Over the past two decades the region has significantly raised the level of the conversation and awareness around the issue, developing national HIV/AIDS strategies, integrating responses to the epidemic into health systems and ensuring almost universal awareness of HIV risk factors.
The Financial Times issued its ranking of the world’s top 70 executive business programs. Nearly all successful emerging economies are on the list, as are advanced economies, but no program in MENA has made the list. Several countries have multiple programs represented in their domain, such as Chile, Brazil, Mexico, South Korea, Singapore, to name a few. Executive programs are an important indicator for future top management and leadership role jobs.
Every Sunday the World Bank in Tanzania in collaboration with the newspapwer The Citizen want to stimulate your thinking by sharing data from recent official surveys and ask you a few questions.
Are all Tanzania children really going to school?
Over the past decade, Tanzania has been close to reaching almost its universal primary education targets according to official statistics. However, when Tanzanian households were asked directly in recent surveys, they reported that:
17% of their seven to thirteen year-olds were not attending school
30% of the seven or eight year-olds in rural areas were not attending school and as much as 45% for those in the poorest quintile
45% of those of the seven or eight year-olds not attending school in the rural areas are among the poorest people
About 1/3 (400,000) of the 1.2 million seven-year-olds are out of school, with rural boys less likely to go to school than girls.
Thousands of schoolchildren in the northwest region of Cameroon are benefiting from a co-investment schoolbook program established by Knowledge for Children (KFC), a Cameroon-Dutch based non-governmental organization (NGO).
-Despite high enrollment rates, one in two students in Cameroon leaves school without basic literacy skills, a metric that is significantly worse among students without access to textbooks -In the northwest region of Cameroon, a local development project has made school books available to more than 27,000 children in rural primary schools, which provides the potential to hugely enhance a student’s academic performance -Since 2005, the number of primary school students in the northwest region with access to books has increased from 15% to 25%
“if you think education is expensive, try ignorance” Manjong Sixtus, Delegate for Basic Education, Donga-Mantung
During the 2010 – 2011 academic year, 95 schools participated in the program that has made school books available to children in rural primary schools. But, thanks to a US$20,000 (XAF 10,470.900) grant awarded during the 2011 Development Marketplace competition in Cameroon, KFC has been able to extend the program to 15 new schools during the 2011-2012 academic year, bringing the total number of participating schools to 110 and reaching 27,500 children.
It is hard to talk about South Asia without invoking its demographics. The region will contribute nearly 40 percent of the growth in the world’s working age (15-64) population, and will need to add a staggering 1 to 1.2 million new entrants to the labor market every month for the next two decades. Absorbing the influx of youth into the labor force is one of South Asia’s core challenges. But while economists grapple with employment statistics and economic policy, jobs are created at the grassroots. Entrepreneurship is the spark that lights the fire, and the engine that generates opportunities in local communities.
What guidance is there for countries across Africa that are 'computerizing' their schools (or planning to do so) to help ensure that teachers know how to use ICTs productively?
To help provide some answers to this and related questions, the UNESCO International Institute for Capacity Building in Africa (IICBA) recently released its ICT-enhanced teacher standards for Africa (ICTeTSA), the result of a multi-study and consultation process with 29 countries across the continent. By releasing this document, UNESCO-IICBA doesn't meant to advocate that developing ICT-related competencies and skills be the highest priority for African teachers -- there are certainly many other more pressing and immediate concerns with the teacher corps in many African countries. It does, however, note that a teacher education and development program will not be complete if it does not address the use of ICTs by teachers, now and in the future. Across Africa, teachers are core to the educational process, and ICTs are become more and more relevant in many educational contexts.
With contributions from: -Haja N. Razafinjatovo, Former Minister of Finance and of Education,Madagascar -Mamadou Ndoye, Former Minister of Education, Senegal -Dzingai Mutumbuka, Former Minister of Education, Zimbabwe -Birger Fredriksen, Former Sector Director for Human Development, World Bank, Africa Region
WfD is a recognized global challenge. Countries at all levels of development are struggling to address the dual challenge of producing the skills required to achieve sustained economic growth in a rapidly changing global economy, and generating employment both for young people joining the labor force and for workers in declining industries.
One of my favourite Oxfam projects is Chukua Hatua (CH) in Tanzania, which is using an evolutionary/venture capitalist theory of change to promote accountability in a couple of regions of the country. CH is now looking for a new coordinator, because the wonderful Jane Lonsdale is moving on – if you fancy taking over, check out the job ad (closing date 20 July).
Talk of ‘Evolutionary theories of change’ all sounds very abstract, so here are six specific examples of the kinds of change the project is bringing about.
Mid-morning in the little village of Om Albadry in Sudan’s North Kordofan state, and it is market day. But a curiously dull market, eerily silent but for the occasional sounds of livestock. In a few minutes, I realize why. All the village children are safely in school, and that accounts for the peace. In other Sudanese villages that we typically visited late in the afternoon, the first sounds of greeting were always whoops and cries from a horde of excited little boys, while the girls hung back, shy of strangers.
We carry on for half a mile past the market, passing large camel pens, in search of the school. We find a collection of small shacks that houses the older boys and girls, while preschoolers sit in a dusty group under a shade tree. The preschool teacher is seated on a plastic chair, and the children are repeating their lesson after her. It is a while before I notice the teacher is nursing a baby, even as she recites to her pupils. When the lesson ends, some of the girls begin to skip, using ropes that the teacher fishes out of her bag. The others play listlessly in the soft, warm sand, some lying down in it and falling asleep. None leave the shade of the tree, not even the little skippers.