Browsing by Author "UNESCO"
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Item Bahamas: Education, training and society(UNESCO, 1986) UNESCO;Item Bulletin 38: The major project of education in Latin America and the Caribbean(UNESCO, 1995-12) UNESCOThis bulletin discusses the quality of education, development, equity and poverty in the region, mathematics in Caribbean schools: the 90's and beyond, integrating special needs students: current and prospective status in Latin America and the Caribbean, and action for equality, development and peace.Item Case studies on the interaction between education and productive work(UNESCO, 12 Aug. 1981) UNESCO;This document consists of 11 case studies designed to throw light on the main theme of the 38th session of the International Conference on Education, namely, the integration of education and productive work. Guyana was among the countries reporting their experiences in this areaItem Compendium of statistics on illiteracy 1995 edition: Statistical reports and studies(UNESCO, 1995) UNESCOA special survey was launched by UNESCO in 1993 to collect these latest national literacy statistics, on the one hand to verify the validity and accuracy of previous estimates and projections, and on the other hand prepare for a new literacy assessment. This report summarizes the main results and findings of the 1994 literacy assessment.Item Gender equality in basic education in Latin America and the Caribbean (state of the art)(UNESCO, 2002) UNESCOItem Grenada: Education sector survey; An analysis of the education and training system and recommendations for its development(UNESCO, Jun. 1982) UNESCO;Against the background of a description of the social and economic conditions in Grenada, this report provides an analysis of the general education system, as well as a discussion of technical and vocational educationItem Inclusion and education in the Caribbean: A fact-sheet based on findings from the 2020 Global Education Monitoring Report Latin America and the Caribbean - Inclusion and education: All means all(UNESCO, 2021) UNESCOIn this item the following key figures were noted: 1) School systems mirror the highly unequal societies in which they are situated, 2) identity, background and ability dictate education opportunities, 3) while some countries are transitioning towards inclusion, misperceptions and segregation are still common, 4) data in disability need to be improved, 5) teachers need more support to encourage inclusion, 6) learners with disabilities bear a disproportionate share of consequences from the COVID-19 pandemic. It also looks into law and policies, data, governance and financing, curriculum and textbooks, teachers, schools, communities, parents and students, COVID-19 and inclusion in education, and gives recommendations.Item Integrated science and teacher education: Caribbean Science Educators' Workshop final report(School of Education, UWI, 1974) UNESCO;Item Integrated science education in the Caribbean(UNESCO, 1990) King, Winston K.; UNESCOThis paper provides an overview of science education in the education systems of the Caribbean, and reports on the development of integrated science at the junior secondary and secondary levels. Barriers to effective implementation of integrated science are identified. These include teacher re-orientation, lack of proper facilities and resources, teaching/learning problems, lack of proper innovation climate, and lack of textbooks and background reference materialsItem Jamaica: Development of secondary education(UNESCO, Apr. 1983) UNESCO;This report presents the findings and recommendations of a Sector Survey undertaken by the Unesco Secretariat. Chapter 1 provides a succinct summary of the findings of the Survey. Chapter 2 analyses the observed relationship between secondary education as producer of job seekers and the labour market. Chapter 3 presents recommendations aimed at rationalizing secondary education in order to render it more efficient internally and more relevant to the socio-economic development of Jamaica. Chapter 4 deals with the implementation of the proposed rationalization measures. Section A of the Appendix contains an analysis of the socio-economic context within which secondary education should be viewed, while Section B presents the detailed findings of the Survey and their analysis, with each of eight chapters devoted to a specific aspect of secondary education. The Annexes contain the statistical information used for the Report and the AppendixItem Montserrat: Education sector survey: An analysis of the education and training system and recommendations for its development(UNESCO, Apr. 1982) UNESCO;Against the background of a description of the socio-economic conditions in Montserrat, this report analyses the general education system, as well as technical education and vocational training, and makes recommendations. Among these is the need to improve the learning outcomes and processes in the Montserrat education system, as well as the urgency to adapt the system to the needs of the countryItem The status of teachers: Caribbean review: Seminar report(UNESCO, 1996-02) UNESCOThis report records the deliberations of the seminar, which reviewed the Caribbean’s performance on the ILO/UNESCO Recommendations on the Status of Teachers 1966, under three main themes: 1) The Teacher in Society, 2) The Teacher as a Professional 3) The Teacher in the Classroom. Annexes include the text of speeches and lead papers.Item Sustainable Development Goal (SDG) 4 Country Profile: Barbados report(UNESCO, 2018) UNESCOItem World Education Report 1993(UNESCO, 1993) UNESCOThis report looks at overcoming the knowledge gap, expanding educational choice, and searching for standards.Item World education report 1995(UNESCO, 1995) UNESCOThis report looks at the education of women and girls, challenges to pedagogy, and education for peace, human rights and democracy.