Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum in Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region-and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force
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SUMMARY This paper examines the development and implementation of the Malaysian Integrated Science course in relation to patterns of assessment. After reviewing briefly the nature of the programme, it considers ways in which the course appears to have been affected by the form and content of the selection examination held at its completion. The paper concludes by arguing the importance of: i) developing techniques of assessment and examination which correspond systematically with the educational objectives of new curricula; ii) close monitoring of the workings of selection examinations and their effects on the curriculum; iii) detailed and explicit feedback of examination performance to teachers and pupils.RESUMEN Renovación del programa de estudios y reforma de los exámenes: estudio de un caso en MalasiaEn este artículo se examina el desarrollo y la ejecución del curso científico integrado malasio en relación con las modalidades de evaluación. Después de pasar revista brevemente al carácter del programa, se considera las maneras en que influyen la forma y el contenido del examen de selección realizado al completarlo. El artículo concluye realzando la importancia de: i) la elaboración de técnicas de evaluación y examen que correspondan sistemáticamente a los objetivos educativos del nuevo programa de estudios; ii) la vigilancia estrecha del funcionamiento de los exámenes de selección y sus repercusiones en el programa de estudios; iii) redistribución de los datos detallados y explícitos sobre el resultado de los exámenes.RESUME Révision des programmes scolaires et réforme des examens: étude d'un cas au MalaysiaCe document examine la mise au point et la mise en application d'un cours de sciences intégrées au Malaysia du point de vue des méthodes d'évaluation. Après une brève description de la nature du programme, l'auteur examine de quelles façons le cours semble avoir été affecté par la forme et le contenu de l'examen de sélection passé à l'issu du cours. Il conclue en montrant qu'il est important de: 1) mettre au point des techniques d'évaluation et d'examen qui correspondent d'une manière systématique aux objectifs éducatifs des nouveaux programmes; 2) contrôle serré des mécanismes des examens de sélection et leurs effets sur le programme; 3) rapport détaillé et explicite sur les résultats des examens.
The COVID-19 pandemic has dramatically shifted education and development priorities. The tragic death toll and high rates of morbidity across many countries are an unprecedented setback and a calamity for those affected physically and mentally. The economic and social effects of lockdowns, loss of production and business confidence, and global recession will cast a long shadow over education systems. Despite the 435 million items that Google already indexes under "COVID-19 education", many things remain unknown. No one has a clear idea of how the current pandemic will unravel over anything but the short term. The challenge is to strengthen the mechanisms to separate evidence from opinion and to balance popularism with speaking truth to power—especially when political systems can find it difficult to distinguish fact from convenient fiction. This paper advances ten propositions that will shape policy dialogue and whatever iteration of the Sustainable Development Goals is needed to ensure they remain fit for purpose. Testing these propositions over the next year will open the door to an evidence-based approach to reconstruction and sustainable development and juxtapose immediate concerns of the present with aspirations for the future. More than ever the need is to see beyond the exigencies of COVID-19 and act to secure the educational gains of the recent past. UNESCO and other development agencies can play a key role in sharing how to manage revitalised and resilient learning systems that allow the community of practice to stay focussed on development that is economically, socially, medically, and educationally sustainable. Spaceship Earth has to be secured for future generations through the knowledge, skill and attitudes of its crew and passengers. Seriously revisiting SDG4, its targets and indicators, and its relationships with other SDGs, would be a start.
The article provides an update of recent trends in resource provision for education in LDCs. It discusses the recurrent budget problem in relation to a specific case study of Sri Lanka and explores the implications of cost recovery associated with the charging of user fees. Concluding remarks emphasise the importance of a balanced response to austerity that values the educational participation of the most vulnerable sectors of the population. (DSE)
