How to ensure children are taken care of in the face of disaster?

How to ensure children are taken care of in the face of disaster? (Education News and Research 150)

How to ensure children are taken care of in the face of disaster?  We live in a turbulent world, marred by man-made crises and exposed to intensifying natural disasters and climate challenges. This leaves children and youth vulnerable to major risks across the globe. Each year, disasters interrupt the schooling of approximately 175 million children. Since 2013, conflicts in Yemen, Syria, Ukraine, Bangladesh, and other countries have forced millions to move from their homes and find safer places. A significant share of those displaced are children of preschool and school-age. If the education sector is poorly prepared to recover quickly from a major disaster or crisis, the impact on these children can be severe and longterm…How to ensure children are taken care of in the face of disaster

School-Based Management and Learning Outcomes: Experimental Evidence from Colima, Mexico | Vicente Garcia-Moreno, Paul Gertler, Harry Anthony Patrinos | A school-based management program was implemented Mexico in 2001 and continued until 2014. This national program, Programa Escuelas de Calidad, was considered a key intervention to improve learning outcomes. In 2006, the national program was evaluated in the Mexican state of Colima, being the first experimental evaluation of the national program. All schools were invited to participate in the program; a random selection was performed to select the treatment and control groups among all the applicants. An intent-to-treat approach did not detect any impact on learning outcomes; a formal school-based management intervention plus a monetary grant was not enough to improve learning outcomes. First, the schools in the evaluation sample, control and treatment, were schools with high learning outcomes. Second, these schools had experienced some years of regular school-based management practices before the evaluation. A difference-in-difference design is used to identify heterogeneous effects of the program on learning outcomes. The difference-in-difference approach shows that the intensity of treatment increased test scores during the first year of the intervent

Human Capital Conference at the Analytical Center for the Government of the Russian Federation, June 11, 2019 | YouTube  The most effective international and Russian approaches to the implementation of human development programs, factors hindering the development of human capital in the regions of Russia, as well as mechanisms for the implementation of projects and human development programs – this was discussed at the international scientific-practical seminar “Development of human capital in the Russian Federation problems and approaches at the national and regional levels ”, which was held at the Analytical Center. “The presidential decree sets quite ambitious goals, and those national projects that are now being implemented will certainly help to achieve results. But, as many experts say, national projects are not everything. And our task is to determine what other practices there are, including international ones,” said Deputy Head of the Analytical Center, Mikhail Pryadilnikov, opening the discussion. According to Andras Horvai, World Bank Director for Russia, Russia is one of the leaders in terms of educational achievement indicators. “We are also talking about increasing the life expectancy of the population, primarily male, about halving poverty by 2040. These are bold, but achievable goals,” added Horvai.

Yes, Information Alone Really Can Change Behavior

Nowy wyścig zbrojeń odbywa się w edukacji. Więcej szkoły to więcej chleba (A new arms race takes place in education. More school is more bread)

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