Suchergebnisse

Includes bibliography ; Le nombre de pays permettant au grand public d'accéder aux données sur l'éducation a augmenté rapidement au cours de la dernière décennie, encouragé par l'essor des nouvelles technologies de l'information et la pression croissante des citoyens pour plus de transparence. Alors qu'un volume d'informations de plus en plus important est partagé sous forme imprimée ou électronique, plusieurs questions se posent : Quelles données sont les plus pertinentes ? Quel format est le plus susceptible d'encourager les communautés à les utiliser ? Quelles actions sont nécessaires pour renforcer la redevabilité ? Quels sont les risques liés au partage de l'information ? Cet ouvrage apporte des réponses à ces questions en détaillant la chaîne d'actions nécessaires pour réussir une politique de données ouvertes sur l'école. Il fait valoir que décideurs et planificateurs doivent passer d'une perspective administrative à une perspective citoyenne, tirant les leçons de l'expérience de la société civile. Il démontre qu'en suscitant des attentes et des espoirs, les données ouvertes sur l'école pourraient bien induire de profonds changements dans les dynamiques de pouvoir à l'œuvre au sein du secteur de l'éducation.

L'expansion rapide du secteur de l'enseignement supérieur, renforcée par la privatisation et la commercialisation, pose de plus en plus de défis aux institutions du monde entier pour la prestation de services éducatifs de qualité. Afin de répondre aux exigences des organismes de réglementation nationaux comme de la demande interne de suivi et de gestion de la qualité, nombreux sont les établissements qui adoptent ou ont déjà établi une assurance qualité interne (AQI). Les pratiques et les effets de l'AQI varient considérablement d'un contexte à l'autre. Dans les faits, les politiques, les structures et les processus d'AQI peuvent différer en fonction du contexte national ou institutionnel. Faut-il dès lors se concentrer sur l'employabilité ? Sur la qualité académique des formations ? Ou encore sur l'utilisation des données comme base d'un dialogue sur la qualité ? Ce livre se penche sur les tendances récentes dans le monde entier, les pratiques innovantes et les effets de l'AQI à différents stades de développement. Il met l'accent sur les bonnes pratiques et permet de tirer des leçons sur la mise en oeuvre de l'AQI dans différents contextes. Il en devient une ressource importante pour les chercheurs et les personnes chargées de l'assurance qualité, tant au niveau national qu'institutionnel.

Incl. bibl. ; Higher education in Africa has received favourable political attention and funding support in the period following independence. The rationale for state funding was questioned in the 1980s, and the higher education reforms in the 1990s centred on finding alternative ways of financing and on improving the managerial efficiency of universities. This focus was reflected in the market-friendly reforms that led to the privatization of public institutions and the promotion of private institutions. These reforms resulted in substantial changes in the governance and management of higher education. IIEP initiated a research study to analyse the reforms and to understand their effects on the governance of higher education at institutional and national levels. Based on studies carried out in Ethiopia, Ghana, Kenya, Nigeria, and South Africa, this book shows how the reforms have effected changes in the governance and management of institutions of higher education in Africa.

Publication produced with the financial support of the European Union and the Open Society Foundations ; Effective teacher management, aimed at building teachers' status, skills, motivation, wellbeing and retention, is a key policy lever that can help Jordan to achieve its aim of developing and sustaining a highquality, inclusive and equitable education system for all learners, including refugees and vulnerable Jordanians. This policy brief aims to provide research-informed policy guidance for the effective management of elementary-level teachers in public schools catering to Syrian refugees in Jordan. The guidance is intended to support the Ministry of Education (MoE) and other key stakeholders at multiple levels of governance in developing and implementing teacher management policies, with the overall goal of improving teacher management in refugee settings.

Includes bibliography ; Although the concept of open government (OG) is increasingly applied in public policy around the world, there is as yet no systematized overview of OG implementation in the education sector, its advantages, and the possible risks. In order to fill this gap, this book clarifies the conceptual confusion around the term 'open government' and provides a working definition for the education sector. It elaborates a theory of change for OG implementation in two different contexts: where corruption is an exception, and where corruption is the norm in governance. It then maps out and assesses the characteristics of 34 recent OG initiatives conducted in the educational field worldwide. The book highlights that in countries with occasional corruption, OG is mostly used to meet stakeholders' education-related needs, but that in countries with systemic corruption, participatory initiatives often target the implementation or monitoring of a given policy. It concludes with some practical recommendations for IIEP's new research on 'Open Government in Education: Learning from Experience', launched as part of its 2018–2021 Medium Term Strategy.

Incl. tables and bibl. references. ; Rigged calls for tender, embezzlement of funds, illegal registration fees, academic fraud - there is no lack of empirical data illustrating the diverse forms that corruption can take in the education sector. Surveys suggest that fund leakage from education ministries to schools can be huge, bribes and payoffs in teacher recruitment and promotion lower the quality of the pool of teachers, and illegal payments for school entrance contribute to low enrolment and high drop-out rates. This book presents conclusions drawn from IIEP's research into ethics and corruption in education. It aims to build awareness among decision-makers and education managers of the importance of combating corruption, to provide them with tools to detect and assess corruption problems, and to guide them in formulating strategies to curb malpractices. After defining the key concepts of corruption, transparency, accountability and ethics, it identifies the main opportunities for corruption in education. It describes tools that can be used to assess corruption problems - such as perception and tracking surveys. Lessons are drawn from strategies used worldwide to improve transparency and accountability in educational management. The authors bring these together in a list of recommendations for policy-makers and educational managers. They argue that transparent regulatory systems, greater accountability through strengthened management capacity, and enhanced ownership of the management process can help build corruption-free education systems.

Includes bibliography ; This Education Sector Analysis is the second since the new millennium. Its specific focus on the Oyo, Adamawa and Katsina states provides a strong basis for intervention in the respective states in addition to providing a framework for future analysis of the status of units, in other words, states and local government areas.

Includes bibliography ; How can governments transform teaching into an attractive career choice for today's youth? Countries all over the world are grappling with this question, as well as with the related challenges of poor working conditions and dwindling retention rates in the profession. In this context, teacher career reforms have the potential to be very powerful. To better understand the models that are being implemented, the related challenges, and their effects, the UNESCO International Institute for Educational Planning (IIEP) investigated the organization and management of teacher careers in Colombia, Ecuador, Ethiopia, Lithuania, Mexico, Peru, Scotland, South Africa, Thailand, and New York City. This publication brings together IIEP's research findings.

Pour répondre à une forte demande sociale, les systèmes d'enseignement supérieur se diversifient et se modernisent. Leur expansion implique une transformation rapide du cadre institutionnel, de l'offre de formation et des pratiques d'enseignement, mais également de leur mode de gouvernance. En particulier, en échange d'une plus grande autonomie accordée aux établissements d'enseignement supérieur, les autorités publiques leur demandent d'élaborer leur propre politique institutionnelle, d'élaborer des plans stratégiques et de démontrer les résultats obtenus. Les établissements sont donc obligés de renforcer leur capacité de gestion et de mettre en place des systèmes d'information et des dispositifs de suivi plus performants. Les tableaux de bord pour l'enseignement supérieur deviennent ainsi des outils de gestion et de communication indispensables. Quelle est la meilleure façon de construire un tableau de bord pour un système d'enseignement supérieur? Cet ouvrage constitue un outil méthodologique indispensable aux planificateurs de l'éducation pour leur permettre de réaliser un projet de tableau de bord. En établissant un lien clair et évident entre le contexte dans lequel le tableau de bord s'inscrit et les objectifs auxquels il doit répondre, ce guide propose une démarche méthodologique conduisant à la réalisation de cet outil.

Electronic version ; Incl. bibl. ; A l'instar des diagnostics du système éducatif précédents, l'élaboration de cette analyse sectorielle a fait l'objet d'un processus participatif. Une équipe multisectorielle de 30 membres a été mise en place par la Task Force Sectorielle, sous la supervision des directeurs de cabinet des trois ministères en charge de l'éducation et de la formation, et placée au coeur du processus. En plus des cadres de ces trois Ministères, l'équipe a comporté des représentants du Bureau National d'Études Techniques et de Développement, de l'Institut National de la Statistique, et des Ministères du Plan, de la Fonction publique, et de l'Économie, des finances et du budget. Les résultats du diagnostic, ainsi que ceux d'une simulation financière des principales orientations politiques qui a été menée en parallèle, devraient non seulement faciliter la réflexion des décideurs sur les arbitrages nécessaires, mais aussi fournir des éléments factuels et solides pour l'élaboration du plan sectoriel de l'éducation 2016-2025.

Nowhere in the world has gender equality been fully achieved.Even in countries that rank highest in the world on globally accepted gender equality indices,the gender gap in areas such as economic outcomes and political empowerment remains significant.This is compounded by the increasing invisibility of the barriers that prevent gender equality from being achieved in all spheres of life.Therefore examining the factors that might prevent women from taking up higher management positions in education is critical for developing appropriate policy options for ministries of education to improve gender equality at middle management and leadership positions.This publication addresses the concern of the UNESCO International Institute for Educational Planning (IIEP)that much of the currently available research on gender in education has limited its focus on gender equality to access to primary and secondary education.The research therefore investigates the 'labyrinth' that women must navigate on the path to senior leadership positions in ministries of education in Argentina and Kenya and offers generic strategies for overcoming these barriers.

Includes bibliography ; Publication produced with the financial support of the European Union and the Open Society Foundations ; This report looks at how elementary school teachers are managed in different communities hosting Syrian refugees in Jordan. It identifies promising policies and practices and gaps in policy and practice to support effective teacher management in refugee settings.

Includes bibliography ; Publication produced with the financial support of the European Union and the Open Society Foundations

Includes bibliography ; This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). The present volume was prepared by experts from various backgrounds (including education, economics, sociology, political science and other social sciences) from UNESCO's International Institute for Educational Planning, UNICEF, the United Kingdom's Foreign, Commonwealth & Development Office and the Global Partnership for Education.

Incl. bibl. ; This book focuses on the so-called shadow education system of private supplementary tutoring. In parts of East Asia in particular, such tutoring has long existed on a large scale. It is now becoming increasingly evident in other parts of Asia and in Africa, Europe and North America. Pupils commonly receive feefree education in public schools and then at the end of the day and/or during week-ends and vacations receive supplementary tutoring in the same subjects on a fee-paying basis. Supplementary private tutoring can have positive dimensions. It helps students to cover the curriculum, provides a structured occupation for young people outside school hours, and provides incomes for the tutors. However, tutoring may also have negative dimensions. If left to market forces, tutoring is likely to maintain and increase social inequalities, and it can create excessive pressure for young people who have inadequate time for nonacademic activities. Especially problematic are situations in which school teachers provide extra tutoring in exchange for fees from the pupils for whom the teachers are already responsible as part of their normal jobs. This book begins by surveying the scale, nature and implications of the shadow education system in a range of settings. It then identifies possible government responses to the phenomenon. It encourages a proactive approach through which governments determine which types of tutoring they consider desirable and which types are problematic, and then design appropriate policies.