The Bertha Centre for Social Innovation, in partnership with the Results for Development Institute’s Center for Education Innovations, has just published the first ever South African Education Innovator’s Review. This review, based on the Bertha Centre's work over the last three years, shines a spotlight on the sometimes under-recognised role that frontline actors can play in systemic change in education, and the hope that lies in the all-too-often untold narrative of their positive work.
An overview of the education system in India, which specifically examines key indicators, policies, public programs, access to education, enrollment, literacy rates, gender discrepancies, and the success of its system. This overview reveals how and where the countries education system is working successfully and where it needs significant improvement.
An overview of the South African education system focusing on key indicators, policies, public programs, access to education, and the success of its system. This breakdown reveals how and where the countries education system is working successfully and where it needs significant improvement by reviewing the education system from South Africa's independence to the system in place today.
An overview of the education in Kenya broken down by key indicators, policies and public programs, role of government, key issues and challenges, learning outcomes, and the non-state education sectors that contribute to the development of education in Kenya.
The report begins with the current state and challenges of teacher development training in Nigeria and examines the differences between teacher training in the public and private sectors. It continues by highlighting innovative policies, programs, and actors currently emerging in the field of teacher training and development.
This report is an attempt to understand the work being undertaken by vocational education and training organizations in India set against the backdrop of the nationwide scale up of the NSQF. Currently, the work being undertaken by independent organizations is extremely fragmented with minimal levels of collaboration and cross-learnings. This report is an attempt to share the nature of the work being undertaken by some of the different organizations working in this area as well as their learnings.
This report, developed by CEI India Hub Catalyst Management Services, provides an overview of the state of education in India's Uttar Pradesh state. Uttar Pradesh has recorded a significant jump in primary school enrolment rates and this is in large part attributed to the successful implementation of government initiatives such as Sarva Shiksha Abhiyan and the Midday Meal Scheme. Private school enrolment is increasing at the rate of 10 per cent per year caused by declining quality of government schools and reduced levels of learning.
This report, developed by CEI India Hub Catalyst Management Services, provides an overview of the state of education in India's Gujarat state. In as late as January 2012, Gujarat was one of the only three states in India that had failed to implement any of the provisions contained in the Right to Education Act, 2009.
This report, developed by CEI India Hub Catalyst Management Services, provides an overview of the state of education in India's Tamil Nadu state. Relatively speaking, Tamil Nadu performs well on most educational indicators. The state has recorded an overall literacy rate of approximately 73 per cent, the highest student enrolment rate at the primary and upper primary level and consistent improvement in bridging the gender disparity in education. Tamil Nadu is most likely to achieve the Millennium Development goal targets in education by 2015.
This report, developed by CEI India Hub Catalyst Management Services, details the state of education in India's Rajasthan state. The overall literacy rate in Rajasthan, at 66 per cent, is significantly below the national average and at less than 50 per cent the literary rate among women is dismally low. The low female literacy rate is well reflected in the wide gender disparity in primary school enrolment, where for every 1000 boys, merely 538 girls are enrolled. In 2012, over 11 per cent of girls aged 11-14 years were not enrolled in school.