and adults by 2015. It provides a brief history of how EFA was launched in 1990 with six goals to be achieved by 2015: (1) expand early childhood care and education, (2) provide free and compulsory primary education, (3) promote learning for youth and adults, (4) increase adult literacy by 50%, (5) achieve gender parity in education by 2005 and gender equality by 2015, and (6) improve the quality of education.
The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 with the aim of bringing education to every citizen. It details the six specific education goals that a global coalition committed to achieving by 2015: 1) expanding early childhood education, 2) ensuring all children have access to free primary education, 3) meeting the learning needs of youth and adults, 4) improving adult literacy rates, 5) eliminating gender disparities in education, and 6) improving education quality and learning outcomes. The document also lists the overall goals and objectives of the Philippine EFA 2015 plan, which include universal coverage of out-of-school youth and adults, eliminating school dropouts and repetition in early grades, universal completion of
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
UNESCO's core mandate is to promote education for all through six goals: 1) expanding early childhood care and education, 2) providing free and compulsory primary education for all, 3) promoting learning and life skills for young people and adults, 4) increasing adult literacy by 50%, 5) achieving gender parity by 2005 in primary and secondary education, and 6) improving education quality. These goals aim to foster learning to know, to do, to live together, and to be, based on Jacques Delors' view that education throughout life rests on four pillars.
Education For All (EFA) is a government movement launched in 1990 that aims to provide quality basic education for all people. It has six main goals, including expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults, improving adult literacy, achieving gender equality in education, and improving education quality and learning outcomes for all. The Philippine EFA program has similar goals and aims to achieve universal basic education by 2015 through strategies like expanding early childhood programs, eliminating school dropouts, completing basic education, and gaining community support.
The curriculum in Finland aims to provide equal educational opportunities for all citizens from primary to higher education. It focuses on maximizing each student's potential through guidance counseling and supporting individual learning styles. Core subjects include Finnish/Swedish, a foreign language, math, science, and more. Teaching methods emphasize independent, self-motivated study through projects, group work, and experiential learning outside the classroom. The Finnish parliament and Ministry of Education govern education policy at a national level, while schools have autonomy. Compared to the Philippines, Finland's curriculum has a stronger focus on equal access, student guidance, and achieving high competence across the population.
EFA is a government movement launched in 1990 at the World Conference on Education for All to provide quality basic education for all children, youth and adults in the Philippines. It aims to reform and improve the quality of basic education for every Filipino by 2015 through six goals including expanding early childhood education, providing free primary education, promoting youth and adult skills, increasing adult literacy, achieving gender parity, and improving overall education quality.
The Education For All movement was launched in 1990 by UNESCO, UNDP, UNICEF and the World Bank to meet the learning needs of all people by 2015. It identified six goals focused on expanding early childhood education, providing universal primary education, promoting lifelong learning, increasing adult literacy, achieving gender parity, and improving education quality. While progress has been made, many countries had not achieved these goals by 2000, so the goals were reaffirmed at the Dakar Conference.
The document discusses the Education For All (EFA) global movement led by UNESCO which aims to meet the learning needs of all children, youth, and adults by 2015. It provides a brief history of how EFA was launched in 1990 with six goals to be achieved by 2015: (1) expand early childhood care and education, (2) provide free and compulsory primary education, (3) promote learning for youth and adults, (4) increase adult literacy by 50%, (5) achieve gender parity in education by 2005 and gender equality by 2015, and (6) improve the quality of education.
Education For All(EFA) in Non-Formal EducationAlex Legara
Education for All is a global movement seeking consensus on meeting basic learning needs for all people. Its key objectives include institutionalizing early childhood education, improving primary education quality and efficiency, eradicating illiteracy, and providing basic skills and knowledge to help adults improve their lives. Alternative delivery systems, the alternative learning system, and continuing education are some concepts related to implementing the Philippine plan of action for Education for All.
Basic Educational Curriculum in Singapore janehbasto
The Singapore education system aims to provide students with a holistic and broad-based education through developing eight core skills and values. It seeks to nurture each child's potential through a curriculum that imparts literacy, numeracy, bilingualism, sciences, humanities and more. Teaching strategies and assessments are designed to help students achieve learning outcomes and acquire skills like character development, social skills, thinking skills and knowledge application. The goal is to develop students who are morally, intellectually and socially strong contributors to Singapore's growth.
The document discusses the different levels and types of formal education in the Philippines including pre-school, elementary, secondary, and tertiary education. It also covers specialized educational services such as technical-vocational education, special education, and non-formal education programs like the Alternative Learning System which provides education to out-of-school youth and adults. The goals at each level of education are outlined as well as objectives of specialized programs in skills training, literacy education, and addressing the needs of vulnerable groups.
The document discusses methods and best practices for budget planning in education. It provides details on the costs of education in the Philippines from grade school through college, including average annual tuition costs. It then offers steps for school budget preparation, such as understanding previous budgets, making assumptions, establishing priorities, staffing priorities, and budgeting for staff expenses before finalizing and sharing the budget. The best practices highlighted include developing a budget calendar, starting early and planning for uncertainties, leveraging projections, participating in meetings, prioritizing line items, and creating multiple budget scenarios.
Role of stakeholders in getting all children enrolledNazia Goraya
This document discusses the role of stakeholders in enrolling all children in schools. It defines stakeholders as anyone involved in a school's success, including administrators, teachers, parents, and community members. Stakeholders are divided into internal stakeholders like school staff who work in schools daily, and external stakeholders outside schools who are interested in outcomes. The document outlines how different stakeholder groups like students, parents, teachers, and policymakers have a stake in education. It describes various roles stakeholders can play to increase enrollment, such as school staff advocating for education, parents preparing children, and communities supporting schools. Overall, the document argues that collaboration between schools, districts, parents, and communities around student achievement can increase enrollment.
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
Finland has a highly regarded education system that provides free, equal education to all students. Key aspects include educating students in government schools from ages 7 to completion, with a focus on individualized support. Teachers remain with their class from grades 1 to 6 to build strong relationships. There is no private schooling or testing until the end of high school, when internal assessments determine class progression. The entire system is governed and supported by Finnish society and politics.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Indigenous people curriculum presentation - dr helen almarioHelen Almario
The Department of Education developed an alternative learning system curriculum for indigenous peoples to meet their unique learning needs. The curriculum was created in 2006 in coordination with the National Commission on Indigenous Peoples and was validated by various indigenous communities. It focuses on core areas important to indigenous cultures, such as family, health, civic consciousness, economics, environment, and expanding one's world view. The curriculum aims to provide functional literacy and is supported by learning materials written in indigenous languages.
The document discusses educational planning in India. It outlines key concepts in educational planning like goals, objectives, features, and aspects of planning. It then describes India's system of educational planning, governance, and financing at the central, state, and local levels. Some highlights covered are the roles of the central government, state governments, sources of education funding, and education indicators and targets outlined in India's Five-Year Plans.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Philosophical, historical & sociological bases of special and inclusive e...Flipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
The document discusses Education for All, an international initiative launched in 1990 by UNESCO to provide education access to all people. It aims to achieve six specific goals by 2015, including providing free primary education, expanding early childhood education, increasing adult literacy rates, and achieving gender equality in education. UNESCO leads this global movement and coordinates international efforts to reach Education for All. However, achieving these goals faces challenges such as a lack of funding, teachers, resources, and infrastructure as well as issues like poverty, hunger, child labor, and early marriage.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
The document discusses the six education goals set by the Education For All movement, which aims to meet the learning needs of all people by 2015. The goals are: 1) expand early childhood education, 2) provide free primary education for all, 3) promote learning for youth and adults, 4) increase adult literacy by 50%, 5) achieve gender parity in education, and 6) improve education quality. A report on progress found mixed results, with about half of countries achieving universal primary education but less progress on adult literacy and quality of education. More work is still needed to provide education to all people globally.
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631) MG CRUZ.pptdinnesmasubay
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631)
This study argues that the most effective means of assuring the quality and standards of teaching is through the introduction of total quality management (TQM). The author demonstrates the application and relevance of TQM and outlines the techniques by which schools can implement TQM principles.
Total Quality Management (TQM) is recognized as an effective management philosophy which is used as a strategy for business excellence. Although the concept of total quality management was advocated by Dr. W. Edwards Deming in the late1950’s in the USA; however, Japan was the first national who embraced this concept to recover their economy after the World War II. The success of TQM in Japan made this concept famous in many countries across the world. Originally, the concept was developed for manufacturing organizations; later on, it gained popularity to other service institutions, including bank, insurance, non-profit organizations, health care and so on. Lunenburg comments that TQM is also relevant to corporations, service organizations, universities, and elementary and secondary schools . Now, TQM is recognized as a generic management tool and applicable to any organization.
According to Koslowski, in this age of intense competition, quality education is a major concern [2]. The pressure and demand for quality education are increasing. All concerned parties of the education are actively considering implementing TQM in education because it is believed that quality education is one of the fundamental building blocks of economic development. Regarding the applicability of TQM in education, there is a serious debate since this concept was initially developed for manufacturing organizations. It is essential to resolve this problem. While conducting an initial investigation it was also revealed that there are critical challenges in implementing TQM in education. It is also imperative to explore the nature of those challenges so that academic institutions can take proper measure proactively while pursuing TQM in education.
Total Quality Management is a management approach that was instigated in the 1950s and has gradually become popular since the early 1980s. The term ‘quality’ is at the core of this philosophy. While defining total quality management, scholars took the opportunity to present their perceptions regarding this term in numerous ways; as a result, a good number of definitions appear before us with different connotations. Crosby states that quality management is a methodical way of ensuring that organized activities happen the way they are planned [3]. Short & Rahim define TQM is a proactive approach, to confirm quality into the product, service and design of the process and then to continually improve it [4]. According to these definitions, TQM is a plan, a systematic approach to ensure quality and continuous improvement. Deming describes TQM is a never-ending cycle of progress in the system of
Education For All(EFA) in Non-Formal EducationAlex Legara
Education for All is a global movement seeking consensus on meeting basic learning needs for all people. Its key objectives include institutionalizing early childhood education, improving primary education quality and efficiency, eradicating illiteracy, and providing basic skills and knowledge to help adults improve their lives. Alternative delivery systems, the alternative learning system, and continuing education are some concepts related to implementing the Philippine plan of action for Education for All.
Basic Educational Curriculum in Singapore janehbasto
The Singapore education system aims to provide students with a holistic and broad-based education through developing eight core skills and values. It seeks to nurture each child's potential through a curriculum that imparts literacy, numeracy, bilingualism, sciences, humanities and more. Teaching strategies and assessments are designed to help students achieve learning outcomes and acquire skills like character development, social skills, thinking skills and knowledge application. The goal is to develop students who are morally, intellectually and socially strong contributors to Singapore's growth.
The document discusses the different levels and types of formal education in the Philippines including pre-school, elementary, secondary, and tertiary education. It also covers specialized educational services such as technical-vocational education, special education, and non-formal education programs like the Alternative Learning System which provides education to out-of-school youth and adults. The goals at each level of education are outlined as well as objectives of specialized programs in skills training, literacy education, and addressing the needs of vulnerable groups.
The document discusses methods and best practices for budget planning in education. It provides details on the costs of education in the Philippines from grade school through college, including average annual tuition costs. It then offers steps for school budget preparation, such as understanding previous budgets, making assumptions, establishing priorities, staffing priorities, and budgeting for staff expenses before finalizing and sharing the budget. The best practices highlighted include developing a budget calendar, starting early and planning for uncertainties, leveraging projections, participating in meetings, prioritizing line items, and creating multiple budget scenarios.
Role of stakeholders in getting all children enrolledNazia Goraya
This document discusses the role of stakeholders in enrolling all children in schools. It defines stakeholders as anyone involved in a school's success, including administrators, teachers, parents, and community members. Stakeholders are divided into internal stakeholders like school staff who work in schools daily, and external stakeholders outside schools who are interested in outcomes. The document outlines how different stakeholder groups like students, parents, teachers, and policymakers have a stake in education. It describes various roles stakeholders can play to increase enrollment, such as school staff advocating for education, parents preparing children, and communities supporting schools. Overall, the document argues that collaboration between schools, districts, parents, and communities around student achievement can increase enrollment.
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
Finland has a highly regarded education system that provides free, equal education to all students. Key aspects include educating students in government schools from ages 7 to completion, with a focus on individualized support. Teachers remain with their class from grades 1 to 6 to build strong relationships. There is no private schooling or testing until the end of high school, when internal assessments determine class progression. The entire system is governed and supported by Finnish society and politics.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Indigenous people curriculum presentation - dr helen almarioHelen Almario
The Department of Education developed an alternative learning system curriculum for indigenous peoples to meet their unique learning needs. The curriculum was created in 2006 in coordination with the National Commission on Indigenous Peoples and was validated by various indigenous communities. It focuses on core areas important to indigenous cultures, such as family, health, civic consciousness, economics, environment, and expanding one's world view. The curriculum aims to provide functional literacy and is supported by learning materials written in indigenous languages.
The document discusses educational planning in India. It outlines key concepts in educational planning like goals, objectives, features, and aspects of planning. It then describes India's system of educational planning, governance, and financing at the central, state, and local levels. Some highlights covered are the roles of the central government, state governments, sources of education funding, and education indicators and targets outlined in India's Five-Year Plans.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Philosophical, historical & sociological bases of special and inclusive e...Flipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
The document discusses Education for All, an international initiative launched in 1990 by UNESCO to provide education access to all people. It aims to achieve six specific goals by 2015, including providing free primary education, expanding early childhood education, increasing adult literacy rates, and achieving gender equality in education. UNESCO leads this global movement and coordinates international efforts to reach Education for All. However, achieving these goals faces challenges such as a lack of funding, teachers, resources, and infrastructure as well as issues like poverty, hunger, child labor, and early marriage.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
The document discusses the six education goals set by the Education For All movement, which aims to meet the learning needs of all people by 2015. The goals are: 1) expand early childhood education, 2) provide free primary education for all, 3) promote learning for youth and adults, 4) increase adult literacy by 50%, 5) achieve gender parity in education, and 6) improve education quality. A report on progress found mixed results, with about half of countries achieving universal primary education but less progress on adult literacy and quality of education. More work is still needed to provide education to all people globally.
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631) MG CRUZ.pptdinnesmasubay
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631)
This study argues that the most effective means of assuring the quality and standards of teaching is through the introduction of total quality management (TQM). The author demonstrates the application and relevance of TQM and outlines the techniques by which schools can implement TQM principles.
Total Quality Management (TQM) is recognized as an effective management philosophy which is used as a strategy for business excellence. Although the concept of total quality management was advocated by Dr. W. Edwards Deming in the late1950’s in the USA; however, Japan was the first national who embraced this concept to recover their economy after the World War II. The success of TQM in Japan made this concept famous in many countries across the world. Originally, the concept was developed for manufacturing organizations; later on, it gained popularity to other service institutions, including bank, insurance, non-profit organizations, health care and so on. Lunenburg comments that TQM is also relevant to corporations, service organizations, universities, and elementary and secondary schools . Now, TQM is recognized as a generic management tool and applicable to any organization.
According to Koslowski, in this age of intense competition, quality education is a major concern [2]. The pressure and demand for quality education are increasing. All concerned parties of the education are actively considering implementing TQM in education because it is believed that quality education is one of the fundamental building blocks of economic development. Regarding the applicability of TQM in education, there is a serious debate since this concept was initially developed for manufacturing organizations. It is essential to resolve this problem. While conducting an initial investigation it was also revealed that there are critical challenges in implementing TQM in education. It is also imperative to explore the nature of those challenges so that academic institutions can take proper measure proactively while pursuing TQM in education.
Total Quality Management is a management approach that was instigated in the 1950s and has gradually become popular since the early 1980s. The term ‘quality’ is at the core of this philosophy. While defining total quality management, scholars took the opportunity to present their perceptions regarding this term in numerous ways; as a result, a good number of definitions appear before us with different connotations. Crosby states that quality management is a methodical way of ensuring that organized activities happen the way they are planned [3]. Short & Rahim define TQM is a proactive approach, to confirm quality into the product, service and design of the process and then to continually improve it [4]. According to these definitions, TQM is a plan, a systematic approach to ensure quality and continuous improvement. Deming describes TQM is a never-ending cycle of progress in the system of
This document summarizes the key points of a presentation on Education for All (EFA) in Kenya. It discusses:
1) The six goals of EFA and global progress assessment, which found stagnating progress towards goals like early childhood education and adult literacy.
2) Kenya's achievements in expanding access to education through policies like free primary education, as well as investments in teachers and infrastructure. However, it still faces challenges around quality, disparities, and monitoring some goals.
3) 11 priority action points identified for Kenya, including improving policy implementation, monitoring and evaluation, and reaching marginalized groups. These will guide Kenya's education plan over the next five years.
The document provides an overview of World Vision Zambia's education strategy from 2013-2015. The key points are:
1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
This document discusses enhancing the quality of primary education in India. It notes that while primary education enrollment rates have increased, reaching universal primary education by 2015 will require faster progress. Quality of education is also a major concern. Successful qualitative reforms require giving prime attention to teaching quality, strong government leadership, societal involvement, and consistent policy over time. The document outlines factors that impact education quality both inside and outside the classroom, such as pedagogical practices, curriculum, resources, governance, and equity.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
A presentation of local efa initiatives undertaken by Ministry of Education of Kenya. Presented by Leah Rotich, Director of Basic Education, MOE, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013.
Eduacation For All (EFA) । Focus on Nonformal Education। 2019।সবার জন্য শিক্ষাMUHAMMAD FERDAUS
Its a description and briefly presenting idea about EFA (1990) . This is the world first declaration which held on only for EDUCATION.
It was a slide presentation on class work. Plz ignore silly mistakes.
created by: m.ferdaus.raj
The document discusses achieving universal primary education by 2015. It notes that while progress has been made in increasing enrollment and completion rates, 58 million children worldwide are still not in school. Educating children, especially girls, is important for reducing poverty. Primary education improves health outcomes for mothers and children. The World Bank supports education through $2.8 billion in financing annually and has helped train teachers, build classrooms, and distribute textbooks in countries like Afghanistan, Bangladesh, and Chad. Ensuring all children can complete primary schooling is a fundamental human right.
The document discusses support for basic education in the Philippines. It summarizes that (1) a World Bank project provided $200 million to support education reforms from 2006-2012, which led to improved access, participation, and learning outcomes. It also discusses (2) the challenges of failing education systems in the past and how spending increases helped address them. (3) Key results included increased enrollment, participation rates, and test scores through support for policies like school-based management.
This document discusses strategies to enhance primary education quality in India. It notes that India's literacy rate is only 65% despite the global rate being 80%. Several issues are identified including poverty, population growth, poor infrastructure, gender bias, and backward thinking. Solutions proposed include increasing teacher recruitment and training, improving content and infrastructure, focusing on disadvantaged groups, providing mid-day meals, subsidies for families sending children to school, and implementing a school voucher system to give parents more choice. The conclusion emphasizes the importance of quality education for national development and dignity.
ACHIEVING UNIVERSAL BASIC EDUCATION IN NIGERIA: ISSUES OF RELEVANCE, QUALITY ...Kunle Areo
The document discusses Nigeria's Universal Basic Education (UBE) program. It outlines the objectives of UBE, which include providing free and compulsory education, reducing dropout rates, and ensuring students acquire literacy, numeracy, and life skills. It also discusses government efforts to implement UBE like teacher training, classroom construction, and increasing enrollment rates. However, it notes that unless issues of education quality and relevance are addressed, Nigeria may not achieve universal primary education by the 2015 target date.
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 aimed at providing education opportunities for all people. The goals include expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults through education programs, improving adult literacy rates especially for women, achieving gender equality in education, and improving education quality and learning outcomes. The World Bank supports achieving these EFA goals through various education projects and operations in almost 90 countries, as well as policy work to help countries develop and implement effective education policies and programs.
A presentation of the work undertaken by the International Institute of Rural Reconstruction in EFA in Kenya. Presented by Jacquiline Wattima at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
The document discusses educational planning and management. It explains that educational planning involves systematic analysis to make education more effective and efficient, while educational management focuses on utilizing resources well. It also outlines the scope of educational management, which includes decision-making, organizing teachers and students, and maintaining school records. Furthermore, it describes the process of educational planning, including setting objectives, reviewing policies, and evaluating plans. The key challenges for educational policy mentioned include developing specific sub-sectors, improving quality and equity, linking education to careers, and securing adequate resources. Finally, it provides an overview of what a school improvement plan is and the legal basis, stakeholders, and principles that guide developing one.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
EDUC 4-Charter on the Rights of Marginalized Children in Developing EconomiesCarlo Casumpong
This is a sample of a charter as required in the concluding output of Educ 4. It contains the charter focusing on the rights of marginalized children in developing economies like the Philippines.
Egyptian and Arabian literature are significant periods in Afro-Asian literature. This document contains basic information on literary works and canon writers in Egyptian and Arabian literature.
The American colonies were the British colonies that were established during the 17th and early 18th centuries in what is now a part of the eastern United States. The colonies grew both geographically along the Atlantic coast and westward and numerically to 13 from the time of their founding to the American Revolution.
This material contains the introduction to American Colonial Period.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
The End of Course Action Plan is an output to be prepared before the GURO21 Revalida. It contains plans for the academe after completing the theories of the course.
This document is a sample that you can get inspiration from when writing your own End of Course action plan.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Just like in writing, speaking requires certain communicative styles. In this presentation, quarter 1 module 3 of English 9 will be exemplified.
From frozen to casual communicative styles, we need to know them all in order to suit our speaking styles with the context we are in.
Textual aids are important sensory aids in teaching and learning. They help in developing metacognition among learners.
In this presentation, quarter 1 module 2 of grade 10 will be discussed, focusing on major types of textual aids.
Haiku and Tanka are two major poetic forms in Japan. Haiku is widely known with 5-7-5 measure while Tanka has 5-7-5-7-7.
This file contains haiku and tanka write-ups of my wife.
INTRODUCTION CONTEMPORARY LITERATURE_Story as a GenreCarlo Casumpong
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of serotonin and endorphins which elevate mood and may help prevent mental illness.
Allowed Government Expenditures in the PhilippinesCarlo Casumpong
The document outlines allowable government expenditures as summarized from DBM resolutions, including:
1) Funds must be used according to appropriations and applicable laws for purchases, projects, travel, and other expenses.
2) Agencies can acquire office buildings through lease-purchase agreements if annual rent does not exceed appropriations.
3) Inventories must not exceed 3 months of supplies but can increase for emergencies or shortages up to 1 year with approval.
This document discusses grievances and complaints in the workplace according to Philippine law and guidelines. It defines grievances as expressions of dissatisfaction with working conditions that employees have no control over, excluding disciplinary actions. Complaints refer to ignored issues brought up in writing. The Civil Service Commission requires that grievances be resolved at the lowest level and allows employees to appeal decisions. Valid grievances include issues with policies, working conditions, relationships, and personnel actions. The grievance process involves oral discussions with supervisors, written grievances, committees, and appeals. Grievance committees must include management, supervisors, and employee representatives. Standardized forms are used to document the grievance and resolution.
Legal Aspects of Education in the PhilippinesCarlo Casumpong
This document provides a summary of relevant Philippine laws pertaining to education, along with the corresponding Department of Education (DepEd) orders or programs that implement each law. Some of the key laws mentioned include the Governance of Basic Education Act which established DepEd's authority over basic education, the Enhanced Basic Education Act which instituted the K-12 program, the Teachers Professionalization Act which regulated teacher licensing, and various acts related to special education programs, student assistance, and education standards. For each law, the summary includes the citation, a brief description, and references the related DepEd policies that outline how the law is carried out in practice.
Performance management and performance appraisal are different processes. Performance appraisal is restricted to evaluating past performance once or twice a year, considers it a system, and takes an individualistic approach. It determines promotion and compensation. Performance management is an ongoing, continuous process involving multiple stakeholders that fosters growth and is strategic and flexible according to organizational values. While performance appraisal is conducted by HR, performance management identifies, evaluates, and develops employee performance to help the organization achieve its goals and benefit employees.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
3. Instructions
1. Search and download
images regarding the
ideology “Education For
All”.
2. Choose one image that
best represents your idea
and ideals.
5. Instructions
1. Pick one balloon then
pop it.
2. Connect the image you
downloaded with the word/s
on the paper.
3. Prepare an explanation.
6.
7. Education forAll
• Education for All is a basic human
right at the heart of development. It
must be a national and international
priority, and it requires a strong and
sustained political commitment, enhanced
financial allocations and the participation
of all EFA partners in the processes of
policy design, strategic planning and the
implementation of programmes.
8. Goal 1
• Expand early childhood care
and education, especially for
the most vulnerable
children.
9. Goal 2
• Achieve universal primary
education, particularly for
girls, ethnic minorities and
marginalized children.
10. Goal 3
• Ensure equal access to
learning and life skills for
youth and adults.
11. Goal 4
• Achieving a 50 per cent
reduction in levels of adult
illiteracy by 2015.
16. African Region
• Strategies:
1. A review and harmonization of
existing policies and legislation;
2. An increase in the financing and
rationalization of investment in
education;
3. Development of national, sub-
regional and regional institutional
capacities;
17. African Region
• Strategies:
4. A review of curricula and
validation of African indigenous
knowledge systems, values and skills;
5. The improvement of capacities for
educational change;
6. Improvement of the teaching and
learning environment;
18. African Region
• Strategies:
7. The adoption of appropriate and
cost-effective technologies;
8. The promotion and support of
Africa-based educational research; and
9. The development of genuine and
sustainable partnerships.
20. American Region
• Strategies:
1. Early childhood care and
education;
2. Basic education;
3. Satisfying basic learning needs of
young people and of adults;
4. Learning achievements and
quality of education;
21. American Region
• Strategies:
5. Inclusive education;
6. Education for life;
7. Increase of national investment in
education and effective mobilization of
resources on all levels;
8. Professional enhancement for
teachers;
9. New opportunities for participation
of the community and the society.
23. Asia-Pacific Region
• Strategies:
1. Investment and resource
mobilization;
2. New opportunities for civil
society;
3. Education and poverty
elimination;
4. Equitable harnessing of new
technologies;
24. Asia-Pacific Region
• Strategies:
5. Enabling teachers and learning
facilitators;
6. Education management reform;
7. Integration of development
activities;
8. Exchange of information,
experience and innovations.
26. Plans from 1991-2000
• Early childhood development
Expansion of self-sustaining community-based
ECCD
Use of innovative approaches to parent education
Promotion of preparatory education
Accreditation of private preschool programs and
institution
Differentiated approaches for special children
Strengthening of health, nutrition and other allied
services
Soci-cultural adaptation of curriculum, materials
and approaches
Single agency to coordinate programs for ECCD
27. Plans from 1991-2000
• Universalization of Quality Primary
Education
Enhancing the holding power or student
retention of schools
Using alternative teaching-learning delivery
modes
Strengthening home-school partnership
Emphasizes on higher level thinking skills
Upgrading teacher competencies
28. Plans from 1991-2000
• Alternative Learning System
Eradication of illiteracy in selected areas
Promotion on continuing education and
development
Implementation of integrated programs
30. Plans from 2000-2015
In 2006, the government formally
approved the Philippine EFA 2015 Plan.
But the DepEd already applied the goals
since 2000.
In order to specifically tie up the goals
with country’s needs, it has formulated four
component objectives.
31. Plans from 2000-2015
Four Component Objectives
1. Universal coverage of out-of-school
youth and adults in the provision of
learning needs;
2. Universal school participation and total
elimination of drop-outs and repetition in
grades 1 to 3;
32. Plans from 2000-2015
Four Component Objectives
3. Universal completion of full cycle of
basic education schooling with satisfactory
achievement levels by all at every grade or
year; and
4. Commitment by all Philippine
communities to the attainement of basic
education competencies for all –Education
for All by All
33. Challenges in 2005 Boon between 2006-2008
Net enrolment fell from
96.77% to 90.10%
down to 84.44%
Dropout rate had been
increasing
Country lagged in terms
of net enrolment, cohort
survival rate and
completion rate
Completion rate in
elementary and
secondary levels and
gross enrolment rate
increased
Ph Overall Performance and Progress
34. Functional LiteracyTargets
for 2005, 2010,2015
Basic Literacy-is the ability of a person to read and write
with uderstanding of simple message in any language or
dialect
Functional Literacy-is the ability to communicate
effectively, solve problems scientifically, think critically and
creatively, use resources sustainably and be productive
35. Attainment
• In the year, 2000-2015:Only a third of
countries reached global education goals.
Only half of all countries have achieved the
most watched goal of universal primary
enrolment. An extra $22 billion a year is
needed on top of already ambitious
government contributions in order to
ensure we achieve the new education
targets now being set for the year 2030.
36. Attainment of Goal 1
• Forty seven percent of countries reached
the goal and another eight percent were
close. Twenty percent were very far from
the goal. Yet, in 2012, nearly two-thirds
more children were enrolled in early
childhood education than in 1999.
37. Attainment of Goal 2
• Fifty-two percent of countries achieved this
goal; ten percent are close and the
remaining thirty-eight percent are far or
very far from achieving it. This leaves
almost 100 million children not completing
primary education in 2015.
38. Attainment of Goal 3
• Forty-six percent of countries reached
universal lower secondary
enrolment. Globally, numbers in lower
secondary education increased by 27% and
more than doubled in sub-Saharan
Africa. Nonetheless, one third of adolescents
in low income countries will not complete
lower secondary school in 2015.
39. Attainment of Goal 3
• Only 25% of countries reached this goal; 32%
remain very far from it. While globally the
percentage of illiterate adults fell from 18% in
2000 to 14% in 2015, this progress is almost
entirely attributed to more educated young
people reaching adulthood. Women continue
to make up almost two-thirds of the illiterate
adult population. Half of sub-Saharan African
women do not have basic literacy skills.
40. Attainment of Goal 4
• Gender parity will be achieved at the primary
level in 69% of countries by 2015. At
secondary level, only 48% of countries will
reach the goal. Child marriage and early
pregnancy continue to hinder girls’ progress
in education as does the need for teacher
training in gender sensitive approaches and
curriculum reform.
41. Attainment of Goal 5
• Gender parity will be achieved at the primary
level in 69% of countries by 2015. At
secondary level, only 48% of countries will
reach the goal. Child marriage and early
pregnancy continue to hinder girls’ progress
in education as does the need for teacher
training in gender sensitive approaches and
curriculum reform.
42. Attainment of Goal 5
• The numbers of pupils per teacher decreased in
121 of 146 countries between 1990 and 2012 at
the primary level, but 4 million more teachers are
still needed to get all children into school. Trained
teachers remain in short supply in one third of
countries; in several sub-Saharan African countries,
less than 50 percent are trained. However,
education quality has received increased attention
since 2000; the number of countries carrying out
national learning assessments has doubled.
43. Attainment in Post-2015
• Future education targets for education must
be specific, relevant and realistic. At current
rates, only half of all children in low-income
countries are expected to complete lower
secondary education by 2030. In many
countries even the core goal of achieving
universal primary education will remain out
of reach without concerted efforts.