Publications

Displaying 40 publications matching your filters.

Published in 2011

Progress in Gender Equality in Education: Zimbabwe
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the ten provinces in Zimbabwe by seeking answers to the following specific questions.
Progress in Gender Equality in Education
Published Thursday, September 1, 2011
The gender-balance issue ranks high in most educational HIV and AIDS prevention programmes in the countries of Southern and East Africa which is the region hardest hit by HIV and AIDS. Indeed, such programmes aim at “young people” – which is a group at risk, as it represents 45% of new HIV infections. Moreover, it has been observed that young women in Sub-Saharan Africa are more vulnerable as they are 8 times more exposed to HIV than are young men (UNESCO, 2011). The main reasons invoked for this are gender inequalities and an unequal sharing of power between men and women (UNAIDS IATT, 2009).
Progress in Gender Equality in Education: Botwsana
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the seven regions in Botswana by seeking answers to the following specific questions:
Achievement Lesotho
Published Monday, August 1, 2011
This policy brief provides information about levels and trends in the reading and mathematics achievements of Standard 6 pupils in Lesotho. The results are drawn from two large-scale, cross-national research studies of the quality of education conducted by the fifteen school systems involved in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).
Achievement Seychelles
Published Monday, August 1, 2011
The publication of the results of SACMEQ II for Seychelles in 2005 generated high level discussions amongst planners and practitioners at the Ministry of Education. Some of the major policy concerns then were related to the practice of streaming in primary schools, the status of mathematics education, literacy and numeracy in the early years and the development of a policy framework on assessment (Leste et al, 2005).
Achievement Zanzibar
Published Monday, August 1, 2011
In 1995, the Zanzibar Ministry of Education decided to participate in SACMEQ’s foundation research programme, the SACMEQ I Project, so that it would be possible to establish benchmarks for the conditions of schooling and the quality of education in primary schools.
Achievement Botswana
Published Wednesday, June 1, 2011
This policy brief provides information about levels and trends in the reading and mathematics achievements of Standard 6 pupils in Botswana. The results are drawn from two large-scale, cross-national research studies of the quality of education conducted by the fifteen school systems involved in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).
Achievement Kenya
Published Wednesday, June 1, 2011
This policy brief provides information about levels and trends in the reading and mathematics achievement of Standard 6 pupils in Kenya. The results are derived from two large-scale, cross-national research studies of the quality of education that were conducted by the fifteen school systems involved in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).
Achievement South Africa
Published Wednesday, June 1, 2011
South Africa participated in SACMEQ II in 2000 and in SACMEQ III in 2007. The achievement results showed that while South African learners had slightly improved their performance across the two SACMEQ studies (by 3 points in reading and 9 points in mathematics), they were still underperforming in both reading and mathematics compared to the SACMEQ average. Using the results learners achieved in internationally benchmarked tests crafted by SACMEQ, credible standpoints are made on learner achievement levels.
Achievement Zimbabwe
Published Wednesday, June 1, 2011
Zimbabwe participated in the first SACMEQ I Project during 1995-1998. Data for the SACMEQ I Project were collected from 2 697 Grade 6 pupils and 376 teachers in 150 schools in Zimbabwe. The data collected for the SACMEQ I Project included a pupils’ assessment in reading comprehension. However, Zimbabwe did not participate in the SACMEQ II Project (2000-2004) due to logistical and financial constraints.

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