User:Vtaylor/CIS2/Summer 2009/Group 5
| Students @ Work - a student collaborative writing project. |
Help us by providing feedback on the Discussion page.
CIS 2 Computers and the Internet in Society SUMMER 2009 Final Projects
For project communication, draft document sharing, revision, final submission preparation and publication, we will be using space in the public WikiEducator wiki.
Goal 2: Achieve universal primary education
- 1 Target 2a: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling (by DIEN NGUYEN, RACHAEL MCMURRAY)
- 2 Section 2.1: Net enrollment ratio in primary education (by RACHAEL MCMURRAY)
- 3 Section 2.2: Proportion of pupils starting grade 1 who reach last grade of primary (by DIEN NGUYEN)
- 4 References
Target 2a: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling (by DIEN NGUYEN, RACHAEL MCMURRAY)
Section 2.1: Net enrollment ratio in primary education (by RACHAEL MCMURRAY)
Section 2.2: Proportion of pupils starting grade 1 who reach last grade of primary (by DIEN NGUYEN)
Definition: The proportion of pupils starting grade 1 who reach grade 5, is the percentage of a cohort of pupils enrolled in grade 1 of the primary level of education who are expected to reach grade 5.
Method of calculation: For the calculation of this indicator we took actual numbers of students who enrolled the first grade in a given school years and actual number of students who enrolled fourth grade (after 4 years). The indicator in calculated as percent of those who enrolled fourth grade in a given school year, from those who started 1 grade 4 years before.
Frequency and drop-out patterns vary between girls and boys. Reasons for leaving school also differ for girls and boys, and by age. Families demand on childrens time to help in household-based work is an important factor and is often greater for girls. Also important for girls are security and proximity of school facilities and the availability of adequate sanitation and other services in schools.
Disaggregation issues Rural and urban differences are particularly important in the analysis of education data, because of significant differences in school facilities, available resources, demand on childrens time for work and drop-out patterns. It is also important to consider disaggregation by geographical area and social or ethnic groups. However, showing and analyzing data on specific ethnic groups may be a sensitive issue in the country. Gender differences may also be more pronounced in some social and ethnic groups.
International data comparisons
Comparable survival rates are produced by UNESCO for about 40 percent of countries based on data from national administrative records. The number of countries reporting data for this indicator has increased over time in part because of recent inclusion of estimates obtained from household surveys such as Multiple Indicator Cluster Surveys and Demographic and Health Surveys.
Comments and what need to be done
The method of computation has limits in measuring the degree to which school entrants survive through primary education because flows caused by new entrants, re-entrants, grade skipping, migration or transfers during the school year are not considered.
What need to be done is:
Increasing Parental involvement - Having a tight schedule of their time and their school status
Increasing teacher's quality by giving the a better training system
Encourage children to go to school by giving them free transportation fee, free lunch
United Nations Educational, Scientific and Cultural Organization, Institute for Statistics, www.uis.unesco.org.
World Education Indicators (CD-ROM), United Nations Educational, Scientific and Cultural Organization.
Education for All: Year 2000 Assessment, Technical Guidelines, 1998, United Nations Educational, Scientific and Cultural Organization. World Development Indicators, annual, World Bank (www.worldbank.org/data).
Monitoring Progress towards the Goals of the World Summit for Children: End-Decade Multiple Indicator Survey Manual, United Nations Childrens Fund (www.unicef.org/reseval/methodr.html).
The State of the Worlds Children, annual, United Nations Childrens Fund (www.unicef.org/publications).
Human Development Report, annual, United Nations Development Programme (www.undp.org).
Indicators of Sustainable Development: Guidelines and Methodologies, 2001, United Nations Division for Sustainable Development (www.un.org/esa/sustdev/natlinfo/indicators/isd.htm).