Quality and innovative education policies emerge usually from a combination of factors such as good teachers, quality school management, and parental engagement, among others. In Brazil, a country with tremendous diversity and regional inequalities, good examples have emerged even when they are least expected. Ceará, a state in the northeast region of Brazil — where more than 500,000 children are living in rural areas and where poverty rates are high — is showing encouraging signs of success from innovative initiatives in education. The figures speak for themselves. Today, more than 70 of the 100 best schools in Brazil are in Ceará.
Uma educação inovadora e de qualidade é resultado de uma combinação de fatores, como qualidade de professores, compromisso de gestão, acompanhamento dos pais, e uma liderança forte, entre outros. No Brasil, um país com grande diversidade e desigualdades regionais, bons exemplos têm vindo de onde menos se espera. O Ceará, estado do Nordeste brasileiro com mais de 500 mil crianças vivendo en zonas rurais com altos índices de extrema pobreza, tem mostrado fortes sinais de sucesso na aplicação de iniciativas inovadoras na área de educação. E os dados falam por si: hoje, mais de 70 das 100 melhores escolas do Brasil são cearenses!
There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.
María is a single mother with two young children who spend about five hours a day in school. Since she has a full time job, it’s a challenge for her to care for them and not lose her only source of income. This may be a hypothetical situation but it’s replicated, every day, in many countries in Latin America that have a reduced school day.
In Latin America, several countries – Chile, Colombia, Uruguay, and Brazil – have introduced programs to lengthen the school day. The goal: to improve student learning, reduce student dropouts, and to ultimately shrink income inequality.
April 7th is World Health Day, a day to highlight emerging global health concerns. The focus this year is raising awareness on the diabetes epidemic, and its dramatic increase in low- and middle-income countries.
“Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This is one of many important targets set by the United Nations General Assembly on September 27, 2015. How hard will it be to achieve this goal by 2030?
“Asegurar que todas las niñas y todos los niños tengan acceso a servicios de atención y desarrollo en la primera infancia y educación preescolar de calidad, a fin de que estén preparados para la enseñanza primaria.” Este es uno de los muchos objetivos importantes establecidos por la Asamblea de la Organización de Naciones Unidas el 27 de septiembre del 2015. ¿Qué tan difícil resultará alcanzar este objetivo para el año 2030?
Anyone working in education is familiar with the story of Finland’s remarkable evolution into one of the world’s top-performing education systems. The country ranked fifth in science and sixth in reading on the 2012 PISA assessment, second on the 2012 PIAAC (the new OECD test of adult literacy) , and is routinely in the top five of practically every other international measure of education quality. To visitors from standards-and-accountability-heavy countries such as the UK and the US, or from low-performing countries in Latin America and the Caribbean (LAC), Finland’s formula can seem like magic. All teachers have a Master’s degree. There is no student testing. There are no school inspections or rankings. Students have little homework and teachers work few hours. Teachers are trusted professionals with full autonomy in the classroom.
My study tour to Finland in September 2015 convinced me that this formula is indeed magic. Why? Because the popular version of the “Finnish story” neglects elements of the institutional context that are so hard-wired into the system that the locals hardly register them. Three crucial elements, in particular, create an accountability framework that makes it possible for the “magic” to work.
October 16 is World Food Day, a day when people come together to declare their commitment to eradicate hunger within a lifetime.
Many school-age children across the globe depend on school feeding programs for morning and mid-day meals. School feeding programs incentivize parents to keep children in school and provide students the essential nutrients to stay healthy and able to learn.