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Education

Education user committee improves teacher service performance in a remote Indonesian village

Dewi Susanti's picture
Also available in: Bahasa Indonesia
Chair and members of the Education User Committee announce the teachers’ performance scores in a meeting attended by the representatives from the Ministry of Education and Culture, the sub-district education department, the village government staff, the school staff, and community members.

Kelompok Pengguna Layanan tingkatkan kinerja layanan guru di desa terpencil di NTT

Dewi Susanti's picture
Also available in: English
Ketua dan anggota Kelompok Pengguna Layanan mengumumkan nilai kinerja guru dalam pertemuan yang dihadiri perwakilan dari Kementerian Pendidikan dan Kebudayaan, dinas pendidikan tingkat kabupaten, perangkat desa dan pihak sekolah, serta anggota masyarakat.

Membangun potensi UU Desa Indonesia untuk meningkatkan mutu Pendidikan Anak Usia Dini

Thomas Brown's picture
Also available in: English



Indonesia terus membuat langkah maju dalam memperluas akses pendidikan anak usia dini (PAUD) di seluruh nusantara yang sekarang mencapai sekitar  70.1% dari anak usia 3-6 tahun.  Meskipun ketersediaannya meningkat, mutu layanan masih rendah, terutama di daerah pedesaan dan daerah dengan pendapatan rendah.  Selain itu, masih ada ketergantungan pada guru yang kurang memenuhi kualifikasi yang dipersyaratkan, serta banyaknya  guru yang memperoleh pelatihan formal yang tidak memadai, atau bahkan sama sekali tidak mendapat pelatihan.

Tapping the potential of Indonesia’s Village Law to increase quality of Early Childhood Education

Thomas Brown's picture
Also available in: Bahasa Indonesia



Indonesia continues to make strides in expanding access to early childhood education (ECE) across its vast archipelago, now reaching some 70.1% of 3-6 year olds. Yet despite this increased availability, quality of services continue to be poor, especially in rural and low-income areas. In particular, there continues to be reliance on under-qualified teachers, with many having received inadequate formal training, or none at all.

Vượt qua nút thắt cổ chai trên đường tiến tới bao phủ y tế toàn dân ở việt nam

Sang Minh Le's picture
Also available in: English
Một bác sĩ trẻ tình nguyện đang tư vấn cho người phụ nữ dân tộc thiểu số ở huyện nghèo Bắc Hà, tỉnh Lào Cai. Ảnh: Nguyễn Huy Hoàn/Vụ Tổ chức cán bộ, Bộ Y tế

Năm 1977, khi tôi sinh ra, tôi chỉ nặng 2.5 kg như phần lớn trẻ em sinh ra trong thời kỳ kiệt quệ sau chiến tranh. Một người họ hàng của tôi chết ở tuổi 40 vì bệnh lao. Ông tôi, một lang y, rất buồn vì không thể dùng thảo dược để chữa trị căn bệnh thuộc tứ chứng nan y này, trong khi bác sĩ và thuốc chống lao lại không sẵn có ở tuyến xã. Bố mẹ tôi quyết định rời nông thôn ra thành phố để mong chúng tôi có thể tiếp cận hệ thống giáo dục và y tế tốt hơn.

Năm 1997, khi tôi hai mươi, cùng các bạn sinh viên y, tôi háo hức đi thực tập tại một trạm y tế xã ở vùng nông thôn. Các giáo sư nói rằng chúng tôi là thế hệ bác sĩ đầu tiên của Việt Nam được đào tạo để tăng cường cho y tế cơ sở. Thời kỳ này, Việt Nam có ít hơn 5 bác sĩ trên 1 vạn dân và hơn 75% số xã không có bác sĩ phục vụ. Nhưng thành thực mà nói thì không có nhiều sinh viên tốt nghiệp trường y lựa chọn công việc chăm sóc sức khỏe ban đầu, vì thế, những khó khăn về nhân lực cho y tế cơ sở còn tồn tại dai dẳng.

Learning for all: shared principles for equitable and excellent basic education systems

Raja Bentaouet Kattan's picture
More than 200 participants – including government officials, policymakers and education experts from over 20 countries gathered in Jakarta, Indonesia, for the global conference Learning for All: Shared Principles for Equitable and Excellent Basic Education Systems.

The conference addressed themes related to improving learning outcomes for all students, including how to support effective teaching and early childhood development, balancing school autonomy and accountability, and how education systems can build the skills needed for the 21st century.   
 



For the host country, Indonesia, the forum provided a valuable chance to look more closely at issues facing its education system.

How do we achieve sustained growth? Through human capital, and East Asia and the Pacific proves it

Michael Crawford's picture
Students at Beijing Bayi High School in China. Photo: World Bank


In 1950, the average working-age person in the world had  almost three years of education, but in East Asia and Pacific (EAP), the  average person had less than half that amount. Around this time, countries in  the EAP  region put themselves on a path that focused on growth  driven by human capital. They made significant and steady investments in  schooling to close the educational attainment gap with the rest of the world. While  improving their school systems, they also put their human capital to work in  labor markets. As a result, economic growth has been stellar: for four decades  EAP has grown at roughly twice the pace of the global average. What is more, no  slowdown is in sight for rising prosperity.

High economic growth and strong human capital accumulation  are deeply intertwined. In a recent paper, Daron Acemoglu and David Autor explore  the way skills and labor markets interact: Human capital is the central  determinant of economic growth and is the main—and very likely the only—means  to achieve shared growth when technology is changing quickly and raising the  demand for skills. Skills promote productivity and growth, but if there are not  enough skilled workers, growth soon chokes off. If, by contrast, skills are abundant and  average skill-levels keep rising, technological change can drive productivity  and growth without stoking inequality.

การศึกษาที่มีคุณภาพเพื่อเด็กนักเรียนไทยอีกหนึ่งล้านคนในโรงเรียนขนาดเล็ก

Lars Sondergaard's picture
Also available in: English

ผลการทดสอบล่าสุดของโครงการประเมินผลนักเรียนนานาชาติ (PISA) โดยองค์การเพื่อความร่วมมือทางเศรษฐกิจและการพัฒนา (OECD) ได้ส่งสัญญาณเตือนประเทศไทยหลายอย่าง
 
ประการแรกคือ ลำดับของประเทศไทยตกลงกว่าเดิม (การอ่านตกจากลำดับที่ 51 ไปอยู่ที่ 64 คณิตศาสตร์จากลำดับที่ 50 ตกไปที่ 55 และวิทยาศาสตร์จากลำดับที่ 50 ตกไปที่ลำดับ 54)
 
ประการที่สอง ระบบการศึกษาส่งผลให้เกิดนักเรียนจำนวนเล็กน้อยที่มีผลการทดสอบสูงกว่าค่าเฉลี่ย กล่าวคือ มีนักเรียนไทยแค่ร้อยละ 1.4  ที่มีทักษะการแก้ไขปัญหา และการวิเคราะห์เหตุผลที่สูงกว่าค่าเฉลี่ย  ในขณะที่นักเรียนสิงคโปร์มีร้อยละ 35 และนักเรียนในกลุ่มประเทศ OECD อยู่ที่ร้อยละ 15
 
ประการสุดท้าย จำนวนนักเรียนไทยที่อ่านหนังสือออกแต่ไม่เข้าใจเนื้อหาเพิ่มขึ้นจากร้อยละ 33 ในปี พ.ศ. 2555 เป็นร้อยละ 50 ในปี พ.. 2558.
 

Providing quality education to one million students in Thailand’s small schools

Lars Sondergaard's picture
Also available in: ภาษาไทย

The Organization for Economic Cooperation and Development’s latest Program for International Student Assessment (PISA) results brought several pieces of alarming news for Thailand.
 
First, Thailand’s ranking slipped further (from 51st to 64th in reading; 50th to 55th in Mathematics; and 50th to 54th in Science).
 
Second, the education system produces a disturbingly small share of “high performers” – only 1.4 percent of Thai students demonstrated superior problem solving and analytical reasoning skills compared to 35 percent of students in Singapore, and 15 percent, on average, in the OECD.
 
Third, the share of functional illiterate students rose further: from 33 percent in 2012 to 50 percent in 2015.
 

世界上哪个地区的孩子最聪明?经合组织数据显示,该地区为东亚地区

Harry A. Patrinos's picture
Also available in: English
图中为越南芹苴市附近Tran Dai Nghia高中的学生(图片来源:D7K_4030,摄影:makzhou,按照知识共享组织CC BY-NC 4.0规则使用/已对原照片进行裁剪)


经合组织上月发布的国际学生评估项目(PISA)最新调查结果表明,全世界学习成绩最好的学生中,很多都来自东亚地区。
 
正如在最近发布的《国际数学于科学趋势研究报告》TIMSS )的结果表明,新加坡学生在国际学生评估项目每一学科的成绩均在世界上名列前茅,以较大优势领先于其他经济体和国家。新加坡学生在科学、数学和阅读三门学科上的成绩水平,要比同地区和经合组织国家的学生成绩水平高出两个学年。另外,几乎所有的新加坡学生都达到了基本熟练水平或更高水平。同时,他们的成绩越来越好,成绩低于基本熟练水平的学生人数因此而显著减少。
 
日本学生在科学、数学和阅读学科上的成绩,也明显高于大多数参与该项目的经济体。不过,与上一轮评估相比,日本学生在阅读方面的分数有所下降。尽管如此,与新加坡一样,日本90%的学生已经达到了基本熟练水平或更高水平。

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