Hi Guys,
This day should be a holiday, but I still get in office. : (
so, I was just browsing all day at the office.
I love read, so I was idly browsing and open blog.
and tada ! I found a good article. This is it! : D
By Pauline Rose, director of the Education for All Global Monitoring Report.
Worldwide, 250 million primary school age children are not learning the basics – even though almost half of them are in school. Studies in several countries have shown that many children spend two
or three years in school without learning to read a single word. That is why the 2013-14 EFA Global Monitoring Report will focus on recruiting and training effective teachers, who are vital to overcoming the learning gap and providing equitable education for all. paper, Addressing the crisis in early grade teaching explains the importance of ensuring that the best trained teachers are allocated to children in the early grades, where they can have the biggest impact on the weakest students. Reaching children at this young age can prevent them from dropping out before they have even learnt to read or write; it brings huge benefits to their learning potential later in life.“Every child needs a teacher” is also the theme of this year’s Global Action Week, organized by the Global Campaign for Education. Teacher shortages are one of the main reasons for the learning crisis. In some sub-Saharan African countries, there are over 100 students per teacher. But as our latest policy paper explains, lack of teachers is not the only problem. Every child needs a good teacher. Unfortunately, many teachers lack training, especially in the poorest areas – where they are needed most. A good teacher needs to have a good level of education. In many countries, however, this is not the case. In northern Nigeria, for example, 78% of 1,200 basic education teachers were found to have “limited” knowledge of English after taking a reading comprehension test and correcting sentences written by a 10-year-old. In Kenya, grade 6 teachers were given a mathematics test based on the primary school syllabus. The average teacher score was only 60%, with some teachers scoring as low as 17%. Not surprisingly, their students also received low scores on the same test, averaging around 47%. Clearly, students cannot be expected to learn subjects that their teachers have not mastered themselves.
or three years in school without learning to read a single word. That is why the 2013-14 EFA Global Monitoring Report will focus on recruiting and training effective teachers, who are vital to overcoming the learning gap and providing equitable education for all. paper, Addressing the crisis in early grade teaching explains the importance of ensuring that the best trained teachers are allocated to children in the early grades, where they can have the biggest impact on the weakest students. Reaching children at this young age can prevent them from dropping out before they have even learnt to read or write; it brings huge benefits to their learning potential later in life.“Every child needs a teacher” is also the theme of this year’s Global Action Week, organized by the Global Campaign for Education. Teacher shortages are one of the main reasons for the learning crisis. In some sub-Saharan African countries, there are over 100 students per teacher. But as our latest policy paper explains, lack of teachers is not the only problem. Every child needs a good teacher. Unfortunately, many teachers lack training, especially in the poorest areas – where they are needed most. A good teacher needs to have a good level of education. In many countries, however, this is not the case. In northern Nigeria, for example, 78% of 1,200 basic education teachers were found to have “limited” knowledge of English after taking a reading comprehension test and correcting sentences written by a 10-year-old. In Kenya, grade 6 teachers were given a mathematics test based on the primary school syllabus. The average teacher score was only 60%, with some teachers scoring as low as 17%. Not surprisingly, their students also received low scores on the same test, averaging around 47%. Clearly, students cannot be expected to learn subjects that their teachers have not mastered themselves.
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