Journal of Public Affairs Education’s Post

It is exceptional for assessments to publish their costs. kudos to Hilaire Hounkpodoté & CONFEMEN for the transparency in this article: https://lnkd.in/ep42wnWt Here are a few things I have learned from working closely with PASEC and being on their steering committee over the past couple of years: 1. In the last 2019 round (published in Dec. 2020), PASEC covered 3 juncture: lower primary and upper primary students as well as a teacher content and pedagogical knowledge survey in 14 francophone countries. https://lnkd.in/e5YGBmN7 2. In next cycle in 2025, PASEC is expanding to 21 countries. These include the participation of the anglophone Nigeria and of the Lusophone Mozambique. Some countries like Senegal are administering for the first time in national languages in the early grades. They are also adding a lower secondary module.   3. More countries, more languages, more modules, this all has implications on sampling and costs. In the blog above, pasec explains the shift in international costs and national costs that resulted from these choices. 4. A key insight is that cost increases can be broken down between national and international costs. The international costs are the fees that PASEC receives. This is the only costs that international assessments usually publicize. PASEC’s shifted from 520k to 775k , a 49% increase, that can be understood by the fact secondary schools is a fully new sample. For comparison, international assessments announce fees of ~600k only for one module. So 775k is not a crazy cost for four modules in two different samples of schools. 5. National costs have increased significantly too. From 625k to 1.1M. These are costs that countries incur to do the administration sometimes with their own staff. Countries have actually the ability to control those depending on whether they pay per diems or not and at what level they set them. 6. In the context of the 2025 rounds, some countries like Nigeria have showed leadership in adapting their national costs to levels that made sense to them in terms of total costs of the evaluation. 7. The practice of announcing national costs from the start is specific to pasec and comes from the concern that if costs are not set aside early on, budgets could be re-allocated. It s a unique practice. It would be interesting to better understand the pros and cons of this model vs. the standard model of letting countries dealing with their national costs. 8. Beyond this cycle, there are strategic decisions awaiting PASEC, including a potential expansion to more non-francophone African countries, pioneered by Nigeria and Mozambique, *if* ther is demand. A similar model to ERCE/LLECE in Latin America.   Looking forward to seeing the results of the 2025 cycle and warmly recommend the read!

Educational attainment - Who's getting it right? Here's our latest Local Government Information Unit (LGIU) briefing for members. The educational attainment gap continues to be a major challenge for local government, impacting socioeconomic mobility and equal opportunity. This briefing explores effective strategies from top-performing countries such as Finland and Singapore, to address the issue. It highlights the importance of early childhood education, teacher autonomy, and supporting learning environments, offering insights into policies that promote equitable access to quality education. https://lnkd.in/ewJk-KqD

📺 WATCH: Cambodia's Education Sector Pt. 2 - Industry Update - Neak Oknha Dr. Mengly J. Quach, CEO of MJQE Part 2 of our deep dive into Cambodia's education industry with Neak Oknha Dr. Mengly J. Quach, MD, MPH, Founder, Chairman and CEO of Mengly J. Quach Education Plc. (MJQE Group), covers how the education system in Cambodia is evolving to become more digital, the persisting disparity between private and public schools (as well as urban and rural areas), ongoing efforts from the government and private sector to improve education standards, and Cambodia's aspirations of meeting international education standards and becoming more globally competitive. Dr. Mengly concludes his thoughts with a positive future outlook on the state of education in Cambodia, affirming MJQE's steadfast resolve to continue doing its part to contribute to the sector's advancement. Haven't seen Part 1 yet? Watch it here: https://lnkd.in/gKtastsX #CambodiaEducation #MJQEducation #DrMenglyQuach #DigitalEducationCambodia #PrivateVsPublicSchools #EducationStandardsCambodia #GlobalEducation

In response to the Ministry of Education's (MOE) call for public input on Malaysia's new education development plan, the Madani Research Centre (MRC) emphasizes a comprehensive and data-driven approach to address key issues. MRC stresses the necessity of a thorough impact assessment of public feedback to refine the proposededucation plan. By analyzing qualitative and quantitative data from educators, parents, and students, keythemes and suggestions can be identified. Stay tuned for more updates on this topic by Madani Research Centre (MRC)! https://lnkd.in/gfUyKiXc

A chapter that I co-authored with two colleagues from the Sukma Foundation, titled "Nurturing Participation in Teachers: The Case of Teachers in Sukma Bangsa Schools, Aceh, Indonesia" is published in the book "Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict," released by Wiley-Blackwell. In this chapter, we examine how participation skills can be nurtured among teachers, with a focus on teachers in post-conflict areas.

Teacher empowerment is pivotal in elevating educational standards and fostering innovative teaching practices. Across the globe, different countries and cultures have adopted unique strategies to empower their educators, each offering valuable insights. In Finland, teachers are granted significant autonomy and continuous professional development, fostering a sense of ownership and accountability. Singapore emphasizes rigorous selection, extensive training, and clear career progression paths, ensuring only the most qualified individuals enter the profession. Kenya's Competency-Based Curriculum (CBC) focuses on decentralized education and structured professional development programs, making education more relevant and effective. In the United States, teacher leadership roles and Professional Learning Communities (PLCs) encourage collaboration and shared knowledge. Japan's "Lesson Study" approach and cultural respect for teachers highlight the importance of continuous improvement and professional esteem. By exploring these diverse practices, we can learn to trust teachers with autonomy, support continuous learning, offer career advancement opportunities, foster collaboration, and respect teachers as professionals. Integrating these lessons can significantly enhance teacher empowerment and, ultimately, improve educational outcomes for students worldwide. Join the conversation on how we can adopt and adapt these global practices to empower our teachers and transform education! #TeacherEmpowerment #Education #GlobalEducation #ProfessionalDevelopment #CollaborativeLearning https://lnkd.in/dd2gMKrS

The Minister, YB Dato' Seri Diraja Dr. Zambry Abd Kadir, commended UOW Malaysia's proactive engagement with the Ministry of Higher Education (Kementerian Pendidikan Tinggi) and reiterated the government’s dedication to supporting endeavours aimed at enhancing the quality and accessibility of higher education in Malaysia. Read more here: https://lnkd.in/g925gpaw #UOWMalaysia #ThinkAustralianEducationThinkUOWMalaysia

Relaunch of the KIWi Compass ‘No Red Lines’ in a new digital format and – for the first time – in English! A systematic assessment of chances and risks in international cooperation is becoming increasingly important. The KIWi Compass ‘No Red Lines’ provided by the Centre for International Academic Cooperation (KIWi) has offered essential guidance to enable informed and criteria-based evaluation of security aspects in specific cooperation contexts already since 2020. To better meet the informational needs of universities and research institutions, the guide is now available as a bilingual website in German and English. The newly revised digital edition features fresh content, including practical guiding questions and numerous links to current references and resources. It will be continuously updated and expanded in the future. Check out the new edition here: ➡️ https://lnkd.in/eTwUm5aS #DAAD #KIWi #ResearchSecurity #ScienceDiplomacy #AcademicCooperation #ChangeByExchange

People in the comment section are blaming the Nigeria Educational System for this student’s failure. Rather than hastily blaming the Nigerian Educational System for this students’s shortcomings, we should acknowledge the complexities at play. While I agree that Nigeria has some challenges within the educational framework, it is also important to recognize the progress huge in the same area. I know we have a problem of overpopulated classes in some schools in Nigeria, where students do not get the best of learning. This is not a case in France. The opposite situation in France is one of the reasons why a student should even learn better. You have closer access to your tutors, libraries and other resources. These factors should make a student learn better. As an educational consultant, I've observed that a very high number of Nigerian students who attend foreign universities successfully earn their degrees. Notably, some students who graduated with 2.2 or third-class honors from Nigerian institutions have secured admission to UK and USA universities and excelled with distinctions. These students go to foreign universities with a determination to correct the errors of the bad grades they got in Nigeria. Instead of scapegoating the Nigerian Educational System, we should consider whether personal challenges or individual circumstances hindered his academic performance.

Global South (Africa, Asia, Latin America, the Middle East, and the Caribbean region) Presidents, Parliaments, and Ministries of Education need to learn a lot from the Finish world-class education. Quality Education Consultancy Ltd(QECL)&Opportunities 4 Universal Livelihoods-OPUL SKILLING FOUNDATION AFRICA(OSFA) brings you details below: Essential features of the Finnish Education System 1. Finnish teachers are passionate and highly educated. Teachers must have master’s degrees and be highly motivated. 2. Finnish schools offer individual support. The basis for teaching and schoolwork comes from a student’s individual needs. Learning instructors conduct early diagnosing to understand their pupil’s needs to bring out high-quality education. 3. Extensive and professional cooperation to enhance the learning institution. School authorities work closely with organizations representing teachers, students, and principals. The development activities receive strong and widespread support due to this collaboration. 4. Finnish citizens have a positive outlook on education. According to the Ministry of Education and Culture, almost three in four Finnish people aged 25–64 hold an upper secondary school certificate. In addition, one in three holds a higher education degree. Studying requires primary (compulsory) education. Only 1% of each age group leaves primary school without a certificate, and more than half finish later. 5. A student’s learning result is supportive and encouraging. The Finnish education system requires no standardized tests given at the national level and no school rankings. In addition, there are no inspection procedures for learning institutions. The state fully trusts school leaders and teachers in developing their students. They also help and assist with support and funding.