Learning Quotient an Introduction

As a passionate teacher and learner, I am fascinated to understand more about how children learn and how to improve the conditions under which children are expected to learn. We have had decades of failing students within education systems that are just about schooling not true education.

Source: Learning Quotient an Introduction

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World’s largest lesson…

Worth following:

UN/Ken Robinson/Aardman: The World’s Largest Lesson
September 25–and beyond. We’re working with a UN/TES initiative called The World’s Largest Lesson that seeks to raise the horizons of teachers and students all over the world by teaching them about the latest UN development goals and how we can all help fulfill them. For starters, check out the World’s Largest Lesson introductory film, written by Sir Ken Robinson, introduced by Malala Yousafzai (leading Pakistani advocate for women’s education, the youngest-ever Nobel laureate, at the age of 17) and animated by Aardman Animations (of Wallace & Gromit andChicken Run fame)

http://bit.ly/twll_intro_film

More to come on this…

Why the UK has to take some responsibility for refugees fleeing from conflict zones…

The UK government seems to be hesitant in decision making concenring the present ‘refugee’ crisis as if it should be someone else’s responsibility. It may be worth exploring the link between Britain’s involvement in arms manufacture and selling  and the results of conflict that are partly fuelled by the manufacture and trade in arms.

World’s largest arms exporters

The units in this table are so-called trend indicator values expressed in millions of U.S. dollars at 1990s prices. These values do not represent real financial flows but are a crude instrument to estimate volumes of arms transfers, regardless of the contracted prices, which can be as low as zero in the case of military aid. Ordered by descending 2014 values. The information is from theStockholm International Peace Research Institute.[12]

2014 rank Supplier Arms exports
1  United States 10194
2  Russia 5971
3  China 1978
4  France 1200
5  Germany 1110
6  United Kingdom 1083
7  Israel 1074
8  Spain 824
9  Italy 786
10  Ukraine 664
11  Netherlands 561
12  Sweden 394
13   Switzerland 350
14  Turkey 274
15  Canada 234

Perhaps we can compare the profits made by companies who are promoting conflict by producing and selling arms to the state of education in the countries that suffer from conflict:

From the world education blog

$2.3 billion needed to send all children and adolescents to school in war zones

This blog details the contents of a new paper by the Education for All Global Monitoring Report on the barriers that conflict poses to getting all children and adolescents into school, and a new suggested target for financing education in humanitarian crises.

Click to enlarge

Our new paper, released today, one week before the Oslo Summit on Education for Development, shows that 34 million children and adolescents are out of school in war zones.  The paper shows that $2.3 billion is required to place them in school – ten times the amount that education is receiving from humanitarian aid right now.

One of the core reasons conflict is taking such a heavy toll on education is lack of financing. In 2014, education received only two per cent of humanitarian aid.

The paper determines that even the suggested target of at least 4%, championed since 2011, is grossly insufficient. Had this target been met in 2013, it would have left 15.5 million children and youth without any humanitarian assistance in education. In 2013, 4% of humanitarian aid would have left over 4 million children and youth in Afghanistan, nearly 1.6 million children and youth in Syria, and almost 3 million in Sudan without humanitarian support.

It may be reasonable to levy a higher proportion of a company’s profits who benefit from conflict so as to pay for the results of such conflicts – this has been promoted in environmental circles as ‘polluter pays’.

So there should be a link between those who promote conflict by providing arms and the impact on communities, families and children in particular.

The present ‘ refugee crisis’ should be more broadly discussed rather than narrow mindedly pinpointing the refugees as being the ’cause’ of the crisis.

Education Sector Planning

Guidelines: Education Sector Plan
GPE and IIEP 

New guidelines published by the Global Partnership for Education and International Institute for Education Planning (IIEP) aim to help developing country partners, donors and all education stakeholders to prepare and appraise education sector plans.

The Guidelines for Education Sector Plan Preparation set out the essential features of a credible ESP, starting with the need for an overall vision. As a national policy instrument, elaborated under the responsibility of the government, country ownership and vision are essential.

The new Guidelines for Education Sector Plan Appraisal helps all education stakeholders and the wider partnership to determine whether a plan is credible enough to be endorsed and whether it is likely to deliver the desired results.

Click here to download the guidelines.

Financing Education: Opportunities for Global Action

We already know that a few days worth of global military spending could significantly change the educational futures of millions of children worldwide, but this argument falls on deaf ears.

What we need is more robust arguments and data on the financing of improvements in the quality of education for all, so that priorities can be re-drawn.This report might help!

Report: Financing Education: Opportunities for Global Action
Brookings, Center for Universal Education

It is our hope that this year will be marked in history as the year when the world agreed on an ambitious global plan to eradicate poverty and ensure that all children have access to a high-quality basic education. Achieving these education goals will require all hands on deck. Governments, donors and nonstate actors will need to work together to deliver on this promise. Significantly more financing will be required, and resources will need to be spent in the most effective way.

This report focuses on how a subset of the targets related to basic education—that is, that all children should complete high-quality pre-primary, primary and lower secondary education—can be financed. This report reviews the financing efforts for the education sector in developing countries during the past decade and assesses what will be required in the coming years to reach the basic education goals by 2030. We explore how much total spending will need to increase between now and 2020 to be on track to reach the basic education goals by 2030.

Click to read more and download the full report.

Children learn better in their mother tongue

Having worked in countries such as Vietnam, Tanzania and Zambia recently, I have come to realise the importance of early education in a child’s mother tongue. It is not hard to understand why children taught in what is ,in effect, a ‘foreign ‘ language do not achieve as well as others who are taught in their mother tongue. Governments are slow to react to international research, for political reasons, not educational reasons, but it is time to take this issue more seriously. Zambia has recently moved to early grade learning in mother tongue – other countries in the region should follow….

Children learn better in their mother tongue
Jessica Ball, Professor in the School of Child and Youth Care, University of Victoria

Globally, there are 50-75 million ‘marginalized’ children who are not enrolled in school. Children whose primary language is not the language of instruction in school are more likely to drop out of school or fail in early grades. Research has shown that children’s first language is the optimal language for literacy and learning throughout primary school (UNESCO, 2008a). In spite of growing evidence and parent demand, many educational systems around the world insist on exclusive use of one or sometimes several privileged languages. This means excluding other languages and with them the children who speak them (Arnold, Bartlett, Gowani, & Merali, 2006).

Click to read the full article