National Girls' Education Strategy 2018-2023 PDF Download
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Author:
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 245
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Book Description
Author:
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 245
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Book Description
Author:
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 24
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Book Description
Author: Kay Fuller
Publisher: Frontiers Media SA
ISBN: 2889719448
Category : Science
Languages : en
Pages : 247
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Book Description
Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Category : Education
Languages : en
Pages : 482
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Book Description
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Author: Jangid, Manita
Publisher: Intl Food Policy Res Inst
ISBN:
Category : Political Science
Languages : en
Pages : 47
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Book Description
The World Health Organization (WHO) and other global nutrition and health agencies recommend nutrition actions throughout the life-course in order to address malnutrition in all its forms. In this report, we examined how Bhutan’s nutrition policies and programs addressed recommended nutrition actions, determinants, and outcomes. We reviewed population-based surveys to assess the availability of data on nutrition actions, nutrition outcomes, and the determinants of these outcomes; we also assessed the data availability in administrative data systems for selected nutrition actions and outcomes. Our policy review identified a total of 53 recommended nutrition actions; of which, 48 were applicable in Bhutan; of those, Bhutan’s nutrition policies addressed 46 and programs addressed 41. Nutrition actions that were not included in current policies and programs were: iron and folic acid (IFA) supplementation and deworming during preconception, food supplementation for malnourished lactating women, and IFA supplementation during early childhood. Policies addressed four actions for which there were no programs to implement it: daily IFA supplementation and deworming during preconception, advice about weight gain after weighing during pregnancy, outpatient management of severe acute malnutrition (SAM) and management of moderate acute malnutrition (MAM) during early childhood. National strategies and plans recognized and aimed to address all key determinants of nutrition except coverage under social protection schemes. National strategies and plans showed an intention to track progress of all other nutrition outcome indicators except underweight among non-pregnant women 15 to 49 years, overweight among school children and adolescents five to 19 years, and hypertension among adults. Of 41 actions that Bhutan’s policies and programs addressed, our data review found that population-based surveys contained data on only 17 actions; similarly, out of 15 actions we reviewed in the administrative data systems, data was available on seven actions. Data was not available from population-based surveys on a number of indicators, including those related to IFA supplementation, deworming, and food supplementation during adolescence; calcium supplementation, deworming, weight monitoring, and counseling during pregnancy; newborn care during delivery and the postnatal period; and infant and young child feeding (IYCF), growth monitoring, immunization, identification and management of SAM and MAM during early childhood. Population-based surveys contained data on 18 of 20 indicators on immediate and underlying determinants. Data on dietary diversity among pregnant women and on coverage of households under social protection schemes were not available in either the administrative data systems or the population-based surveys. The population-based surveys contained data on all nutrition outcomes except overweight among adolescents. In conclusion, Bhutan’s policy landscape for nutrition is robust. The gaps in availability of data for tracking progress on nutrition are large, however, and much greater than are the gap in policies and programs for addressing recommended actions. Future population-based surveys and modifications of other data systems should aim to fill the identified data gaps for nutrition action and outcome indicators.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231003305
Category :
Languages : en
Pages : 32
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Book Description
Author: Food and Agriculture Organization of the United Nations
Publisher: Food & Agriculture Org.
ISBN: 9251320705
Category : Social Science
Languages : en
Pages : 80
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Book Description
The objective of the Assessment is to analyse the agriculture and rural sectors from a gender perspective at the macro level (policy), meso level (institutional) and micro level (community and household). The Assessment seeks to identify gender inequalities in access to critical productive resources, assets, services and opportunities. The assessment looks at the priorities, needs and constraints of both women and men in agricultural and rural communities, and the gaps that exist in responding to these issues. It also provides recommendations and guidance to promote gender sensitivity in future programmes and projects, and identifies possible partners for gender-related activities. This Assessment is also intended to raise awareness about gender issues among policy-makers, FAO officers, NGOs and community-based organizations in Vanuatu. It provides background and gender-related information, and can be used as a tool to mainstream gender perspectives in future policies, projects and programmes in ways that empower rural women.
Author: Food and Agriculture Organization of the United Nations
Publisher: Food & Agriculture Org.
ISBN: 9251360731
Category : Social Science
Languages : en
Pages : 118
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Book Description
National gender profile of agriculture and rural livelihoods: the Republic of Moldova reflects FAO’s commitment to promoting gender equality, while integrating a gender perspective into its operations. The report focuses on the intersections of gender, agriculture and rural development, and presents a snapshot of critical gender-based inequalities and their consequences for agricultural production and rural livelihoods in the Republic of Moldova. A picture of significant gender gaps in terms of the rural population’s access to educational and employment opportunities and social services is presented. In the area of agricultural production, women have much more limited access to and control over vital resources, including land, extension and advisory services and irrigation. The assessment includes recommendations on enhancing agriculture and developing rural communities with a gender-sensitive perspective, taking into consideration gender roles and differences between women and men in access to productive resources, inputs and information.
Author: ?enol Orakc?
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 324
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Book Description
Learning used to be confined to a physical place. Now, it’s no longer limited by walls or daylight or location. Learning happens in spaces that transcend these boundaries. These spaces can still have physical elements, but they are no longer defined by a physical footprint and constrained by the limitations of time, space, and matter. Learning can now take place on any device, in any place, and at any time. 21st century skills are one of the concepts we use most frequently when talking about innovative education. We see that the skills, referred to as 21st century skills, include cognitive skills such as creative thinking, problem solving, as well as many different social and emotional skills such as understanding, expressing, empathy and teamwork. Many educators now agree that not only academic knowledge is sufficient, but social-emotional skills play a role as much as academic knowledge in a person's success and happiness. Another accepted fact is the phenomenon of lifelong learning: the fact that education does not start at school but does not end at school, in fact, it is a process that should continue throughout life. While accepting all this, a subject that is not discussed much; how this holistic, lifelong learning is possible in a class in the form of 40 minutes lessons and 10 minutes of break. While we are designing various kinds of education programs for children to gain all these different skill sets in the classroom, do not we actually keep these skills in the easiest way, practically away from the environments they will acquire? In John Dewey's book, “Experience and Education” (1938), information obtained as detached from real life is depicted as wasted time and effort. Most teachers are already aware of this situation. For this reason, they try to explain math problems and literacy by linking them to children's experiences and lives as much as possible, and they do many big and small experiments in social sciences and science lessons. Can't we go one step further than this? Can't we make learning in life a part of our education system, instead of preparing small examples of real life for children? With many justified concerns such as assessment, security, teachers' pedagogical infrastructure, we miss out on the most important opportunities for education just because they are outside the walls of the school? This book aims to open new horizons in the journey of learning beyond the school walls in the world and contribute to the spread of learning in our society. In societies where constant change is the norm, schools today must prepare students to be successful in environments and contexts that may differ greatly from what we experience today. But, are we really thinking about the future? With contributions from seven continents, this book will reveal a ‘snapshot’ of some of our best thinking for building new education futures. Diverse experiences, visions, and ideas are shared to help spark new thinking among educators and policymakers, provoke conversation, and facilitate new ideas for meeting human development needs in a rapidly transforming world.
Author: Food and Agriculture Organization of the United Nations
Publisher: Food & Agriculture Org.
ISBN: 9251375968
Category : Political Science
Languages : en
Pages : 166
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Book Description
This report highlights three main pathways for changing the food system based on consultations and analysis. The pathways include strengthening and connecting rural food systems, enhancing the national policy environment, and advocating for healthy food environments that are accessible, affordable, and convenient. These pathways operate on different scales, ranging from provincial to national inward and outward-looking approaches, but they are interconnected and interact in significant ways. To achieve national prosperity, it is important to prioritize rural and urban areas and establish strong connections between them. The report recognizes areas of strength that are already in place and emphasizes the need to strengthen them further to maintain their positive trajectory.
