Feed aggregator

How are students doing 5 years after the earthquake in Nepal? Language English Carolina Valenzuela Fri, 02/14/2020 - 13:52 Slide Image Title Despite challenges Dipesh is at the top of his class Description Dipesh Nepali, 15, at Shree Mahendrodaya Higher Secondary School, Sindhupalchowk District, Nepal. Four years after the earthquake, and despite having lived and studied in makeshift structures, Dipesh is a good student and is always ranked first in his class. Credit GPE/Kelley Lynch Image Title The temporary learning center Description Students at Shree Mahendrodaya Higher Secondary School play football in the open space in front of the temporary learning centers. Behind, the school's new building (with red roof) is under construction. Credit GPE/Kelley Lynch Image Description Dipesh walks home from school. Credit GPE/Kelley Lynch Image Title Dipesh at home with his mother Description Dipesh arrives home after school. His family’s house, located far above the valley floor, was destroyed during the 7.9 magnitude earthquake that struck Nepal on April 25, 2015. Less than a year ago his family moved into this new home. It is smaller than their old house, but safer because it is only one story. Credit GPE/Kelley Lynch Image Title Dipesh is doing homework in his new home Description Dipesh studies after school at his new house. Without a desk, he improvises and kneels on the side of the bed: “I study like this because it feels like I’m sitting in school on a bench," he explains. Credit GPE/Kelley Lynch Image Title A view from the Chautara, Ward 5, Sindhupalchowk District, Nepal Credit GPE/Kelley Lynch Image Title Construction of new and safer schools Description Principal Dhruba Lal Shrestha supervizes construction of the new building for Shree Krishna Ratna School in Chautara, Ward 5, Sindhupalchowk District, Nepal. Sindhupalchowk was among the hardest hit districts by the earthquake of April 25, 2015 as well as in the aftershock that occurred on May 12. The school, which had over 1,400 students, lost 44 of its 50 classrooms. “Thank God it happened on a Saturday,” says the school’s Principal Dhruba Lal Shrestha. “We cannot imagine what would have happened if we were in the classroom at that time.” Credit GPE/Kelley Lynch Image Title A temporary learning center Description Mathematics teacher and students at Shree Krishna Ratna School in Chautara. While the new school is being “built back better”, students have spent the last three years studying in classrooms made of corrugated sheeting. Credit GPE/Kelley Lynch Image Title Matisha Napit at a temporary learning center Description Matisha Napit, left, is in class 10 at Shree Krishna Ratna School in Chautara, Ward 5, Sindhupalchowk District, Nepal. “I’ll be happy to move to the new school,” she says. “This school is airy and it’s not too hot, but when it rains it’s very noisy, and the water just comes in. I’m looking forward learning in a proper classroom.” Credit GPE/Kelley Lynch Image Title Matisha, her sister Alisha and mother Binita Napit outside their house . Description
Though still in construction, the family has been able to go back in their house for a year. The stairs and the back of their house fell down the steep hillside during the earthquake.
Credit GPE/Kelley Lynch

Dominica GPE Partner Since 2016 Edward Robirds Thu, 02/13/2020 - 18:17 Coordinating Agency UNICEF CBD GPE Secretariat Country Lead Talia de Chaisemartin GPE Secretariat Country Lead Email tdechaisemartin@globalpartnership.org Alt & Title A view of Dominica from above. Credit: Cycling man Pull Down Title Dominica Board constituency Latin America and the Caribbean Banner media Media Image Banner image Gpe grant media Image GPE grant image Grant image caption Castries Seventh Day Adventist Primary School. Photo credit Meng He Development objective Use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Years 2016-2019 Grant agent World Bank Allocations 2,000,000 Disbursements 1,962,560

Program document

Progress report

Education in Dominica

Dominica is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Grenada, Saint Lucia, and Saint Vincent and the Grenadines.

The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.

On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.

The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.

The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.

The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.

The OESS outlines seven objectives:

1. Improve the quality and accountability of leadership and management by:
   • Establishing professional development programs for school leaders across the region
   • Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
2. Improve teachers’ professional development by:
   • Recruiting and retaining qualified teachers and teacher trainers/educators
   • Improving teacher management
   • Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
3. Improve the quality of teaching and learning by:
   • Providing different approaches that engage learners in creative learning experiences
   • Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
4. Improve curriculum and strategies for assessment by:
   • Providing students with access to curricula that is based on defined learning outcomes
   • Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
   • Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
5. Increase and expand access to quality early childhood development services by:
   • Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
   • Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
   • Strengthening inter-sector, parent, and community collaboration and partnerships.
6. Provide opportunities for all learners in technical and vocational education and training by:
   • Providing introductory technical and vocational training for primary school students
   • Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
7. Increase provision for tertiary and continuing education by:
   • Improving funding mechanisms for tertiary and continuing education institutions across the OECS
   • Improving governance systems and processes
   • Improving the quality of programs and research offered by tertiary and continuing education institutions.

Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.

Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... June 20, 2019 Dominica highlights importance of leadership in education At a two-day national leadership forum, the Secretary of the Ministry of Education and Human Resource Development in Dominica highlighted the importance of leadership and management in the education sector... March 04, 2019 What country partners say about GPE From Burkina Faso to Tajikistan, from Niger to Uganda, partners from ministries of education, grant agents, coordinating agencies and civil society give their views on the value that GPE brings to their... Sign up for email alerts about Dominica Latest grant

Castries Seventh Day Adventist Primary School.

CREDIT: Meng He Development objective: Use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560

• Program document
• Progress report

The main objectives of the US$2 million GPE grant are to:

1. Use quality learning standards to support evidence-based teaching and learning at the primary level by:
   • Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
   • Developing a learner-centered assessment framework to monitor the achievement of learning standards.
   • Developing and implementing guidelines for using the learning standards and formative classroom assessment.
2. Improve teacher practices at the primary level by:
   • Reviewing the teacher training programs in member countries.
   • Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
   • Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
   • Carrying out competence-based professional development activities for teachers in the member countries.
   • Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.

3. Strengthen primary school leadership and accountability by:
   • Developing a school leader training program based on professional standards.
   • Carrying out competence-based training and certification activities for school leaders.
   • Developing a handbook for school principals/leaders to guide school leadership and management.
4. Initiate the strengthening of sector monitoring & evaluation capacity by:
   • Process monitoring of the teachers and school leader professionals development activities.
   • Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
   • Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
   • Carrying out annual regional and country-level program reviews.

The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants. 

Source: World Bank Project Appraisal Document. March 2016

Read more Read less Grants

All amounts are in US dollars.

Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent   Sector plan development 2018 450,150 World Bank   2014 298,500 285,239 World Bank   Program development 2014 316,000 314,839 World Bank     TOTAL 3,064,650 2,562,638    

*These grants were allocated to the Organization of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.

Education sector progress

The graphs below show overall progress in the education sector in Dominica, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

{country-graph}

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

  Learn more about Dominica’s education objectives and strategy, view grant information and education data, and explore the results and progress made.

By Dhruv Gandhi

In January, the African Development Bank (AfDB) released the African Economic Outlook 2020, its annual publication that reviews Africa’s growth performance. This year’s edition includes a special section on workforce development in Africa. According to AfDB estimates, the region grew at 3.4 percent in 2019 and is expected to grow at 3.9 percent in 2020. Growth in 2019 was about the same as the year before. Africa’s five largest economies (Algeria, Egypt, Morocco, Nigeria, and South Africa) have dragged down region-wide growth as they expanded by 3.1 percent compared to 4 percent for the rest of Africa. East Africa was the fastest-growing region with 5 percent growth.

The effect of government spending on education in Africa is mixed

The report highlights the education and skills needed for the future and how governments can finance investments in education. Currently, African governments spend about 5 percent of GDP on education, which is the second highest of any region. Notably, almost half of all African countries are meeting both of the recommended education financing targets set by the United Nations (Figure 1). The effect of government spending on education in Africa is mixed: Higher absolute spending is positively correlated with average years of schooling but has no relationship with test scores (a proxy for education quality).

Figure 1. While many African countries met at least one of the two education financing targets, only 46 percent met both targets, 2010-2017

Source: African Economic Outlook 2020, African Development Bank.

While African countries are devoting significant resources to education, the region has the worst education spending efficiency. According to the report, Africa has a 58 percent efficiency score for primary education and 41 percent efficiency for secondary education, both more than 20 percentage points lower than the second-worst performing region (Figure 2). According to the report, if public spending efficiency in Africa were at the level of Latin America, the region’s primary school completion rate would rise from 79 percent to 98 percent. Within Africa, Southern Africa has the highest education spending efficiency.

Figure 2. The efficiency of government education spending on primary and secondary education is lowest in Africa, 2010–2018

Source: African Economic Outlook 2020, African Development Bank.

The report provides recommendations on how governments can improve education spending efficiency and mobilize additional resources, as the region currently faces an annual $40 billion gap in education financing. On efficiency, the report recommends strengthening Public Expenditure Tracking Surveys, using performance-based financing to improve outcomes, and raising teacher quality to reduce school repetition. For additional financing, the report highlights the potential of public-private partnerships—such as implementing service contracts for schools and increasing private financing of research—and increasing private sector involvement in vocation-training programs.

       

Saint Vincent and the Grenadines GPE Partner Since 2016 Edward Robirds Thu, 02/13/2020 - 15:02 Coordinating Agency Caribbean Development Bank UNICEF GPE Secretariat Country Lead Talia de Chaisemartin GPE Secretariat Country Lead Email tdechaisemartin@globalpartnership.org Alt & Title Landscape in Saint Vincent & the Grenadines. Credit: Christian Lendl Pull Down Title Saint Vincent and the Grenadines Board constituency Latin America and the Caribbean Banner media Media Image Banner image Gpe grant media Image GPE grant image Grant image caption Two school girls look at the camera. St Vincent & the Grenadines. Photo credit Martin Wippel Development objective use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Years 2016-2019 Grant agent World Bank Allocations 2,000,000 Disbursements 1,962,560

Program document

Progress report

Education in Saint Vincent and the Grenadines

Saint Vincent and the Grenadines is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Grenada and Saint Lucia.

The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.

On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.

The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.

The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.

The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.

The OESS outlines seven objectives:

1. Improve the quality and accountability of leadership and management by:
   • Establishing professional development programs for school leaders across the region
   • Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
2. Improve teachers’ professional development by:
   • Recruiting and retaining qualified teachers and teacher trainers/educators
   • Improving teacher management
   • Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
3. Improve the quality of teaching and learning by:
   • Providing different approaches that engage learners in creative learning experiences
   • Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
4. Improve curriculum and strategies for assessment by:
   • Providing students with access to curricula that is based on defined learning outcomes
   • Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
   • Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
5. Increase and expand access to quality early childhood development services by:
   • Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
   • Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
   • Strengthening inter-sector, parent, and community collaboration and partnerships.
6. Provide opportunities for all learners in technical and vocational education and training by:
   • Providing introductory technical and vocational training for primary school students
   • Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
7. Increase provision for tertiary and continuing education by:
   • Improving funding mechanisms for tertiary and continuing education institutions across the OECS
   • Improving governance systems and processes
   • Improving the quality of programs and research offered by tertiary and continuing education institutions.

Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.

Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... April 23, 2018 Re-engineering teacher education in the Eastern Caribbean 100 education professionals participated in the OECS Regional Teacher Education Conference organized by UNICEF, USAID and GPE in an effort to establish mechanisms for developing evidence-based approaches to... Sign up for email alerts about Saint Vincent and the Grenadines Latest grant

Two school girls look at the camera. St Vincent & the Grenadines.

CREDIT: Martin Wippel Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560

• Program document
• Progress report

The main objectives of the US$2 million GPE grant are to:

1. Use quality learning standards to support evidence-based teaching and learning at the primary level by:
   • Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies
   • Developing a learner-centered assessment framework to monitor the achievement of learning standards
   • Developing and implementing guidelines for using the learning standards and formative classroom assessment.

2. Improve teacher practices at the primary level by:
   • Reviewing the teacher training programs in member countries
   • Reviewing classroom practices in member countries to understand current practices and identify capacity gaps
   • Developing a teacher professional development course and school-based professional learning communities to improve classroom practices
   • Carrying out competence-based professional development activities for teachers in the member countries
   • Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
3. Strengthen primary school leadership and accountability by:
   • Developing a school leader training program based on professional standards
   • Carrying out competence-based training and certification activities for school leaders
   • Developing a handbook for school principals/leaders to guide school leadership and management.
4. Initiate the strengthening of sector monitoring & evaluation capacity by:
   • Process monitoring of the teachers and school leader professionals development activities
   • Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research
   • Monitoring of teacher classroom practices through the use of the classroom assessment scoring system
   • Carrying out annual regional and country-level program reviews.

The World Bank is the grant agent for this grant and the coordinating agency.

The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.

Source: World Bank project appraisal document. March 2016

Read more Read less Grants

All amounts are in US dollars.

Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent   Sector plan development 2018 450,150 World Bank   2014 298,500 285,239 World Bank   Program development 2014 316,000 314,839 World Bank     TOTAL 3,064,650 2,562,638    

*These grants were allocated to the Organisation of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.

Education sector progress

The graphs below show overall progress in the education sector in Saint Vincent and the Grenadines, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

{country-graph}

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Learn more about Saint Vincent and the Grenadines’ education objectives and strategy, view grant information and education data, and explore the results and progress made.

Saint Lucia GPE Partner Since 2016 Edward Robirds Thu, 02/13/2020 - 15:00 Coordinating Agency UNICEF Caribbean Development Bank GPE Secretariat Country Lead Talia de Chaisemartin GPE Secretariat Country Lead Email tdechaisemartin@globalpartnership.org Alt & Title Two girls attend school in Saint Lucia Credit: Joshua Vernor Pull Down Title Saint Lucia Board constituency Latin America and the Caribbean Banner media Media Image Banner image Gpe grant media Image GPE grant image Grant image caption Girls walking to school in St Lucia. Photo credit Meng He Development objective use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Years 2016-2019 Grant agent IBRD Allocations 2,000,000 Disbursements 1,962,560

Program document

Progress report

Education in Saint Lucia

Saint Lucia is a member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Grenada and Saint Vincent and the Grenadines.

The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.

On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.

The OECS countries have made good progress in access to basic education which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.

The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.

The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.

The OESS outlines seven objectives:

1. Improve the quality and accountability of leadership and management by:
   • Establishing professional development programs for school leaders across the region
   • Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
2. Improve teachers’ professional development by:
   • Recruiting and retaining qualified teachers and teacher trainers/educators
   • Improving teacher management
   • Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
3. Improve the quality of teaching and learning by:
   • Providing different approaches that engage learners in creative learning experiences
   • Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
4. Improve curriculum and strategies for assessment by:
   • Providing students with access to curricula that is based on defined learning outcomes
   • Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
   • Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
5. Increase and expand access to quality early childhood development services by:
   • Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
   • Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
   • Strengthening inter-sector, parent, and community collaboration and partnerships.
6. Provide opportunities for all learners in technical and vocational education and training by:
   • Providing introductory technical and vocational training for primary school students
   • Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
7. Increase provision for tertiary and continuing education by:
   • Improving funding mechanisms for tertiary and continuing education institutions across the OECS
   • Improving governance systems and processes
   • Improving the quality of programs and research offered by tertiary and continuing education institutions.

Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.

Read more Read less latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... January 10, 2019 5 New Year’s resolutions for the Global Partnership for Education As we start 2019, we share some of our New Year’s resolutions to ensure more children are in school and learning. August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... Sign up for email alerts about Saint Lucia Latest grant

Girls walking to school in St Lucia.

CREDIT: Meng He Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: IBRD Disbursements: US$1,962,560

• Program document
• Progress report

The main objectives of the US$2 million GPE grant are to:

1. Use quality learning standards to support evidence-based teaching and learning at the primary level by:
   • Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
   • Developing a learner-centered assessment framework to monitor the achievement of learning standards.
   • Developing and implementing guidelines for using the learning standards and formative classroom assessment.
2. Improve teacher practices at the primary level by:
   • Reviewing the teacher training programs in member countries.
   • Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
   • Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
   • Carrying out competence-based professional development activities for teachers in the member countries.
   • Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.

3. Strengthen primary school leadership and accountability by:
   • Developing a school leader training program based on professional standards.
   • Carrying out competence-based training and certification activities for school leaders.
   • Developing a handbook for school principals/leaders to guide school leadership and management.
4. Initiate the strengthening of sector monitoring & evaluation capacity by:
   • Process monitoring of the teachers and school leader professionals development activities.
   • Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
   • Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
   • Carrying out annual regional and country-level program reviews.

The World Bank acted as grant agent for both grants.

The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.

Source: World Bank project appraisal document. March 2016

Read more Read less Grants

All amounts are in US dollars.

Program implementation 2016-2019 2,000,000 1,962,560 IBRD Progress report Grant type* Years Allocations Disbursements Grant agent   Sector plan development 2018 450,150 World Bank   2014 298,500 285,239 IBRD   Program development 2014 316,000 314,839 IBRD     TOTAL 3,064,650 2,562,638    

*These grants were allocated to the Organisation of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.

Education sector progress

The graphs below show overall progress in the education sector in Saint Lucia, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

{country-graph}

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Learn more about Saint Lucia’s education objectives and strategy, view grant information and education data, and explore the results and progress made.

Grenada GPE Partner Since 2016 Edward Robirds Thu, 02/13/2020 - 12:25 Coordinating Agency Caribbean Development Bank UNICEF GPE Secretariat Country Lead Talia de Chaisemartin GPE Secretariat Country Lead Email tdechaisemartin@globalpartnership.org Alt & Title A view of Grenada. Credit: Kayla Sawyer Pull Down Title Grenada Board constituency Latin America and the Caribbean Banner media Media Image Banner image Gpe grant media Image GPE grant image Grant image caption Kindergarten students from the Seventh Day Adventist Primary School in Grenada reading. Photo credit USAID/Carol Gaskin Development objective use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the member countries. Years 2016-2019 Grant agent World Bank Allocations 2,000,000 Disbursements 1,962,560

Program document

Progress report

Education in Grenada

Grenada is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Saint Lucia, and Saint Vincent and the Grenadines.

The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.

On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.

The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.

The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.

The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.

The OESS outlines seven objectives:

1. Improve the quality and accountability of leadership and management by:
   • Establishing professional development programs for school leaders across the region
   • Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
2. Improve teachers’ professional development by:
   • Recruiting and retaining qualified teachers and teacher trainers/educators
   • Improving teacher management
   • Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
3. Improve the quality of teaching and learning by:
   • Providing different approaches that engage learners in creative learning experiences
   • Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
4. Improve curriculum and strategies for assessment by:
   • Providing students with access to curricula that is based on defined learning outcomes
   • Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
   • Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
5. Increase and expand access to quality early childhood development services by:
   • Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
   • Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
   • Strengthening inter-sector, parent, and community collaboration and partnerships.
6. Provide opportunities for all learners in technical and vocational education and training by:
   • Providing introductory technical and vocational training for primary school students
   • Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
7. Increase provision for tertiary and continuing education by:
   • Improving funding mechanisms for tertiary and continuing education institutions across the OECS
   • Improving governance systems and processes
   • Improving the quality of programs and research offered by tertiary and continuing education institutions.

Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.

Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... April 23, 2018 Re-engineering teacher education in the Eastern Caribbean 100 education professionals participated in the OECS Regional Teacher Education Conference organized by UNICEF, USAID and GPE in an effort to establish mechanisms for developing evidence-based approaches to... Sign up for email alerts about Grenada Latest grant

Kindergarten students from the Seventh Day Adventist Primary School in Grenada reading.

CREDIT: USAID/Carol Gaskin Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the member countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560

• Program document
• Progress report

The main objectives of the US$2 million GPE grant are to:

1. Use quality learning standards to support evidence-based teaching and learning at the primary level by:
   • Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
   • Developing a learner-centered assessment framework to monitor the achievement of learning standards.
   • Developing and implementing guidelines for using the learning standards and formative classroom assessment.
2. Improve teacher practices at the primary level by:
   • Reviewing the teacher training programs in member countries.
   • Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
   • Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
   • Carrying out competence-based professional development activities for teachers in the member countries.
   • Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.

3. Strengthen primary school leadership and accountability by:
   • Developing a school leader training program based on professional standards.
   • Carrying out competence-based training and certification activities for school leaders.
   • Developing a handbook for school principals/leaders to guide school leadership and management.
4. Initiate the strengthening of sector monitoring & evaluation capacity by:
   • Process monitoring of the teachers and school leader professionals development activities.
   • Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
   • Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
   • Carrying out annual regional and country-level program reviews. ​

The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014.

The World Bank acted as grant agent for both grants.  

Source: World Bank Project Appraisal Document. March 2016

Read more Read less Grants

All amounts are in US dollars.

Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent   Sector plan development 2018 450,150   World Bank   2014 298,500 285,239 World Bank   Program development 2014 316,000 314,839 World Bank     TOTAL 3,064,650 2,562,638    

*These grants were allocated to the Organization of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.

Education sector progress

The graphs below show overall progress in the education sector in Grenada, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

{country-graph}

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Learn more about Grenada’s education objectives and strategy, view grant information and education data, and explore the results and progress made.

The Ivy League schools have been singled out in a federal crackdown on institutions of higher learning for allegedly not reporting hundreds of millions of dollars in foreign donations.

(Image credit: Beth Harpaz/AP)

The Department of Education has announced that it is investigating two elite U.S. universities: Harvard and Yale. The government says they potentially failed to report foreign gifts and contracts.

Early nominating contests fail to resolve Democratic Party's divide. The Education Department probes Harvard and Yale funds. And, why scores of Iranian-Americans were detained at a border crossing.

World Food Program

Almost one-third of Mozambicans suffer from chronic food insecurity, exacerbated by the historic drought of 2015-2016. Nationally, 43 percent of children under 5 are stunted. Micronutrient deficiencies are widespread: 69 percent of children under 5 are anemic, and 74 percent of children under 5 are vitamin A deficient, with negative impacts on growth, immunity and development.

USAID/Zambia Economic Development Office - Development Credit Authority (DCA) with Madison Finance Company Limited

Despite 80 percent of Zambia’s workforce working in agriculture, the sector contributes less than 20 percent toward the Gross Domestic Product.  The DCA works to increase its contribution by promoting lending to individuals and small businesses in the agriculture sector, with a focus on warehousing and clean-energy agriculture solutions.  Improving access to productive loans creates well-paying jobs, new economic opportunities, and sustainable long-term development.

Renewable-energy technologies like solar panels support agriculture productivity and income levels for target populations.Taylor Yess, USAID/Zambia

Why should candidates have all the fun? NPR's Ari Shapiro talks with Hannah McCarthy, host of New Hampshire Public Radio's Civics 101 podcast, about their student stump speech contest.

With little habitable land, deepening poverty and dwindling supplies of water, the future looks bleak. And there is no sign of a slowdown.

Up to Youth Activity

This five-year activity addresses youth vulnerable to social exclusion by mobilizing and engaging youth in meaningful ways to effect positive change in nine municipalities of Kosovo (Hani i Elezit/Elez Han, Kaçanik/Kačanik, Viti/Vitina, Mitrovicë Jugore/Južna Mitrovica, Vushtrri/Vučitrn, Skënderaj/Srbica, Istog/k, Klinë/a, and Gjakovë/Đakovica).  This will be achieved through the activity’s three interconnected objectives:

Up to Youth aims to empower youth for positive changes in their respective communities and helps build youth resilience to risky behaviors.Global Communities for USAID

New Hampshire's primary takes center stage. Health officials worry about the spread of the coronavirus outside China. And, two large teacher unions question the effectiveness of active shooter drills.

About 95% of American public schools have adopted some form of active shooter drills. But there's little proof they're effective — and there's growing concern they can traumatize children.

(Image credit: Dion MBD for NPR)

The largest gift in Howard University's history — a $10 million investment in its STEM program — has sparked a larger conversation: which institutions get private donor money, and why.

(Image credit: Manuel Balce Ceneta/Associated Press)

Why a conservative initiative on public architecture might be good for American institutions.

Power the Future

Energy is critical for economic growth across Central Asia. Providing clean, renewable energy and improving energy efficiency can solve issues of national and regional energy security, stability, and growing emissions. Clean energy can provide needed generation capacity from domestic resources and improve opportunities for cross-border trade. Yet, each country in Central Asia is driven by different priorities and challenges in their power sector. Thus, the U.S. Agency for International Development (USAID) has launched the Power the Future program, which works in all countries of Central Asia. The goal of the program is to accelerate the regional transition to cost effective, low emission, climate resilient economies, primarily through increasing the deployment of renewable energy and energy efficiency in all five Central Asian countries.

New Hampshire students graduate with some of the highest rates of student debt in the country. Several Democratic presidential candidates have plans that would forgive student loans.