Page 12 of 16

166.	The UNESCO Teacher Training Initiative for Sub-Saharan Africa
	Wednesday, May 31, 2006  by Admin
	This is a report from the meeting between the Natinoal Coordinators for UNESCO's Teacher Training Initiative for Sub-Saharan Africa which was held in March 2006. It highlights the current standards of teachers in Tanzania and the new developed initiatives in teacher education.
167.	ICT Education: Content Issues as Kiswahili reigns
	Monday, May 22, 2006  by Admin
	Despite the rapid adoption of Information and Communication Technologies (ICTs) into administration, education and several other sectors of the economy, there still remains a challenge; how can ICTs be demystified to appeal to the majority of the local population.
168.	Gender Mainstreaming in Development Policies and Programmes
	Monday, May 22, 2006  by Admin
	Gender refers to the social relationship/ roles and responsibilities of men and women, the expectations held out about the characteristics and likely behaviours of both men and women that are learned. This presentation highlights the rationale for gender mainstreaming and provides experiences of gender mainstreaming by the Government of Tanzania.
169.	The Education for All - Fast Track Initiative
	Wednesday, May 10, 2006  by Admin
	The Fast Track Initiative (FTI) was launched as a global partnership between developing partners and developing countries to ensure accelerated progress towards achieving the 2015 Millennium Development Goal of universal primary education, among others. FTI is evolving as a good model for the country driven implementation of an MDG linked global initiative by providing a framework and a platform where the country and its donors come to an agreement that follows key principles agreed by the FTI partnership.
170.	Distance education and ICTs: Policy Challenges
	Tuesday, May 9, 2006  by Admin
	The Working Group on Distance Education and Open Learning (WGDEOL) attempts to provide target-stratified and meaning solutions to groups and countries in the sub-Saharan (SSA) in achieving the Meeting Education for All goal. This paper is premised on the view that policies regarding the integration of ICTS in Distance Education need to be systematically reviewed to enable the achievement of development goals in the SSA and outlines the WGDEOL’s commitment in that respect.
171.	Gender Responsive Pedagogy
	Monday, May 8, 2006  by Admin
	The quality of education cannot be achieved without addressing the gender dimension. However, FAWE, Forum for African Women Educationalists, feels that schools in sub-Sahara Africa are not gender responsive. This report book explains what Gender Responsive Pedagogy is and also proceeds to explain how to make gender responsive in the teaching process.
172.	Optimizing Learning and Education in Africa - the Language Factor
	Monday, May 8, 2006  by Admin
	This document assesses comprehensively the experiences of the mother tongue and bilingual education programmes in sub-Saharan Africa. Its conclusion, Language is not everything in Education, but without Language, Everything is nothing in Education.
173.	Local Research on the Characteristics of Effective Primary Schools in Singida Tanzania
	Monday, May 8, 2006  by Admin
	There has been a growing concern in Tanzania that many pupils complete primary school withough achieving satisfactory levels of training. This report is an outcome of a research conducted with assistance from ADEA, MoEC, UNESCO and CIDA to study characteristics of effective primary schools in Singida. Some results indicate that some primary schools were more effective when the teacher motivated pupils for effective learning and has the mastery of the content and methodology they are teaching.
174.	The Cost of Poverty: Transaction Costs and the Struggle to Make Aid Work in the Education Sector
	Saturday, April 29, 2006  by Admin
	Most donors who fund ongoing initiatives frequently expect project sustainability or reduced transaction costs as a step towards increased aid effectiveness. This paper attempts to look at the kinds of transaction costs and see how they play out through different funding instruments to the education sector and their likely implications in the context of moves towards increased budget support.
175.	Using Technology to Train Teachers
	Saturday, April 29, 2006  by Admin
	This handbook proves how Information and Communication Technologies (ICTs) have an impact on Teacher Professional Development (TPD) when used in combination with education research on student learning and teacher development. The handbook is intended to help decision makers in developing country governments and development partner’s agencies in their efforts to combine ICT and TPD.
176.	COMLA Students Essay Award
	Saturday, April 29, 2006  by Admin
	The contest will lead to a COMLA Essay Award that has been a common feature of the SCECSAL. Deadline for submission of the essay is 15th May 2006.
177.	Improving education in rural areas: Guidance for rural development specialists
	Wednesday, March 22, 2006  by Admin
	Universal basic education is a critical part of rural development. Individuals who have had some education are better farmers and more capable of finding off-farm employment. The rural sector also benefits from the overall development of the national economy and the alleviation of poverty, in which basic education is essential. Yet rural primary schools in low-income countries often suffer because they are remote from the central offices of the ministry of education, which distribute instructional resources, so their quality is poor.
178.	African Higher Education Activities in Development:
	Wednesday, March 22, 2006  by Admin
	The African Higher Education Activities in Development (AHEAD) database was developed by the Policy Research Unit of the Association of Commonwealth Universities in 2004. The database was created in support of the partnership between the Association of Commonwealth Universities and the Association of African Universities and their 10-year programme for Renewing the African University. It catalogues externally funded projects in African higher education and is designed to map and identify current trends in project activity.
179.	Strengthening Communities Producing Street Children in Kilimanjaro Region
	Friday, March 17, 2006  by Admin
	This monotoring report was written by the Community Strengthening Project Team and was edited by the Director, Kate McAlpine. The report highlights Monitoring of Impact, which was to develop and strengthen community based interpretations that address the causation of child/ youth migration to the streets. Monitoring of outcome was also conducted to measure whether members of the target communities were enabled to support reunified and at risk children from the streets.
180.	Education and Training for ICT development in Tanzania
	Thursday, February 16, 2006  by Admin
	The Institute of International Education at Stockholm University accepted a commission to study the development of ICT education in Sweden with the aim of creating a model for development in Sida Partner Countries. To achieve the end goal of building a model that guides development, research was done on how Sweden raised the ICT knowledge of its labour force, focusing on roles played by the public and private sectors, and also research on surveys of ICT training and education initiatives in Tanzania.
1 2 3 4 5 6 7 8 9 10 First Page | Previous Page | Next Page | Last Page