{"id":561,"date":"2012-02-05T15:33:45","date_gmt":"2012-02-05T15:33:45","guid":{"rendered":"http:\/\/www.cedol.org\/?page_id=561"},"modified":"2013-11-18T15:21:32","modified_gmt":"2013-11-18T15:21:32","slug":"articles-from-201011","status":"publish","type":"page","link":"https:\/\/www.cedol.org\/commonwealth-education-partnerships\/articles-from-201011\/","title":{"rendered":"Articles from 2010\/11"},"content":{"rendered":"

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\"\"<\/a><\/td>\n<\/td>\n
\n<\/strong><\/td>\n		Managing change through a quality teaching workforce<\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Dr Pauline Greaves, head of education, commonwealth secretariat<\/span>
\nIn a world where instability is often portrayed as the norm and where more than half a billion people live in 35 states identified as fragile (EFA Global Monitoring Report 2008), education remains critical to the survival\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nUNESCO and the commonwealth \u2013 our common education goals<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Qian Tang
\n<\/span>Both\u00a0<\/span>UNESCO and the Commonwealth are firmly committed to education as a human right and the key to sustainable human development. The reasons for this commitment are clear: education reduces\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n\u2018The future is not what it used to be!\u2019<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Professor John<\/span>
\nWoodOur world is changing at a faster rate than ever before. Global communications and an increasing awareness of the global challenges facing all citizens have opened the minds of policy-makers and governments\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommonwealth of learning: review and improvement model<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Dr Willie Clarke-Okah and Sir John Daniel<\/span>
\nIn countries where quality assurance systems are not well established, universities can find it useful to invite external visitation\u00a0panels to advise them on quality\u00a0improvement and wider issues.\u00a0However, these can be costly. Drawing\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nAccess to and achievement of quality education in South Africa<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Department of Basic Education, Petoria, South Africa<\/span>
\nSince 1994, South Africa\u2019s education policy and legislation has been largely concerned with processes of transforming the systemic legacy of apartheid. The burden upon all involved in the complex process of restructuring\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nUNICEF\u2019s work on gender and education in Rwanda<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Iseult KestelynGirls\u2019 education in Rwanda<\/span>
\nThe process of enhancing the rights of girls to education through\u00a0the sector-wide approach (SWAp) in Rwanda began in 2004 with a\u00a0national girls\u2019 education campaign under the patronage of the First Lady\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nPromoting success for Maori learners in New Zealand<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Makere Smith and Carol Mutch<\/span>
\nMaori, the indigenous people of New Zealand, comprise 15 per\u00a0cent of the population. The educational achievement of Maori, as\u00a0shown in national assessments1 and international comparative\u00a0studies2 is much lower than\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommentary on Aboriginal Education in Canada<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

The Right Honourable Paul Martin
\n<\/span>The Issues
\nWith few exceptions, the history of\u00a0indigenous peoples throughout the world is\u00a0one of unspeakable mistreatment, and\u00a0Canada is…<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nTeacher education at a crossroads: the imperatives for reform<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Bob Moon<\/span>
\nTeaching has always been an uncertain profession. In Villette,\u00a0Charlotte Bronte\u2019s heroine, Lucy Snowe, anguishes over revealing\u00a0to her future parents that she is a teacher. A protagonist in\u00a0Chimamanda Ngozi Adiche\u2019s\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nMeeting the growing demand for teacher education<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Commonwealth of learning<\/span>
\nDeveloping countries in the Commonwealth are firmly committed\u00a0to the attainment of the Education for All (EFA) and Millennium\u00a0Development Goals (MDGs) by 2015, particularly the goal of\u00a0providing access to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nRecognising teacher qualifications in the Commonwealth<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

James Keevy<\/span>
\nHow can a teacher\u2019s qualifications be adequately recognised when\u00a0he\/she migrates to Canada from, say, the UK? Or decides to move\u00a0from Barbados to New Zealand, or from South Africa to the\u00a0Cameroon? Increasing\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe Commonwealth\u2019s co-LEAD project<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Professor Petros Pashiardis and Dr Stefan Brauckmann<\/span>
\nSchool leadership:\u00a0why does it (still) matter?
\nWe live in an era of complexity. The only stable factor is constant\u00a0change. In the last 30 years, we have seen change as never before\u00a0and educational leaders around the globe must learn to adapt to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe successes and failures of the campaign for Universal Primary Education<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Sir John Daniel<\/span>
\nWhy Education for All?
\nIn his classic, The Wealth of Nations, Adam Smith wrote:\u00a0The more (ordinary people) are instructed the less liable they\u00a0are to the delusions of enthusiasm and superstition, which,\u00a0among ignorant nations\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nOpen school: catalysts for creating an education fit for the 21st century<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Frances Ferreira<\/span>
\nOpen schools are urgently needed to provide access to\u00a0education for millions of children who currently have no access\u00a0to any formal schooling. While the world average for\u00a0secondary school enrolment is 66%\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe evolution of the Virtual University for Small States of the Commonwealth<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

John Lesperance<\/span>
\nThe Virtual University for Small States of the Commonwealth\u00a0(VUSSC) is an initiative of the education ministers of the 32 small\u00a0countries that account for two-thirds of Commonwealth\u00a0membership\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSharing the garden: working with OERs in African teacher education<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Tessa Welch<\/span>
\nThe title for this article comes from The Selfish Giant, a short story\u00a0by Oscar Wilde. This children\u2019s story is about a giant who goes away\u00a0from his castle for seven years only to come back and find that the\u00a0garden, full of beautiful flowers and\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n\u00a0Multi-grade teaching in South Africa<\/span><\/strong><\/a><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Dr Jurie Jouber<\/span>
\nIn order to achieve the Millennium Development Goals (MDGs),\u00a0specifically the first two which focus on reducing hunger and\u00a0poverty by half and ensuring universal primary education (UPE) by\u00a02015, we need to change\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nIncluding pastoralists in education for all<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Caroline Dyer<\/span>
\nIn 1990, Article 3 of the World Declaration on Education for All\u00a0identified nomads as one of several groups who are discriminated\u00a0against in access to education services. It demanded \u2018an active\u00a0commitment\u2019 to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nComing to terms with boys at risk in Jamaica and the rest of the Caribbean<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Mark Figueroa<\/span>
\nA Regional Caribbean Initiative on Keeping Boys Out of Risk,\u00a0currently supported by the World Bank and the Commonwealth\u00a0Secretariat, resulted in two recent conferences. One of them, Boys\u00a0and Education: A Life\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nGender differentials in Caribbean educational systems<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Barbara Bailey and Suzanne Charles<\/span>
\nThe Dakar Framework for Action1 emanating from the 2000\u00a0Education for All conference advocates that education is not only a\u00a0fundamental human right, but is a requisite to meeting the\u00a0demands of the 21st century\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nKey areas of disparity in the provision of education in Solomon Islands<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Stanley Houma<\/span>
\nSolomon Islands is an archipelago of 922 islands located in the\u00a0South West Pacific about 1,860km northeast of Australia. The\u00a0group consists of six large islands and hundreds of small islands\u00a0and islets\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nMaking education inclusive of children with disabilities in Samoa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Galumalemana Nuufou Petaia<\/span>
\nIn April 2010, eight Pacific States met in Apia, Samoa, for the first\u00a0time for a Commonwealth Secretariat Consultation on Education.\u00a0They were given the opportunity to \u2018make connections and build\u00a0partnerships\u2019\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe Global Campaign for Education (GCE)<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Kailash Satyarthi<\/span>
\nThe world is full of urgent and emotive causes. Whether it\u2019s the\u00a0floods in Pakistan or the ongoing conflict in Afghanistan, we are\u00a0never far from heart-wrenching images that are beamed around\u00a0the world\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCreating new schools using evidence-based solutions \u2013 a case study<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Jenny Lewis<\/span>
\nIn a world that is constantly changing, there is not one subject\u00a0or set of subjects that will serve you well for the foreseeable\u00a0future, let alone for the rest of your life. The most important\u00a0skill to acquire now is\u2026<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>","protected":false},"excerpt":{"rendered":"

  Managing change through a quality teaching workforce Dr Pauline Greaves, head of education, commonwealth secretariat In a world where instability is often portrayed as the norm and where more than half a billion people live in 35 states identified … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":69,"menu_order":60,"comment_status":"open","ping_status":"closed","template":"","meta":[],"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\t\n\t\n\t\n