vendredi 21 octobre 2011

African-Caribbean boys 'would rather hustle than learn'

Mr Cameron, head of the Jamaica Teachers' Association, made the comments in a lecture at an event in Bristol aimed at promoting the educational achievement of black boys and sponsored by the National Union of Teachers.
He noted that in Jamaica boys were at least 10 percentage points behind girls in national tests. Misplaced views about masculinity needed to be tackled in schools.

Black schoolboys can choose to perform poorly to avoid undermining their masculinity, the head of the Jamaican Teachers' Association has said.
Adolph Cameron said that in Jamaica, where homophobia was a big issue, school success was often seen as feminine or "gay" [from BBC News Education & Family]

mardi 11 octobre 2011

Capacity Development for Education for All: translating theory into action; the CapEFA Programme

Capacity Development for Education for All: translating theory into action; the CapEFA Programme by Faccini, Benedict; Salzano, Carmela. Paris, Unesco, 2011

Capacity development strategies, building upon a country’s own resource base and emerging from multi-stakeholder dialogue, are the key to modernizing the way in which international development assistance is planned and governments receive, engage in, and coordinate support from their technical partners. Such strategies bolster national leadership and ownership of development processes but, most importantly, move away from a fragmented, project-based approach to development cooperation wherein external assistance is tied to one single actor, or assumes a fixed set of outcomes or results. UNESCO has learned much over the past years from its experiences in capacity building for education, with lessons documented in research reports, project evaluations, assessments, policy and sector reviews and more. This publication offers an opportunity for the Organization to reflect upon its capacity development approach while bringing together some of the crucial achievements and lessons learned through the Capacity Development for Education for All (CapEFA) programme established in 2003.The publication is in no way meant to be prescriptive, or a definitive answer to questions of capacity development. It simply seeks to lay out some of the key elements – using CapEFA as a narrative and working example – and drawing on a wide range of experiences across the world in Sub-Saharan Africa, the Arab States, the Asia and the Pacific region and Latin America and the Caribbean.