UNESCO International Bureau of Education. Bureau international d'éducation. Oficina Internacional de Educacion. IBE. BIE. OIE. | UNESCO.org http://www.ibe.unesco.org/ ibe rss en UNESCO International Bureau of Education. Bureau international d'éducation. Oficina Internacional de Educacion. IBE. BIE. OIE. | UNESCO.org http://www.ibe.unesco.org/EXT:tt_news/ext_icon.gif http://www.ibe.unesco.org/ ibe rss TYPO3 - get.content.right http://blogs.law.harvard.edu/tech/rss Fri, 07 Jun 2013 00:00:00 +0200 Education, Fragility and Conflict (Prospects #165) http://www.ibe.unesco.org/en/global-news-archive/single-news/news/education-fragility-and-conflict-prospects-165.html The 2011 EFA Global Monitoring Report, The hidden crisis: Armed conflict and education, is a... Guest Editor: Lene Buchert

The 2011 EFA Global Monitoring Report, The hidden crisis: Armed conflict and education, is a powerful reminder that conflict continues to affect the lives of millions of the world’s most vulnerable people and that it prevents children, young people, and adults from using education as a means of building peace and overcoming other socio-economic and political barriers to full participation in society. But how can education and curriculum be used as tools to prevent conflict and to build peace? Should conflict-sensitive approaches to education aim at amelioration or transformation?

This special issue of Prospects attempts to respond to these questions and goes well beyond expanding the literature on the relationship between education, fragility and conflict. The articles in this issue highlight the need for complex understanding and evidence, if we are to fully grasp the role education should play in societal development—a multi-faceted, participatory, long-term process, whose ultimate aim is to empower the people. There is still an urgent need for new international policies for societal development, with a focus on human rights, human dignity, identity and plurality, societal cohesion, and solidarity and societal inclusion. These are all critical areas where education can and should make an important contribution.


PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.

 

Order Prospects #165

]]> Home page,Publications,Latest publications,June,Archives 2013 Fri, 07 Jun 2013 00:00:00 +0200 Register now for the Africa Diploma in Curriculum Design and Development (starting December 2013 in Tanzania) http://www.ibe.unesco.org/en/global-news-archive/single-news/news/register-now-for-the-africa-diploma-in-curriculum-design-and-development-starting-december-2013-in.html For the third consecutive year, the IBE, the Tanzania Institute of Education (TIE), the Open... For the third consecutive year, the IBE, the Tanzania Institute of Education (TIE), the Open University of Tanzania (OUT) and UNESCO partners (BREDA, IICBA, ED/THE) are jointly organizing the Diploma in Curriculum Design and Development in Africa. The Diploma will begin in December 2013 in Dar es Salaam, Tanzania, with an intensive two-week face-to-face session and will then continue over thirty weeks during the online phase throughout the academic year.

 

The Diploma provides training and capacity development on curricular issues with an international comparative perspective, to contribute to the achievement of equitable quality education. It is a conceptual and methodological tool for strengthening capacities for curricular analysis, review, evaluation, design and development at macro, meso and micro levels of the education system, with an emphasis on the school level.

 

The Diploma is intended for diverse audiences including education policymakers, planners, curriculum developers, educators, principals, supervisors, teacher trainers, quality assurance officers, researchers, international staff and other partners in education at the local and regional levels. Previous participants have reported high appreciation for the international component of the Diploma, which allowed them to exchange with counterparts from all over Africa and from other parts of the world.

 

The course is based on the UNESCO-IBE’s "Training Tools for Curriculum Development: A Resource Pack" (TTCD) and associated thematic modules (e.g. school-based curricula and competency-based approaches). It also utilizes additional resources tailored to the region, including an anthology of curriculum-related articles and hand-outs on curricular debates, policy dialogue, education reforms, inclusive education, the role of teachers and the role of assessment.

 

Contact:

 

Angela Katabaro, Coordinator of the Diploma: kokukunisa(at)yahoo.com or angela.katabaro(at)tie.go.tz

 

Documents:

 

Page:

 

Website:

 

Tanzania Institute of Education

]]> Home page,Community of Practice,Curriculum Development,Capacity Development,Africa,United Republic of Tanzania,April,Archives 2013 Tue, 23 Apr 2013 10:16:00 +0200 Register now for the Latin America Diploma in Curriculum Design and Development (starting August 2013 in Uruguay) http://www.ibe.unesco.org/en/global-news-archive/single-news/news/register-now-for-the-latin-america-diploma-in-curriculum-design-and-development-starting-august-201.html For the fourth consecutive year, the IBE, the Catholic University of Uruguay (UCU) and the UNESCO... For the fourth consecutive year, the IBE, the Catholic University of Uruguay (UCU) and the UNESCO Regional Bureau for Education in Latin America and the Caribbean (UNESCO/OREALC) are jointly organizing the Diploma in Curriculum Design and Development in Latin America. The course will start in August 2013 in Montevideo, Uruguay, with an intensive two-week face-to-face session and will then move on to a thirty-week online phase throughout the academic year.

 

The Diploma provides training and capacity development on curricular issues with an international comparative perspective, to contribute to the achievement of equitable quality education. It is a conceptual and methodological tool for strengthening capacities for curricular analysis, review, evaluation, design and development at macro, meso and micro levels of the education system, with an emphasis on the school level. This year, the course is made by two specializations: (a) compulsory education (from childhood to secondary education) and (b) higher education and teacher education (teacher training institutes and universities).

 

The Diploma is intended for diverse audiences including education policymakers, planners, curriculum developers, educators, principals, supervisors, teacher trainers, quality assurance officers, researchers, international staff and other partners in education at the local and regional levels. Previous participants have reported high appreciation for the international component of the Diploma, which allowed them to exchange with counterparts from all over Latin America. 

 

The course is based on the UNESCO-IBE’s "Training Tools for Curriculum Development: A Resource Pack" (TTCD) and associated thematic modules (i.e. school-based curricula and competency-based approaches), as well as additional resources tailored to the region, including an anthology of curriculum-related articles and hand-outs on curricular debates, policy dialogue, education reforms, inclusive education, the role of teachers and the role of assessment.

 

Contact:

 

Isabela Varela, Coordinator of the Diploma: ddyc(at)ucu.edu.uy

 

Documents:

 

Page:

IBE Diploma courses

 

Website:

Catholic University of Uruguay

]]> Home page,Community of Practice,Curriculum Development,Capacity Development,Training tools,Latin America Caribbean,Uruguay,April,Archives 2013 Thu, 04 Apr 2013 12:00:00 +0200 Evaluation of the pilot distance-training programme for teachers of HIV and AIDS prevention in the CEMAC zone http://www.ibe.unesco.org/en/global-news-archive/single-news/news/evaluation-of-the-pilot-distance-training-programme-for-teachers-of-hiv-and-aids-prevention-in-the-c.html Douala, Cameroon, 2-5 April 2013 Douala, Cameroon, 2-5 April 2013


In order to facilitate the inclusion of HIV and AIDS education in primary and secondary curricula, the teams of 6 CEMAC countries (Cameroon, Congo, Gabon, Equatorial Guinea, The Central African Republic, and Chad) have, firstly, developed teaching materials based on curricula, pedagogical teacher guides and student manuals. Secondly, HIV/AIDS self-training materials for primary and secondary school teachers in normal schools have been developed. These two tools are intended to reinforce the harmonizing capacity of the six countries in the region: courseware composed of scanned modules presented as a series of DVDs for schools with electricity and educational radio programmes for schools without electricity, often situated in remote areas.

 

The main objective of this meeting is to return the results of the evaluation of the content of the teaching materials (curricula, teaching guides for teachers and student manuals) and self-training materials (courseware + radio programs), conducted by the IBE; as well as to plan future activities. It will include:

  • Equipping participants with skills to report the results of the evaluation and to be involved as resource persons to make the necessary adjustments for the necessary hardware. 
  • Completing the planning and measurement tools for the programme evaluation in the field that will be used to determine the impact on teachers and students.
  • Reinforcing the capacities of the parties involved in the evaluation of a training programme

 

This workshop is organized within the framework of a pilot distance-training programme for primary, secondary, and normal school teachers, financed by the Japanese government, UNAIDS and the OFID, and  made possible by the support of UNESCO in the 6 CEMAC countries.

]]> Home page,HIV & Aids,Cameroon,Central African Republic,Chad,Congo,Gabon,Equatorial Guinea,April,Archives 2013 Thu, 28 Mar 2013 12:55:00 +0100 UIS launches the 2013 Education Survey http://www.ibe.unesco.org/en/global-news-archive/single-news/news/uis-launches-the-2013-education-survey.html The UNESCO Institute for Statistics (UIS) has launched its annual survey on education to more than... The UNESCO Institute for Statistics (UIS) has launched its annual survey on education to more than 150 UNESCO Member States and territories.


The new questionnaire collects information on national policies for annual intended instructional time at each grade in pre-primary, primary and general secondary education. It includes items on the number of days and hours that students are meant to be learning and the allocation of instructional time by subject matter according to current curricular policies.


The questionnaire has been developed in collaboration with the UNESCO International Bureau of Education (UNESCO-IBE) and will provide cross-nationally comparable data to inform debates on educational quality.


External resources:

Annual education survey launched (UIS)

 

 

Related IBE resources:

]]> Home page,Canada,February,Archives 2013 Tue, 26 Feb 2013 16:23:00 +0100 Comparing Learner Performance in Southern Africa (Prospects #164) http://www.ibe.unesco.org/en/global-news-archive/single-news/news/comparing-learner-performance-in-southern-africa-prospects-164.html This special issue of Prospects reports the results of a major study comparing student learning in... Guest Editor: Martin Carnoy

This special issue of Prospects reports the results of a major study comparing student learning in primary schools in the border region of two neighbouring countries: South Africa’s North West Province and South East Botswana.

It tries to identify schooling factors within countries that significantly impact student achievement. This research, however, distinguishes itself by honing in on learners who are physically proximate, culturally and socio-economically similar, and attending the same grade in two different school systems. It especially focuses on the characteristics of teachers and teaching that may contribute to learning gains in grade 6 in a group of lower and lower middle income schools shaped in different historical settings.


PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.

 

Order Prospects No 164

]]> Home page,Publications,Latest publications,February,Archives 2013 Mon, 18 Feb 2013 00:00:00 +0100 62nd session of the IBE Council 2013 http://www.ibe.unesco.org/en/global-news-archive/single-news/news/62nd-session-of-the-ibe-council-2013.html The IBE is governed by a Council composed of representatives of 28 Member States elected by the... The IBE is governed by a Council composed of representatives of 28 Member States elected by the General Conference of UNESCO.

 

The role of the Council is to draw up the draft general programme and budget of the IBE for each biennium for submission to the General Conference as well as to ensure the consistency and complementarity of the activities foreseen with the Education Sector's strategy and programme.

 

The 62nd session of the Council will be held from 23 to 25 January 2013.

 

 

More about the IBE Council

Documents of the 62nd session 2013

]]> Home page,Switzerland,January,Archives 2013 Wed, 16 Jan 2013 00:00:00 +0100 Bilingual Zarma-French reading booklets and teacher guides for alternative rural schools in Niger http://www.ibe.unesco.org/en/global-news-archive/single-news/news/bilingual-zarma-french-reading-booklets-and-teacher-guides-for-alternative-rural-schools-in-niger.html Since 2010, the International Bureau of Education (IBE) has been supporting a project, which aims... Since 2010, the International Bureau of Education (IBE) has been supporting a project, which aims to make a bilingual Zarma-French reading booklet and teacher guide available to students and teachers in 3rd and 4th grade primary schools in the region of Dosso (Department of Boboye in south-east Niger) in order to enhance the use of native languages as a means of introducing the official language  to support a more  effective acquisition of knowledge and skills as well as better learning. Through the development and provision of such materials, the IBE contributes, by collaborating with the Division of Curricula and Pedagogical Innovations (DCIP), the Division of National Languages Promotion, the Division of Secondary Teaching of Basel (DECBI) and the University of Niamey, to the curriculum development of the country.


Bilingual Zarma-French reading booklets and teacher guides have been successfully tested in 18 primary schools in the region of Dosso and have been provided  to 800 students aged 9-10, and 50 teachers. The supervision missions of teachers highlighted the relevance of the contents of the booklet to the students’ realities as well as the high quality of teacher guides. This project has strengthened the will and conviction of the need to continue bilingual education as it has shown its indisputable effectiveness, and how the use of the national language can significantly facilitate student learning.

 

Related news:

 

Validation of the bilingual Zarma-French booklet and its teacher’s guide for the alternative rural schools in Niger

Development of bilingual Zarma-French reading booklets and teacher guides for alternative rural schools in Niger

 

 

     

     

    ]]>     Home page,Curriculum Development,Niger,December,Archives 2012 Fri, 21 Dec 2012 16:00:00 +0100     Curriculum Innovation and Teacher Capacity Building in West African Countries http://www.ibe.unesco.org/en/global-news-archive/single-news/news/curriculum-innovation-and-teacher-capacity-building-in-west-african-countries.html Abuja, Nigeria, 11-13 December 2012 Countries in the West African sub-region share various... Abuja, Nigeria, 11-13 December 2012

     

    Countries in the West African sub-region share various educational challenges such as poverty, gaps between curriculum and societal needs and expectations, lack of functional skills in school graduates, especially in the areas of trade and entrepreneurship, and poor performance in public examinations. To tackle these issues, the Nigerian government is hosting a regional workshop with IBE on curriculum innovation and teacher capacity building for West African countries.

     

    The three-day workshop is organized within the framework of regional cooperation and exchange among the countries. It is targeted at key stakeholders with expertise in the following areas: educational policy making; curriculum development; teachers’ development and student assessment. The activities will foster collaboration and allow participants to share experiences in curriculum innovation and improving teachers’ skills and competences, as well as propose strategies and other interventions to advance educational goals in the region. Expected outcomes include improved capacities of curriculum developers and teachers; discussion for a common framework; sharing of resources; enhanced networks; and workplans for further action.

     

    IBE will provide training and expertise on curriculum debates and trends from an interregional perspective, inclusive education, teacher capacity building for curriculum delivery, and policy dialogue and formulation for curriculum development and reform.

     

    Related website:

    ]]>     Home page,Curriculum Development,Capacity Development,December,Archives 2012,Benin,Burkina Faso,Cape Verde,Cote d'Ivoire,Gambia Fri, 07 Dec 2012 15:00:00 +0100     Developing a world-class education (Prospects #163) http://www.ibe.unesco.org/en/global-news-archive/single-news/news/developing-a-world-class-education-prospects-163.html The importance of world-class education is demonstrated in the remarkable amount of attention the... Guest Editor: Don Adams

     

    The importance of world-class education is demonstrated in the remarkable amount of attention the concept—and its implications for major education reforms—are currently attracting around the world. In several countries national and local education reforms seek to create educational systems whose graduates can successfully participate in a global society and contribute to an expanding global economy. This importance is also reflected in the wide range of specific educational programs being created, the choices being made, and the new educational challenges that are emerging.

     

    This special issue of Prospects critically examines the continued efforts to identify and analyze the possibilities and limitations of attempts to further refine measures of world-class education. Further, it presents detailed case studies of the interpretations made by several countries and initiatives, as they design and implement institutional responses to the evolving global challenges.

     

     

    PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.

     

    Order Prospects No 163

    More information on “Prospects”

     

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