15th November 2019 Top Story

By Mary Taruvinga

FINANCE Minister Mthuli Ncube has allocated the second biggest chunk of his 2020 budget to health proposing a $6, 5 billion vote to the struggling sector.

This comes at a time the country’s health sector is crippled following the downing of tools by doctors and nurses with nearly 300 doctors having been fired over this industrial action.

Council nurses have also joined the go-slow leaving thousands of patients to die unattended in hospitals dotted across the country.

Presenting his 2020 budget, Ncube said there was need for concerted efforts in improving the health delivery system also noting that the country has managed to make notable achievements despite the prevailing constraints.

“Transmission of HIV (PMTCT), rate has fallen from above 30 to 5.7, among other achievements. Such achievements have empowered the government to lobby for additional support from various bilateral and multilateral sources such as the Global Fund,” said the Finance Minister.

He added: “To consolidate our achievements in health care, I am allocating $6.5 billion to the sector. This will cater for health infrastructure, personnel welfare, medicines, drugs, and sundries, among other essential hospital equipment and necessities.”

The Defence ministry, which has traditionally received the highest allocation, was this year given $3, 11 billion.

“Security services remain an integral part in ensuring a peaceful and stable socio economic environment in our nation, hence the need to ensure that our security services are fully funded to enable them to discharge their constitutional mandate,” said Ncube.

But it was the Primary and Secondary Education Ministry that got the biggest vote of the budget with $8, 5 billion.

The country’s energy sector has also been failing to meet demand with the majority of consumers going for over fifteen hours without power.

Ncube said the situation is likely to improve on the back of private investments. Among other notable beneficiaries were Agriculture $1, 9 billion and under this, irrigation programmes will get $422,7 million; veterinary $521,8 million; farmer compensation, $380 million; crop and livestock research and technology will get $176,6 million while land survey and mapping will get $63,5 million.

The Mines Ministry will receive $293, 2 million with Ncube adding government is targeting realisation of US$12 billion from its mineral resources by 2023.

“Minerals Marketing Corporation of Zimbabwe will be supported through a credit guarantee scheme to provide funding and support to non-gold sector,” he said.

The tourism sector will be allocated $291 million.

The Finance Minister said there will be duty dispensations for tourist sector equipment such as luxury buses which have assisted the sector by providing an investment window to aid its recovery.

He has also introduced the Youth Employment Tax Incentive (YETI) under the 2020 budget  to support employers who generate jobs for youths..

“Any additional job created will attract a percentage tax rebate to the employer, linked to the employee’s salary,” he said.

[Radio Dabanga] Khartoum -The Sudanese Minister of Education has announced a gradual change of the educational system and a comprehensive review of the curricula. The budget for education will be substantially increased.

Washington, DC. November 7, 2019. Alice Albright is to be reappointed as Chief Executive Officer of the Global Partnership for Education. Following a global search and competitive selection process, Ms. Albright will be appointed for a further three-year term, through to February 2023. 

“I am very grateful for the privilege and opportunity to lead the Secretariat through the coming period and humbled by the confidence demonstrated in me,” Ms. Albright said.

“We must tackle the deep-seated constraints to addressing the global learning crisis, which disproportionately affect girls and the poorest and most vulnerable children.  It is simply unacceptable that close to 620 million children are being denied a quality education, either because they are not in a classroom or they are in school but not learning.” 

“I pledge to roll up my sleeves and use the powerful set of levers that the Global Partnership for Education has developed to help government partners strengthen their education systems and drive equitable learning outcomes for the most vulnerable children.”  

Under Ms. Albright’s leadership since February 2013, GPE matured into a dynamic thriving partnership and innovative fund. She has visited 20 developing country partners to engage senior leadership and has repurposed GPE’s business approach, introducing a new results-based funding model, a multiplier fund and a groundbreaking knowledge and innovation exchange. During her tenure the partnership has expanded with 14 new developing countries committing to the GPE principles and substantial new donor financing. The primary focus on driving up domestic government budgets has seen record levels of additional finance flow to education.

“While long-standing donors ratcheted up their support for GPE at last year’s Financing Conference, I was particularly pleased to see us broaden into new regions and welcome new partners,” Ms. Albright said.  “The US$100 million contribution from the United Arab Emirates and the operational engagement of the Islamic Development Bank are unprecedented. The UN Refugee Agency, UNHCR, joining our Board strengthened the partnership’s ability to address the education needs of the most vulnerable children, and the recent inclusion of a new board seat to represent the private sector opens up powerful new opportunities.”

The six-person selection committee, which unanimously agreed to reappoint Ms. Albright, was led by the Chair of the GPE Board of Directors, Julia Gillard.  It included representatives from the major Board constituencies and was assisted by an executive search firm. 

“In addition to the skills and energy that Alice brings to the position, her reappointment gives the partnership and the Secretariat the benefit of continuity as we move onwards and upward,” Ms. Gillard said. “GPE can now look ahead with confidence to further improving our impact on systems strengthening, learning and equity, developing our new strategic plan and launching the next replenishment campaign.”

---------------------------------------------------------------

About the Global Partnership for Education

The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality basic education, prioritizing the poorest, the most vulnerable and those living in countries affected by fragility or conflict. GPE mobilizes financing for education and supports developing countries to build effective education systems founded on evidence-based planning and policies.

Contact: Chantal Rigaud. crigaud@globalpartnership.org

Education policy envisions developing Nepal as outstanding educational hub  Khabarhub

MoE aims for “futuristic and comprehensive” education policy  Kuensel, Buhutan's National Newspaper

C’est dans le cadre d’un atelier de formation sur le suivi de l’intégration des cibles de l’ODD4 dans le système national d’éducation et de la formation qui a rassemblé pendant trois jours, des experts venus de plusieurs départements ministériels sectoriels

Deux objectifs majeurs ont conduit à l’organisation de ces assises, qui avaient pour cadre, la salle des conférences du bureau national de l’Unesco :

- Renforcer l’appropriation de l’ODD4 et de l’Agenda 2030 relatifs à l’éducation (Maîtriser les principales caractéristiques et les priorités politiques de cet objectif) – Mettre en place un dispositif national de suivi – évaluation dans la réalisation de l’ODD4

Les différentes articulations qui ont meublé les assises

Information et appropriation de l’ODD4 avec quatre exposés théoriques

-         Les cibles de l’ODD4 et les efforts requis des pays

-         L’état des lieux du système éducatif du Cameroun

-         Le processus en cours de révision de la Stratégie sectorielle de l’éducation

-         Les mécanismes internationaux de financements de l’éducation

Le Suivi des engagements internationaux en faveur de l’ODD4

-         Les recommandations du cadre d’action OOD4 (Les mécanismes de suivi aux niveaux mondial, régional et s/ régional)

Les dispositifs actuels de suivi des engagements internationaux du Cameroun sur l’éducation avec trois exposés

Le dispositif EPT (atouts et faiblesses) – le Comité de pilotage de la Stratégie – le Groupe Local Education…  

Présentation sur le dispositif de suivi d’un autre pays : Sénégal…

Contexte et justification

Il y a quelques années, le Cameroun s’est engagé, de concert avec la Communauté Internationale, d’ « Assurer une éducation inclusive et équitable de qualité et promouvoir des possibilités d’apprentissage tout au long de la vie pour tous ».

Une vision qui invite les décideurs du monde à concentrer leurs efforts sur l’accès, l’équité, l’inclusion, la qualité et les résultats de l’apprentissage dans une  perspective pérenne.

Quelques cibles prioritaires ainsi que les moyens mis en œuvre pour atteindre les objectifs souhaités à l’échéance 2030. Par ailleurs, le cadre d’action d’Incheon a mis en évidence quelques défis liés aux modalités de mise en œuvre de l’ODD4 – Education 2030 :

Une responsabilité accrue des gouvernements qui doivent tenir leur engagement commun en faveur de l’éducation, en « mettant en place des cadres juridiques et politiques qui favorisent la responsabilité et la transparence, ainsi qu’une gouvernance participative et des partenariats coordonnés à tous les niveaux et dans tous les secteurs. 

Une collaboration, une coopération, une coordination et un suivi solides aux niveaux régional et mondial fondés sur la collecte, l’analyse et la communication des données au niveau des pays

Une augmentation importante et bien ciblée du financement (au moins 4 à 6% du PIB et/ou en moins 15 à 20% du total des dépenses publiques.  

Nicole Ricci Minyem

Education Minister Hang Chuon Naron wants the country to increase its digital knowledge, starting by improving the quality of teachers and their ...

The discussion document released today outlines the long-term vision, objectives and actions resulting from the Education Conversation | Kōrero Mātauranga. 

The vision reflects the overwhelming aspirations of New Zealanders, as expressed in their kōrero, for a more inclusive, equitable, connected and future-focussed New Zealand learning system. 

Whakamaua te pae tata kia tina – take hold of your potential so it becomes your reality. 

We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons. Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters. 

Whaia te pae tawhiti kia tata – Explore beyond the distant horizon and draw it near. 

A strong sense of what New Zealanders want education to do, for every learner, their whānau, our communities, and our nation, has also emerged from the kōrero. 

To reflect these aspirations, we have set five objectives around which to shape the future of New Zealand education, and a series of actions over 10 years to help achieve them. 

To help us all achieve our vision, and the objectives we have set for the future of education, we are now consulting on the draft priorities that all education providers, from early learning to tertiary education and training, will share.

These priorities are in the draft Statement of National Education and Learning Priorities [NELP] and the draft Tertiary Education Strategy [TES]. 

The NELP sets the priorities for early learning, kōhanga reo, schools and kura. The TES sets the long term strategic direction and priorities for the tertiary education system.  

Summary: Shaping a stronger education system with New Zealanders [PDF 1.9MB] 

Discussion document: Shaping a stronger education system with New Zealanders [PDF 1.9MB]

Objectives and actions: Shaping a stronger education system with New Zealanders [PDF 904KB] 

Have your say on the draft Statement of National Education and Learning Priorities (NELP)

Have your say on the draft Tertiary Education Strategy (TES)

Consultation on the draft NELP closes on 25 November 2019.

Consultation on the draft TES concludes on 25 October 2019.

Wednesday 28 August 2019 Media Release The Hon Dan Tehan MP

• Minister for Education

The Hon Mark Coulton MP

• Minister for Regional Services, Decentralisation and Local Government
• Assistant Trade and Investment Minister

The Liberal Nationals Government is committed to driving increased participation in higher education for regional and remote students.

Minister for Education Dan Tehan said the Government accepted the aims of the seven key recommendations made in the National Regional, Rural and Remote Higher Education Strategy released today.

Mr Tehan said the Government would consult on the 33 specific actions and respond in due course. Many of the actions involve a different approach to current policy settings, require possible reform of the sector and budgetary considerations. These actions also require engagement with state and territory governments and different portfolio areas.

The Hon Dr Denis Napthine MP chaired the expert advisory group that led the review and made seven recommendations:

• Improve access to tertiary study options for students in regional, rural and remote areas.
• Improve access to financial support, to support greater fairness and more equal opportunity.
• Improve the quality and range of student support services for regional, rural and remote students to address the challenges of transition and higher rates of attrition.
• Build aspiration, improve career advice and strengthen regional, rural and remote schools to better prepare students for success.
• Improve participation and outcomes for regional, rural and remote students from equity groups including low SES students, Indigenous students, students with disability and remote students.
• Strengthen the role of tertiary education providers in regional development and grow Australia’s regions.
• Establish mechanisms to coordinate the implementation effort and support monitoring of the Strategy.

"Since 2016, our Government has invested more than $500 million in additional new funding to improve support for regional and remote education. This investment includes more university places at regional universities, opening Regional Study Hubs to support students to remain in their communities, and scholarships for regional students to attend university," Mr Tehan said.

"Almost 90 per cent of university graduates are in full-time work with a median salary of $70,000 within three years of graduating and our Government believes that every Australian, no matter where they live, should have the opportunity to get a degree that leads to a good job.

"However, there are more than double the young Australians with a university degree living in our major cities than living in regional areas and students in regional and remote areas who are in higher education have completion rates that are between six and 15 per cent lower than their metropolitan counterparts.

"The Napthine Review will inform our Government’s continued focus on bridging the divide between city and country students.

"We will give further consideration to all of the action items in conjunction with our work reshaping the higher education architecture. Our Government also acknowledges Dr Napthine’s recommendation that delivering the strategy is a ten-year proposition."

Minister for Regional Services, Decentralisation and Local Government Mark Coulton said ensuring rural and regional students and families were able to access education that delivered opportunities on-par with those of city students was a priority for the Liberal Nationals Government.

"To encourage people to live in the regions, we need to ensure that there is adequate access to quality education, improved connectivity to access online education and a bigger range of support services and career advice to help rural students make the right choices," Mr Coulton said.

"This Government knows that leaving home to undertake tertiary studies in a capital city can be challenging for students and families, which is why we’re committed to establishing more Regional Study Hubs and increasing regional university places.

"Research shows that students who undertake their studies in rural areas are more likely to stay, meaning they contribute to the local economy and social fabric of an area and help to make our regions a great place to live, work and do business."

Dr Napthine said the report proposed a strategy that aimed to reduce the disparity between country students and their city cousins.

"As a former regional MP and a lifetime rural resident, I am acutely aware of the additional challenges our children from the country face in accessing and gaining higher education qualifications," Dr Napthine said.

"We want to ensure all students from regional, rural and remote areas, regardless of personal circumstances and geography, have the same opportunities to access higher education as city students."

The education sector and the Ministry of Education have an important role in promoting, supporting and improving the wellbeing of all learners. The Strategy recognises that a quality education plays a critical role in promoting and supporting the wellbeing of children and young people.

New Zealand Child and Youth Wellbeing Strategy

In the Kōrero Mātauranga | Education Conversation, we heard clearly that we need to make wellbeing a priority. In particular, New Zealanders want to see:

• teachers, families, whānau, and communities working in partnership to support children and young people’s wellbeing
• education free from racism, discrimination and bullying, and
• learners with disabilities or learning support needs having access to the support they need.

Every learner has the right to a safe, healthy and supportive learning environment, where they are accepted and respected, and an education that values their identity, language and culture, and those of their family and whānau.

These rights, along with what we heard in the Kōrero Mātauranga, are reflected across the six outcomes of the Child and Youth Wellbeing Strategy. 

The new page puts many of our best wellbeing supports and resources together, in one place, for the first time.

 We hope that educators, parents, learners, families and whānau find these resources useful as we work together to improve and support the wellbeing of all our children and young people. We will provide regular updates on the page about how the education sector is implementing the Strategy and embedding wellbeing in the education system.

Wellbeing in education

Kōrero Mātauranga | Education Conversation

Institutional Document | June 2019

This assessment describes issues facing the school education system in Pakistan, highlights the challenges, and suggests some possible directions for reform—with a focus on two provinces: Sindh and Punjab.

While average years of schooling in Pakistan have increased along with life expectancy and per capita income, inequality remains high and, by other education measures, the record remains dismal. Illiteracy is widespread and almost 23 million children aged 5–16 are not in school—a worrying statistic for a country whose current workforce is young, mostly unskilled, and poorly prepared for productive employment.

Contents 

• Introduction
• Structure and Policies: The School Education Sector in Pakistan
• Challenges in the School Education Sector in Pakistan
• Key Issues, Current Strategies, and Recommendations for Reform: Sindh and Punjab
• Support from Development Partners for Education
• Conclusion

Type Series Subjects Pages Dimensions SKU ISBN 

• 978-92-9261-528-4 (print)
• 978-92-9261-529-1 (electronic)

Countries Price 

• US$26.00 (paperback)

Citable URI 

[Observer] The ministry of Education and Sports has today embarked on a two-day review workshop of its activities for FY 2018/19 covering the period between July 2018 and June 30, 2019.

Nepal Policy for Quality Education Closer to Launch  Nepali Sansar

Inaugurating the Enhancing Education Quality in School campaign, Minister Girirajmani announced that the preparation for the Federal Education Policy.

Minister Martin also announced additional funding of $29.6 million over four years, to respond to population and demand growth for learning support.

The Action Plan sets out six priority areas for the period 2019-25. These are the priorities that will make the biggest improvements to learning support, from early learning through to the end of secondary school:

• introduce the first tranche of Learning Support Coordinators in schools and kura
• develop new screening tools to strengthen the early identification of learning support needs
• strengthen early intervention
• design and implement a flexible set of services and supports for neurodiverse children and young people
• better meet the learning needs of gifted children and young people
• improve education for children and young people at risk of disengaging.

The Action Plan builds on the new approach to providing learning support that is being implemented across New Zealand following significant consultation. The new Learning Support Coordinators will play a key role from next year.

Learning support action plan – Education Conversation | Kōrero Mātauranga website

Minister Martin's announcement – Beehive website

The new system will have a stronger focus on employers, delivering the skills they need, providing more support for their employees, and ensuring greater consistency in vocational education across the country. Longer term, this will increase the number of employers who are engaged in vocational education.

Learners will receive more support while they are training, and vocational education that is more relevant to work. They will be able to move more easily between regions and between work-based and provider-based training, and will be able to continue training more easily if their employment situation changes.

Work-integrated learning will become an increasingly important part of the vocational education system, giving people the opportunity and flexibility to earn while they learn and gain an education that is more directly relevant to the changing needs of the workplace.

A unified vocational education system will bring together industry and educators to make sure New Zealand’s workforce is fit for today’s needs and tomorrow’s expectations. 

Read more about the Reform of Vocational Education pages on the Kōrero Mātauranga website including:

• Summary of change decisions
• Information sheets for learners, stakeholders and employers
• Papers and briefings that relate to the Reform of Vocational Education
• FAQs

Reform of Vocational Education - Kōrero Mātauranga | Education Conversation Website

If you have any questions or need assistance, contact the Reform of Vocational Education mailbox: Vocationaleducation.Reform@education.govt.nz