{"id":563,"date":"2012-02-05T15:34:05","date_gmt":"2012-02-05T15:34:05","guid":{"rendered":"http:\/\/www.cedol.org\/?page_id=563"},"modified":"2013-11-18T15:21:35","modified_gmt":"2013-11-18T15:21:35","slug":"articles-from-200910","status":"publish","type":"page","link":"https:\/\/www.cedol.org\/commonwealth-education-partnerships\/articles-from-200910\/","title":{"rendered":"Articles from 2009\/10"},"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\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		Towards and beyond global goals and targets<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Raj Dhanarajan<\/span>
\nThe 17th Conference of Commonwealth Education Ministers (CCEM) in Malaysia with its theme \u2018Towards and beyond global goals and targets\u2019 could not be happening at a more difficult and challenging time\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nFifty years on \u00a0 Backwards and forwards in Commonwealth education<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Lalage Bown<\/span>
\nI have always believed in the Commonwealth, in the idea of a group of states with no military motives, brought together by shared principles, working jointly on practical programmes for human betterment in\u2026<\/span><\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSustainability for Africa \u00a0 Promoting sustainability in Africa through higher education<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Goolam Mohamedbhai<\/span>
\nAll the economic, social and human development indicators show that Africa, in particular Sub-Saharan Africa (SSA), is the worst developed region of the world. Poverty, malnutrition, food insecurity, early childhood death\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nMeeting the MDG challenge \u00a0 The role, potential and impact of open and distance learning<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Denise Kirkpatrick<\/span>
\nThe Millennium Development Goals (MDGs) have become a universal framework for development, and a means for developing countries and their partners to work together in pursuit of a shared future for all. At just past\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSmall states\u2019 priorities \u00a0 Learning from and across Commonwealth small states: Priorities for educational planning and research<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Michael Crossley and Mark Bray<\/span>
\nAmong the Commonwealth\u2019s 53 member states, 30 have populations below 2.5 million and 23 of these have populations below a million. Small states therefore comprise over half of all member states. The Commonwealth has a strong\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Towards the university of tomorrow<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Dzulkifli Abdul Razak<\/span>
\nSome 1,150 years ago this year, the first \u2018modern\u2019 university granting academic degrees was established as the University of Al-Karaouine in Fez, Morocco. According to the Guinness Book of World Records, it is the oldest\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nKeeping education on track in times of crisis<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Nicholas Burnett<\/span>
\nIn a microcosm, the 53 states of the Commonwealth capture all the challenges faced across the world in making Education for All (EFA) a reality. They are characterised by a wide array of countries in terms of territory, wealth and population\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe Commonwealth of Learning \u00a0 The road ahead<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Commonwealth of Learning\u2019s<\/span>
\nValues and development priorities for 2009\u201312 \u00a0Home to 1.9 billion people of every colour, creed and caste, the 53 Commonwealth nations are united by a commitment to common values, notably peace, democracy, equality, good governance and the resolution of conflicts through\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nAssociation for the Development of Education in Africa (ADEA) Biennale 20081 \u00a0 Summary of the outcomes<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Wim Hoppers<\/span>
\nGeneral outcomes \u00a01. Paradigm shift. Given the many changes in the socio-economic environment of African countries and the challenges these pose for educational development, a paradigm shift in \u00a0both the substance of post-primary\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nInclusive education<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: David Mitchell<\/span>
\nInclusive education ranks as one of the most important challenges \u00a0facing governments and educators throughout the world. This \u00a0article examines four key questions\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nEducational equity for individuals with disabilities<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Libby Cohen<\/span>
\nEducational equity means that everyone \u2013 all individuals \u2013 have opportunities to achieve their full potential. Educational equity is about fairness. Social justice, equity, respect and dignity are basic rights for\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nImplementing inclusive education in schools \u00a0 A step in the right direction<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Denise Shelley Newnham<\/span>
\nA world appeal has been launched by UNESCO for inclusive education. Though there has been much progress in this field, there is still much to be done. New policies create inevitable new problems. This\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nRedefining roles and boundaries \u00a0 Schooling in rural Solomon Islands<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Stanley Houma<\/span>
\nSchooling has had a tremendous impact on the lives of Solomon Islanders at all levels of society. For some, this has been a satisfying journey; for others, especially those in rural communities, it has been a painful experience\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommunity schools and Education For All<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Jordan P. Naidoo<\/span>
\nThis article1 stresses the continuing role for community schools within a multifaceted education delivery system. In suggesting a place for community schools within a diversified system of education provision to meet Education\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Planning for inclusion \u00a0 Education sector planning for promoting inclusive education for disabled children<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Philippa Lei<\/span>
\nWith children from marginalised groups constituting the majority of those still missing out on quality primary education, progress towards Education for All (EFA) and the Millennium Development Goals (MDGs) will stall if considerations\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nEFA by 2015 \u00a0 A tantalising prospect for Tanzania<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Joseph Kisanji<\/span>
\nThe Education for All (EFA) goals and Millennium Development Goals (MDGs) provide a global policy framework for governments, international organisations, the private sector and civil society to reduce poverty and social\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n\u00a0Preparing children for the future \u00a0 Primary Education Review and Implementation Committee Secretariat<\/a><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Singapore Ministry of Education, April 2009<\/span>
\nSingapore\u2019s education system has achieved high academic standards internationally. However, in an increasingly complex and interconnected world, how will Singapore ensure that its children continue to be effectively prepared for the future\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe teacher\u2019s voice \u00a0 Reflections of a Malaysian schoolteacher<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Ms Nirmala Ramakrishnan<\/span>
\nIn this paper, I share my thoughts as a teacher in the form of conscious and spontaneous reflections that have guided my actions and decisions on my professional journey for more than two decades\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nFlexible education \u00a0 Reaching nomadic children in Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Florence Mugoya Malinga<\/span>
\nNomads in Africa roughly constitute about 6 per cent of the population and are found in 21 African countries: Nigeria, Ghana, Cameroon, Niger, Mali, Senegal, Chad, Mauritania, Algeria, Egypt, Eritrea, Sudan, Ethiopia, Somalia\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nBuddy Stops \u00a0 Making learning fun<\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Jacinta Leong, Sabah State Education Department, Malaysia<\/span>
\n\u2018Accelerating and Enhancing the Teaching and Learning Process through Buddy Stops\u2019 is a support programme introduced by the State Education Department in Malaysia. Stops\/stations are created around the school compound\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSupporting education in difficult circumstances<\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: The primary school of Ba\u2019 Kelalan, Malaysia<\/span>
\nPolicy-makers, educationists and others parties involved in education are all seeking ways in which to fully utilise limited resources efficiently to identify and solve problems in the education sector and to provide quality\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Total Involvement of the Community in Improving the School Performance<\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

SK Ulu Lubai School, Borneo
\nIntroduction \u00a0The school, SK Ulu Lubai, is located in a remote area of Sarawak, Borneo, East Malaysia. It has always been handicapped by limited facilities and financial constraints. Neither the parents of the children nor the\u2026<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nParental involvement in rural Kenya \u00a0 The why, how, who, when and where of parental decision-making on children\u2019s education in rural Kenya<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Fibian K. Lukalo<\/span>
\nThe 2003 commitment by the Kenyan government to prioritise primary education was not the first time that Universal Primary Education (UPE) was touted as \u2018free\u2019 or as a basic human right for all children. Neither was\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nGender and political-economy in Caribbean education systems \u00a0 An agenda for inclusion<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Barbara Bailey<\/span>
\nCaribbean education: post emancipation \u00a0Anglophone Caribbean countries share a common political history, and their education systems to a large extent represent the same package, albeit in\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Language matters and gender equality \u00a0 A Malaysian perspective<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Bahiyah Dato\u2019 Hj. Abdul Hamid<\/span>
\nMalaysia, a sovereign nation of 51 years, is now midway through attaining developed nation status by 2020. To achieve this goal, the National Mission, a policy and implementation framework outlining Malaysia\u2019s priorities\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nGender-inclusive higher education \u00a0 How is Africa faring in this key area of university education?<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Forum for African Women Educationalists (FAWE)<\/span>
\nAs Africa advances into the 21st century, rapid change brought about by technological, scientific and economic advancements, globalisation and migration are transforming the continent\u2019s university environment, making it\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nImages of sexuality and HIV\/AIDS in Sub-Saharan Africa \u00a0 Voices of Ghanaian young people<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Georgina Yaa Oduro<\/span>
\nThe effect of HIV\/AIDS on the health and socio-economic development of Africa is well acknowledged. The disease is identified as the fourth biggest killer of people (UNAIDS, 2005). Although a little more than\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nLeadership in 21st-century schools<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Chia Loy Tian, Principal of the Senior Methodist Girls\u2019 School in Kuala Lumpur<\/span>
\nIntroduction \u00a0Students of the 21st century want an environment that is about learning, not just memorisation. They want to be part of the process of learning, to build connections that would foster \u2018learning to learn\u2019\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nProfessional development needs of school principals<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Petros Pashiardis and Stefan Brauckmann<\/span>
\nContext and challenges for school leaders in the 21st century \u00a0We live in an era of complexity where the only stable factor is constant change. In the last 30 years we have seen change as never before. There is a new international economic order and, it could be argued\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Internationalising teachers and teaching<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Mary Thornton<\/span>
\nInternationalisation could be seen as the defining feature of human society today. Modern travel, ease of communication, and economic and environmental interdependence, make it vitally important that teacher educators transform their own\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe centrality of teacher management to quality education \u00a0 Lessons from developing countries.<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Susy Ndaruhutse<\/span>
\nIn 2008, CfBT Education Trust, in partnership with Voluntary Services Overseas (VSO), published a research report \u2018Managing Teachers. The centrality of teacher management to quality education. Lessons from developing\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nAccelerating catch-up \u00a0 Tertiary education for growth in Sub-Saharan Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Shahid Yusuf and Kaoru Nabeshim<\/span>
\nIntroduction \u00a0Following more than two decades of economic stagnation, GDP growth in Sub-Saharan Africa (SSA) accelerated to over 6.0 per cent during 2002\u201307. This remarkable economic turnaround is the result of increasing\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nTertiary education reforms in Botswana<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Patrick D. Molutsi<\/span>
\nIntroduction \u00a0Like many other countries around the world, Botswana began a major programme of reform of its tertiary (post-secondary) education system at the beginning of the 1990s. The reforms focus on increasing access to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Building human capital \u00a0 Using general studies components to build the bricks of student excellence in higher education: Universiti Kebangsaan Malaysia<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Zarina Othman, Khalim Zainal and Khairul Anwar Mastor<\/span>
\nTo quote the former Malaysian Prime Minister, Tun Abdullah Ahmad Badawi, \u2018Education is an important tool in building human capital\u2019. In the educational system of Malaysia, there are two ministries that\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe missing ingredient \u00a0 Headteacher leadership development in Sub-Saharan Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: George K.T. Oduro<\/span>
\nIntroduction \u00a0Governments in Sub-Saharan Africa have, since the 2000 World Education Forum in Dakar, demonstrated high commitment to achieving Education for All (EFA) by 2015. In collaboration with development partners\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe doors have been left ajar \u00a0 Women in contemporary African higher education<\/a><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Joy Constance Kwesiga<\/span>
\nIntroduction \u00a0Why are we still doing the same thing (finding out determinants of gender inequalities in education) since we have known the causes for a long time? Why is the list of obstacles getting longer instead of demonstrating the gains\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nAddressing global challenges in higher education \u00a0 A Malaysian initiative<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Gurnam Kaur Sidhu and Mehander Singh<\/span>
\nGlobalisation and internationalisation are trends that have brought about a new world order that is characterised by complexity, interconnectedness and diversity. These increasingly challenging contexts are\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nTeaching the teachers \u00a0 Assessing the effectiveness of using distance education to train teachers in Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Tony Mays and Jennifer Glennie<\/span>
\nThis is an abbreviated version of a paper developed for the African Council on Distance Education conference in Nigeria in 2008. The paper explores the current and future potential of the use of distance\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nPublic-private partnerships in education<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Michael Latham<\/span>
\nMany governments are exploring options and mechanisms to involve the private sector in providing education. This involvement comes in many forms. From the supply side, the public sector may fund private school operations\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nActionAid\u2019s education evolution<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: David Archer<\/span>
\nActionAid is one of the leading international non-governmental organisations (NGOs) working on poverty and development, with its headquarters in South Africa and an annual budget of over US$100 million. It works in\u2026\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Making education work \u00a0 The gender dimensions of the school-to-work transition <\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: East Asia and Pacific Regional United Nations Girls\u2019 Education Initiative (UNGEI)<\/span>
\nThe United Nations Girls\u2019 Education Initiative (UNGEI) is the Education For All flagship for girls\u2019 education and the principal movement to narrow the gender gap in primary and secondary education, and to ensure\u2026<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nWorking in partnership \u00a0 How Link Community Development works alongside district local government: The case of Masindi<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Link Community Development<\/span>
\nIntroduction \u00a0Link Community Development\u2019s (LCD) mission is \u2018to work in partnership to improve the lives of children and young people in rural communities in sub-Saharan Africa\u2019. In recent years the programme has grown to service over\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nEducational media initiatives \u00a0 Commonwealth Educational Media Centre for Asia (CEMCA) reports on its work<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Sreedher Ramamurthy<\/span>
\nCommonwealth Educational Media Centre for Asia (CEMCA) is the only office of the Commonwealth of Learning (COL) outside Vancouver, Canada. CEMCA functions through networking and information transfer\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nStakeholders\u2019 Forum \u00a0 A place from which to plan and influence ministers at the 17th Conference of Commonwealth Ministers<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Commonwealth Foundation<\/span>
\nThe theme for the fiftieth anniversary of the 17th Conference of Commonwealth Ministers (17CCEM) is \u2018Education in the Commonwealth: Towards and beyond global goals and targets\u2019. The 17CCEM will\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommonwealth scholarships \u00a0 Fifty years of achievement for the Commonwealth Scholarship and Fellowship Plan<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author:\u00a0 John Kirkland<\/span>
\n50 not out, and approaching a second half-century with confidence. That\u2019s the message that the Commonwealth Scholarship and Fellowship Plan (CSFP) will deliver to Commonwealth education ministers in Kuala Lumpur this June\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommunity learning \u00a0 Perspectives on the role of media in non-formal education<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Ian Pringle, Mikey Rosato and Charles Simbi<\/span>
\nLack of learning opportunities as a barrier to development \u00a0There is a profound lack of appropriate and effective learning opportunities in remote, rural and resource-poor parts of the world. Schools, by and large, do not cater to non-formal or lifelong learning needs of adults or youth\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Renewing interest in the quality of education \u00a0 Have we lost sight of what education is all about?<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Akanksha A. Marphatia<\/span>
\nWhether education is seen to be part of the solution to the current financial crisis remains to be seen. When the G20 met in London in March 2009 they emphasised the importance of education and training as a catalyst to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nIt\u2019s time for the paradigm to shift \u2013 youthwise<\/a><\/span><\/strong><\/td>\n<\/tr>\n
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Author: Dr Fatiha Serour<\/span>
\nThe future of the Commonwealth lies in its young people with all their creativity, potential and energy. They are our students, our young entrepreneurs, our workers and eventually our carers. They are also the very people who society is leaving\u2026<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>","protected":false},"excerpt":{"rendered":"

  Towards and beyond global goals and targets Author: Raj Dhanarajan The 17th Conference of Commonwealth Education Ministers (CCEM) in Malaysia with its theme \u2018Towards and beyond global goals and targets\u2019 could not be happening at a more difficult and … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":69,"menu_order":70,"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