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Bangladesh is paying people for further training

In an attempt to combat unemployment, Bangladesh launched a training program that will pay people with high school educations to get training in particular fields, and then provide them with a 2 year employment contract at 80USD a month.

2.01
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Paying kids to go to school

“Appalled by the state of infrastructure in public schools and the rote learning that was unlikely to really develop critical thinking skills in children, Shehzad Roy, a popular singer in Pakistan, established the Zindagi Trust in 2002. Through the trust’s initiatives, he aims to provide quality education to Pakistan’s underprivileged children. One of the trust’s early initiatives – ‘I am paid to learn’ – seeks to bring working children back to school. Working children gain basic and functional literacy skills over 26 months and earn a monetary reward on graduation.

2.01
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Bangladesh PM launches online textbooks

"To prevent hampered learning due to textbook delivery delays, Bangladesh has launched e-book, a digital compilation of primary and secondary textbooks. Textbooks will be available on www.ebook.gov.bd for free. The e-book can be read on computers, e-book readers, mobile phones, PDAs, CDs and iPads"

2.34
Average: 2.3 (3 votes)
 

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education not enough for employment, students seek internships and relevant work experience

“Every year, South Africa’s higher education and training sector produces 3 000 graduates that cannot find jobs, a third of who are trained in the engineering and science fields, a skills expert revealed recently. South Africa’s National Skills Development Handbook editor Mike Stuart said that this was mainly owing to a gap between the supply of skills and the demand of the occupational dispensation in the country.

3
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Madrassa education system increasingly stepping in where secular public schools fail the poorest communities.

“The Madrasa Education System in Bangladesh has been prominent among the rural poor as it provides a framework for the construction of cultural identities compared to other forms of formal education. Over the last few years, the role and nature of the Madrasas has been changing, moving from primarily religious texts to include modern and secular
subjects. This could have a significant impact on the quality of education received by poor children enrolled in the rural areas in the coming years.

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Sources:

Strategic Foresight Group, May 2011, pgs. 9-10:
http://newsletters.clearsignals.org/SFG_May2011.pdf#page=9

Billah, Md. Masum. „Reforming Madrasa education‟. The Financial Express – BD. 25 February 2010.
<http://www.thefinancialexpress-bd.com/more.php?news_id=93342>

“Govt. mulls to bring Qoumi madrasa education close to the mainstream.” Bangladesh Sangbad Sangstha. 10 August 2010.
<http://www.bssnews.net/newsDetails.php?cat=0&id=125330&date=2010-08-10>

“Quomi Madrasa: Time to remove the stigma.” The Daily Star – Independence Day Special. 26 March 2010.
<http://www.thedailystar.net/suppliments/2010/03/26thmarch/page11.htm>

“Green signal to unified education system.” The Daily Star. 01 June 2010.
<http://www.thedailystar.net/newDesign/news-details.php?nid=140936>

“Academic Complex will be constructed in 1000 private madressa very soon.” 10 April 2011.
<http://www.dailyjanakantha.com/news_view.php?nc=27&dd=2011-04-10&ni=55302> (Bangla)

“Madressa Education has been increasing at a very faster rate.” Prothom Alo. 30 March 2011.
<http://www.prothom-alo.com/detail/news/142740> (Bangla)

“Madressa Education of Bangladesh- Modernization and coordination.” Sonar Bangladesh.
<http://www.sonarbangladesh.com/article.php?ID=854> (Bangla)

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South African Universities consider raising admission standards to maintain global competitiveness

The South Africa Node writes,

Several universities in South Africa have raised their 2011 admission requirements for fear that continuing high failure rates among students will erode their global competitiveness. According to a snap survey of 12 universities conducted by The Sunday Times, 8 are considering tighter admission requirements next year, believing that poor student pass rates are partly attributable to lax selection criteria.

Implications

The South Africa Node highlights the vicious cycle that tighter standards might create:

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The end of the Thai farmer

First we shifted from hunter gather to farmer, now we’ve shifted from rural to urban living: are we standing on the precipice of the demise of the subsistence and small-scale farmer? Thailand is seeing a stark decline the amount of small farmers, and a sharp increase in the average age of farmers—a sure sign of a changing world.

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Sources:

Strategic Foresight Group, July 2010, pg. 16
http://newsletters.clearsignals.org/SFG_July2010.pdf#page=16

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Rwanda’s Structural change for job creation

Rwanda is attempting major structural change to build a strong society able to provide jobs and futures for all its citizens. Rwanda is moving away from agriculture into service and ICT jobs in the hopes of moving into a medium economy country by 2020.

2.67
Average: 2.7 (3 votes)
 

Sources:

Society for International Development, July 2010 pg. 5
http://newsletters.clearsignals.org/SID_July2010.pdf#page=5

French to English language switch and the cultural and diplomatic background:

http://www.youtube.com/watch?v=Z7Zf3lAVX74&feature=related (video)
http://www.guardian.co.uk/world/2008/oct/14/rwanda-france (cultural)

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Non-formal learning centers educate urban slum children

In Bangladesh, NGO-run learning centers, operating outside the formal school system, find ways to education the growing urban slum children population that the formal system has not reached.

The Strategic Foresight Group writes,

3
Average: 3 (5 votes)
 

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Multi-stakeholder data and analytics platform to track education interventions

The Akshara Foundation leverages ICT to share, compile, and analyze data about education from a variety of stakeholders in Karnataka.

Searchlight South Asia writes, “ICT is also being used to strengthen the supply side or the back‐end of education provision. Akshara Foundation, a part of the education‐focused NGO Pratham, has been using technology to analyze and track its efforts and interventions across 3,500 schools in Karnataka.”

From the Akshara Foundation website,

2.505
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