Although access to schooling has improved significantly in the last decade, fourth grade Afghan students are still not learning. After 4 years in primary school, only two-thirds of Afghan students have fully mastered the language curriculum for the first grade and less than half of them have mastered the mathematics curriculum for the first grade.
Apesar do enorme progresso feito para que mais crianças estejam em sala de aula, estamos no meio de uma crise global de aprendizagem, onde um grande número de crianças conclui o ensino primário sem sequer possuir competencias básicas de literacia e numeracia. O que explica este fenómeno? Para responder a esta pergunta, considere os seguintes exemplos de salas de aula onde as chances de levar os alunos ao sucesso são improváveis.
A pesar del enorme progreso realizado en lograr que haya más niños en el aula, nos encontramos en medio de una crisis global de aprendizaje, donde un gran número de niños finalizan la educación primaria sin siquiera poseer las habilidades básicas de lectura, escritura y aritmética. ¿Qué explica este fenómeno? Para responder esta pregunta, considere los siguientes ejemplos de aulas donde las posibilidades de éxito de los estudiantes son muy bajas.
Despite tremendous progress in getting children into the classroom, we are experiencing a global learning crisis, where a large share of children complete primary school lacking even basic reading, writing, and arithmetic skills. What explains this phenomenon? To answer this question, consider the following examples of classrooms that are unlikely to put students on a path to success.
When it comes to evaluating education systems, we have available basic high-level indicators such as a country’s GDP allocated to education, national learning levels, enrollment and completion rates, and data on teachers. But “What is going wrong?” and “Where is it going wrong?” are more difficult questions to answer.
Malaka runs a tight ship. The principal of an all-girls primary school nestled deep in the heartland of Balkh – a mountainous province in Afghanistan – what sets Malaka apart isn’t her formidable management skills. It is the unwavering commitment to her students.
In some fragile states, where the education sector has faced direct attack, physical monitoring of development programs becomes a hugely complex and dangerous task. In this context, Afghanistan is an excellent example of how investment in Education Management Information Systems (EMIS) can strengthen overall monitoring systems in a country. In some provinces, there has been an improvement in accountability and transparency but challenges remain.