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India must regain its past glory in education: President

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ANI  |  New Delhi, June 6, 2014 Last Updated at 12:19 IST | Business Standard

President Pranab Mukherjee has expressed disappointment over the fact that not a single modern Indian educational institution is amongst the top 200 educational institutes in the world, whereas from 3rd century BC to 12th century AD, for a period of 1500 years, India was the leader in higher education in the world.

A Rashtrapati Bhawan press release said the President, underlined the fact that it is not impossible to return to the days of our past glory “If we can make the necessary effort by creating teams of inspired teachers; by establishing linkages with the global educational fraternity; through the maximum use of

Information Technology; by placing emphasis on research etc, results will follow. He said some institutes have already started making efforts and progress is evident.

The President was addressing a function organized to mark the 150th birth anniversary of Acharya Satis Chandra Mukherjee organized by the National Council of Education, Bengal in Kolkata yesterday.

Paying rich tribute to the Acharya, the President highlighted that by taking a few lessons from the life of this great educationist, we must improve our educational system by imparting quality education. The President said Satis Chandra made education his mission and channelized all his energies in establishing educational institutions to produce ideal students for the country. Dr. Rajendra Prasad, who was a student of Satis Chandra, had recorded his indebtedness to his teacher and mentor in his autobiography.

The President expressed hope that the celebration of the 150th Birth Anniversary of Acharya Satis Chandra Mukherjee would be a suitable occasion to explore ways and means to propagate his thoughts and ideas. He called upon people to rededicate themselves to the causes for which this educationist, social thinker and crusader devoted his life.

Acharya Satis Chandra Mukherjee was a contemporary of Swami Vivekananda and Brahmabandhab Upadhyay. He was one amongst the galaxy of luminaries Bengal produced in the nineteenth century.

He was a great teacher and a remarkable educationist. In 1906, Satis Chandra was the main force behind the establishment of the first college of the National Council-the Bengal National College.

Earlier, in 1897, he started editing and publishing the famous Dawn magazine.

 

Original URL: http://www.business-standard.com/article/news-ani/india-must-regain-its-past-glory-in-education-president-114060600358_1.html

 

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National Education Policy Soon, Sports to be Part of School Curriculum

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U Anand Kumar | Published: 10th June 2014 06:00 AM |  The New India Express

NEW DELHI: Emphasising its priority on social sector, the NDA Government would soon formulate a National Education policy. The policy would be aimed at setting up IITs and IIMs in each state and establishment of AIIMS-like institutions in every state as well as providing 33 per cent reservation for women in legislature.

Addressing the Joint Session of Parliament on Monday, President Pranab Mukehrjee said that the government was committed to making all minorities’ equal partners in India’s progress and that a dedicated Van Bandhu Kalyan Yojana for the Scheduled Tribes would be launched.

In his address, which enlisted the agenda of Narendra Modi Government for the next five years, Mukherjee said, “The government will strive for transition from Youth Development to Youth-led Development. It will set up Massive Open Online Courses and virtual classrooms and formulate a National Education Policy aimed at meeting the challenges posed by lack of quality, research, and innovation, in our educational institutions.”

“With the motto of ‘Har Haath ko Hunar’, the government  will strive to break the barriers between formal education and skill development, and put in place a mechanism to give academic equivalence to vocational qualifications. With the goal of Skilled India, my Government will also launch a National Multi-skill Mission,” the President added.

Recognising the important role that women play in the development of society and growth of the nation, he said, “The government is committed to providing 33 per cent reservation to them in the Parliament and State Legislative Assemblies. With a commitment to ‘Beti Bachao – Beti Padhao’, we will launch a mass campaign for saving the girl child and enabling her education.  The Government will have a policy of zero tolerance for violence against women, and will strengthen the criminal justice system for its effective implementation.”

President added that the children and youth of the country need avenues of recreation to develop them constructively and keep them fit. “The government will launch a ‘National Sports Talent Search System’ to facilitate development and promotion of Indian sports, particularly rural sports. Sports will be popularised by making it an integral part of the school curriculum and providing educational incentives,“ he said. Maintaining that a holistic health care system that is universally accessible, affordable and effective, is the need of the hour, the President said, “To achieve this objective, the government will formulate a New Health Policy and roll out a National Health Assurance Mission. It will promote Yoga and AYUSH.

To address the shortfalls of health care professionals, health education and training will be transformed. AIIMS-like institutes will be established in every state in a phased manner.”

Mukherjee said that a “Swachh Bharat Mission” would be launched to ensure hygiene, waste management and sanitation across India.

Keeping in mind the welfare of the people belonging to the Scheduled Castes, Scheduled Tribes, Other Backward Classes and the weaker sections, Mukherjee said that the government would take steps to enable an eco-system of equal opportunity in education, health and livelihood.

The President also said that the government would especially strengthen measures to spread modern and technical education among minority communities and that a National Madarsa Modernisation Programme will be initiated.

Original URL: http://www.newindianexpress.com/nation/National-Education-Policy-Soon-Sports-to-be-Part-of-School-Curriculum/2014/06/10/article2271864.ece

 

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Teacher training weakest link in education chain

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Subodh Varma, TNN | Jun 9, 2014, 05.43 AM IST | Times of India

One of the most important streams of higher education is teachers’ training. It is from here that thousands of young men and women spread out to teach children in schools, virtually holding the destiny of the future generations in their hands. Yet teachers’ training remains one of the most chaotic, neglected and deficient sectors of India’s vast education system.

Sadhana Singh of Kanpur discovered this last month when she tried to enroll for the B.Ed program in Delhi. The eligibility conditions laid down by the National Council for Teachers Education (NCTE) are straightforward: any graduate with at least 50% marks can apply for admission. Since the NCTE is the apex regulatory body for teachers’ education, setting down the rules for everything from eligibility to facility standards, Sadhana was confident that she would get admission in Delhi’s prestigious B.Ed programs in Delhi University or Jamia Milia.

She couldn’t have been more wrong. For both these universities she was declared not eligible because she was a commerce graduate. She is not alone in this — there are thousands of commerce graduates who are denied admission to BEd programs, although such rules are in direct violation of NCTE norms and regulations. Similar complaints have been received from Tamil Nadu and Rajasthan.

Rama Mathew, director of Delhi University’s Central Institute of Education (CIE) where BEd and MEd courses are taught says that the eligibility conditions were arrived at after past experience and approved by the university Academic Council. She was unaware that NCTE norms do not allow this prohibition of BCom graduates.

“It appears that there is a disjunct between our university and the NCTE. We will write to them to change the eligibility conditions,” she said after the violation was pointed out.

Her colleague in CIE, Poonam Batra is heading a committee set up by the NCTE on the Supreme Court’s advise to reformulate all norms and rules of the NCTE. In the new recommendations, the committee has maintained the previous eligibility conditions of any graduate with 50% marks.

Poonam Batra, who was a member of the Verma Commission set up in 2011 on the SC’s orders to look into teachers’ education, was aghast when TOI told her that her own institute was not allowing commerce graduates. She asserted that as per both existing and proposed norms, all graduates should be allowed.

Venita Kaul, a professor in Ambedkar University Delhi who was initially nominated to the Batra committee but resigned, told TOI that commerce is not taught in classes up to 10th and so there is no need for commerce graduates to be admitted.

“Moreover, NCTE norms are guidelines, states can adjust according to their local conditions,” she said. This is clearly not the case: the NCTE is a statutory body and it lays down the law for teachers’ education.

Farida Khan, professor in Jamia Milia and member of the Batra committee was also surprised that her own university was not allowing commerce graduates in violation of NCTE norms.

A senior teachers’ education professor in Rajasthan, who wished to remain unnamed, told TOI that this confusion among the top brass of the NCTE and the blatant flouting of rules at the ground level is rampant across the country.

“Earlier Rajasthan too did not allow commerce graduates to enroll for BEd but after a high court order in 2005 where the NCTE’s supremacy was upheld, the state government started allowing them,” he told TOI.

Teachers’ education has been plagued by sub-standard institutions and policy confusion for years.

India is facing a double crisis of both quality and quantity of school teachers. According to the 12th five year plan there is an estimated shortage of 12.58 lakh teachers just at the elementary level. In addition, several States face an acute problem of untrained teachers. Tight fisted state governments are merrily employing contractual teachers at low pay scales sacrificing quality and discouraging talent.

Original URL: http://timesofindia.indiatimes.com/india/Teacher-training-weakest-link-in-education-chain/articleshow/36269730.cms

 

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World Bank to offer transition support of $3.5 billion to India for infrastructure, education initiatives

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Deepshikha Sikarwar, ET Bureau | 10 Jun, 2014, 04.00AM IST | Economic Times

NEW DELHI: The World Bank will continue its concessional lending meant for poorer countries to India and has also significantly upped the country’s single-borrower limit, looking to provide a helping hand to the new government in taking forward its agenda on infrastructure, skilling, river cleaning and tourism.

“We have concluded IDA-17 (July 2014-June 2017) negotiations. India has got a transition support of $3.5 billion,” World Bank country director for India Onno Ruhl told ET.

Under the IDA, concessional credit at little or no interest with repayments stretched over 25 to 40 years, including a grace period of five to 10 years, is given to the poorest countries to help them eradicate poverty.

India has crossed the threshold of $1,260 per capita income and is not technically eligible for the funding. However, since the country is still home to a large number of poor, a transition support has been provided.

“I think there will be an interesting conversation with the new government. How do you build model cities….Rural connectivity and obviously education and skills…You have to get people ready for work. Scale at which skilling needs to be done, it needs a national dialogue…. We are working in solar energy and I think India is well positioned to become a global power house in solar,” Ruhl said.

The bank has committed $5.2 billion in the year ending June, 2014 to support a number of initiatives including the Sarva Shiksha Abhiyan and Eastern Dedicated Freight Corridor, Ruhl said.

Ruhl cautioned against any let-up in fiscal consolidation as advised by leading economist Arvind Panagariya. His suggestions to the new government include subsidy rationalisation and continuation of fiscal consolidation, shift to goods and services tax and modernisation of tax administration.

“Total subsidies in India are actually enough to be handed over to everybody in the poverty line….So working on the targeting is a high value thing to do,” he said.

Ruhl said any relaxation on fiscal front could stoke inflation, which is the “bane” of the economy. “I do not think it (pause in fiscal consolidation) is a good idea…Growth will be above 5% next year and over 6% the year after. So I do not see need to take the risk of not doing fiscal consolidation… It’s just not necessary to take that risk and recent history in India has showed that it did not work and it did not even bring back growth,” he said, adding that high inflation not just hurts po ..

On the fiscal side, the previous government made effort to contain fiscal deficit but it wasn’t done very elegantly, he said, adding that the new government should focus on the quality.

“The initial signal we have got from the new government is that they are committed to restrained fiscal policy….I think it’s also important to look at quality of expenditures and reining the deficit in the right way….With a new government in place, it can be more systemic in reviewing expenditures and making choices than rather cutting across the board,” he said.

Ruhl emphasised on cutting down on transaction costs by reducing inspections, switching to self declarations and creating flexible working framework for new employees to improve the business climate.

Original URL: http://economictimes.indiatimes.com/news/economy/finance/world-bank-to-offer-transition-support-of-3-5-billion-to-india-for-infrastructure-education-initiatives/articleshow/36314937.cms

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Letter to Smriti Irani: Five steps to take India’s education system from mediocre to world class

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Ashish Dhawan, Anu Aga & Amit Chandra | Jun 10, 2014, 12.08 AM IST | Times of India

Dear HRD minister,

Congratulations on BJP’s victory in the general elections. We now eagerly await the measures that your government will take to drive socio-economic prosperity for the country. As the government prepares for such measures, it is important to note that for any growth model to be successful we need an educated and skilled population. That’s why PM Narendra Modi placed skills at the head of his “skill, scale and speed” formula to transform India.

As you assume your newly assigned responsibilities, we take this opportunity to share our perspective on five big reforms that could transform India’s education system from a mediocre to a world-class system.

First, our education system currently suffers from an apparent ‘Licence Raj’ that restricts entry and operation of private players. Even policies such as RTE neglect that private schools are a large part of the education ecosystem (already 40% of school students and 60% of college students are enrolled in private institutions). These norms have led to the shutdown of a large number of affordable private schools that serve low-income students. The government must deregulate school education and treat government and private schools as equal partners in solving India’s education crisis.

Second, it is important not only to invest more in education but to do so more strategically. Central government should invest more resources in teacher education and development, principal training, ICT in education and assessments. It is also critical for the ministry of human resource development to rework its results framework document (RFD) to include student learning outcomes. Furthermore, a portion of the budget allocation to states should be contingent upon the adoption of progressive education policies and improvement of outcomes. There is an opportunity to create version 2.0 of the central education budget that shifts focus from inputs and outlays to outcomes and impact, while holding states accountable.

Third, improve quality standards through nationwide assessments. Assessments need to be at the core of any planning exercise for improving India’s education system. The government should introduce statewide learning assessments that are undertaken at regular periods during a child’s school journey, which can also contribute to remediation and improvement in teaching. Additionally, a school rating system should be instituted to set targets for school level improvements. The National Achievement Survey (NAS) should be revamped such that it becomes a barometer for student learning and the de facto benchmark for state performance.

Modi’s government in Gujarat has already taken a lead in this regard with the Gunotsav programme, an accountability framework for quality of primary education that includes learning outcomes of children as well as co-scholastic activities, optimal use of financial resources and community participation. This model can be replicated in other states.

Fourth, equip school principals to become efficient school leaders. Great leaders make great institutions, in every sphere. In schools principals are the highest point of leverage, yet their role is often restricted to administrative functions. There is a need to reimagine the role of the principal — as an instructional leader, rather than an administrator. Moreover, we need to institute stricter guidelines for recruitment of school leaders that prioritise merit over seniority. Gujarat has again taken the lead by establishing the headmaster eligibility test for selection of its principals. The government should set up centres for school leadership in every state and mandate induction as well as ongoing training for all principals.

Fifth, improve teacher quality for better learning outcomes. It is unfortunate that teaching today does not attract the best talent. We need public awareness campaigns in India that are able to effectively project teaching as a rewarding and meaningful profession. Centres of excellence need to be created for teacher education in prestigious universities across India. Our Teacher Education Institutes (TEI) capacity is extremely fragmented with over 11 lakh seats in 14,000 TEIs. Most of this capacity is of poor quality that has been created through non-transparent, poorly formulated TEI recognition procedures. Government should build and scale high-quality institutes at top 10 central universities and strengthen SCERTs and DIETs.

We believe that every child in India deserves excellent education. We also believe that given the vastness and diversity of our country we can only succeed with thorough experimentation and analysis, rather than a mere adoption of predefined rules. Our country needs bold reforms and focused implementation with clear targets for learning outcomes to achieve this goal.

Our emerging market peers — China, Brazil and Poland, among others — have made education reform a priority as they recognise it as the surest path to sustained economic development. In the run-up to elections we circulated a letter signed by leading citizens — Cyrus Mistry, Kumar Birla, Anand Mahindra, Gurcharan Das and 30 others — that highlighted the need for prioritising education in the policy agenda and suggested reforms. The future of 240 million children is at stake, and as concerned citizens we urge your attention to these bold steps that can truly improve their lives.

Thank you.

Anu Aga is a Rajya Sabha MP and Chairperson, Thermax; Ashish Dhawan is Founder of Ashoka University; Amit Chandra is Board Member of Akanksha Foundation.

Original URL: http://timesofindia.indiatimes.com/home/opinion/edit-page/Letter-to-Smriti-Irani-Five-steps-to-take-Indias-education-system-from-mediocre-to-world-class/articleshow/36312444.cms

 

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Public Rules on Private Schools: Measuring the Regulatory Impact of State Statutes on School Choice Programs

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Author: Andrew D. Catt

The Friedman Foundation for Educational Choice

May 2014

Abstract: This report provides a framework for understanding the impacts of state government statutes regulating private schools, regulations distinct to a given school choice program, and any regulatory growth over a program’s lifespan.  Examining school choice programs in operation for at least a few years provides important context and comparisons for policymakers considering additional regulations on current programs, as well as for school choice advocates pursuing new or expanded programs.

The complete paper can be accessed here.

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Universal School Choice: A Reform for the 21st Century

School Choice

02-06-2014

The Foundry

In his seminal work, Free to Choose,” Nobel Prize-winning economist Milton Friedman outlined his case for universal school choice, advocating for robust voucher systems for elementary and secondary education that “would give parents at all income levels freedom to choose the schools their children attend.” (emphasis added)

Friedman’s work laid the foundation for the broader school choice movement. He knew there would be opposition to his proposal departing from the one-size-fits-all status quo. But he also knew, as he wrote in Free to Choose, that school choice options such as vouchers would “keep emerging with more and more support.” He was right.

The school choice movement is proliferating like never before. States traditionally have worked to ensure children most at risk of being underserved by their neighborhood schools are prioritized in accessing school choice options – children from low-income families and children with special needs, for example. But today, states have the opportunity to think bigger about educational freedom—for all children, from all levels of income.

As of 2014, there are 40 private school choice programs in 24 states and the District of Columbia. In 2011, Arizona passed the nation’s first education savings account option, advancing the notion of “School Choice 2.0.”

ESAs allow parents to use a portion of the dollars that would have gone to their child in a public school toward fully customizing their child’s education by enabling them to purchase a variety of education-related services and products. It’s likely Friedman would have seen ESAs as arefinement of his original voucher idea.

ESAs—like most school choice measures— are currently reserved for low-income children and children with special needs. This is a good starting point, but it should not be the end goal. As school choice measures grow more innovative, they also should become more expansive.

Parents of all income levels should be free to choose the best educational option to meet their child’s individual needs.

School choice raises all boats, for all children. As University of Arkansas professor Jay Greenewrites, “Suburbanites need education reform for the sake of their own children and not just for the poor kids in the big cities. If suburban elites commit to education reform for their own children, we may finally get improvement for low-income kids in the cities as well.” Broader educational opportunity creates competitive pressure on public schools, which in turn benefits children who choose to attend.

What’s more, suburban educational options are not as good as they often are thought to be. The National Assessment for Educational Progress’ latest “report card” shows that only 26 percent of 17-year-olds are proficient in math, and only 38 percent are proficient in reading.

Research from the George W. Bush Institute’s Global Report Card shows even affluent American suburban schools districts lag in educational achievement compared to 25 other developed countries.

Friedman’s vision for school choice was not confined to a particular demographic or geographic area. Rather, he knew expanding opportunity across income levels would help both the poor and the affluent alike by creating a healthy competitive pressure on public schools and by empowering the ones who know their children best—parents—to choose the best educational options for their children. Research shows parents are more satisfied with their child’s education when they have the power to choose.

School choice options should be designed to give every child an opportunity to receive the best education possible. That is a 21st century vision for education reform.

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Government of India and World Bank Sign $1006.20 Million Agreement to Improve Learning Outcomes and Retention in Elementary Education

Education, Outcomes

29-05-2014

The World Bank

NEW DELHI, May 29, 2014 – The government of India and the World Bank today signed a $1.006 billion ($1006.20 million)  credit agreement to improve education outcomes of elementary school children (covering Grades 1 to 8) in India. The project was approved by the World Bank Board on May 16, 2014.

The credit agreement for the Third Elementary Education Project or Sarva Siksha Abhiyan (SSA) III was signed by Nilaya Mitash, joint secretary, department of economic affairs, ministry of finance, on behalf of the government of India and Michael Haney, World Bank’s operations advisor in India, on behalf of the World Bank. 

India has made significant progress in meeting its education goals at the primary level. India passed its Right of Children to Free and Compulsory Education (RTE) Act, 2009, which became effective from April 2010. Through this Act India has mandated elementary education (age group 6 to 14 years) as a fundamental right of every child. The World Bank has supported the SSA with two IDA credits totaling $1.85 billion – $500 million in SSA1 (2004-2007) and $ 1.35 billion in SSA II (2008-12).

In 2012-13, the number of out-of-school children had declined to 2.9 million, down from 32 million in 2001. The number of children enrolled in elementary education in India has reached 200 million and nationally India has brought down the proportion of out-of-school children to less than 5 percent. During this period, the Net Enrolment Ratio (NER) for the primary level (Classes 1-5) has improved significantly from 82 percent to 99.8 percent, gender parity has been achieved and the enrolment of children from scheduled castes and scheduled tribes has also increased. Despite these gains, several challenges related to pupil attendance and retention; poor learning outcomes; and need for effective school performance remain.

With more than 95 percent children now having access to schools, SSA III will see a significant shift in focus from SSA I and II. The key thrust areas will be on improving education quality to enhance learning outcomes, strengthen monitoring and evaluation to improve teacher accountability, and continue to enhance access and retention for disadvantaged children.

The government of India has been investing in primary education for a very long time. These investments have resulted in more elementary graduates. This project will support the vision, goals and activities of SSA by focusing on improving quality, equity, access and institutional reforms in elementary education,” said Nilaya Mitash, joint secretary, department of economic affairs, ministry of finance, government of India.

Special attention will be given in improving learning outcomes. As part of SSA III, the National Council for Education Research and Training (NCERT) will develop learning indicators at the national level to measure children’s progress in acquiring knowledge and skills at different grade levels for states to adapt. The project will focus on enhancing the quality standards for early grade learning and mathematics and science teaching at the upper primary level.

SSA III will strengthen the National Assessment Survey (NAS) conducted by the NCERT as well as the state level assessment systems by building their capacity to get reliable data. The project will also promote the use of NAS results for improving teacher training and school performance. National University of Educational Planning and Administration (NUEPA) will be supported in developing a robust Unified District Information System for Education (UDISE). This system will be established in every district in the country to provide school-based information related to access, retention, quality and teacher training. NUEPA will also develop standards for school performance to improve the management competence of school head masters and education administrators.

“SSA – now the largest ongoing Education for All (EFA) program in the world – has been remarkably successful, particularly in achieving greater access to elementary education,” said Michael Haney, World Bank’s operations advisor in IndiaHowever, access alone is not sufficient for inclusive growth. The country needs all their young people to get good quality education in order to sustain economic growth over the long term. It is an opportunity for the World Bank to support the government of India in focusing on building effective systems for improving quality and retention levels for children in elementary schools,” he added.

SSA III, signed today, will directly benefit about 200 million children enrolled in elementary schools and 4.5 million teachers. Girls are expected to be about 48.4 percent of the beneficiaries.

“We expect that activities under SSA III will lead to a greater percentage of children attending and completing elementary education,” said Shabnam Sinha, senior education and institutional development specialist and the World Bank’s task team leader for the project.  “Efforts to improve quality will not succeed unless the quality of instruction is improved through capable and accountable teachers and functional schools working towards improved learning outcomes and holistic growth of children. The program will encourage and provide resources for improved systems performance, strong accountability measures and community engagement in elementary education,”she added.  

The Project will be financed by a credit from the International Development Association (IDA) – the World Bank’s concessionary lending arm – which provides interest-free loans with 25 years to maturity and a grace period of five years.

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U.N global survey: Education top priority despite wealth

Education

01-06-2014

MSNBC

Education is a top priority among developed and third-world nations alike, beating political freedoms and gender equality, according to a new global poll.

Of the more than 2 million people who responded to the “My World” survey, a United Nations project, two out of three identified education as their top priority. Topping the list of other priorities was better healthcare and an honest and responsive government. Bottoming the list are political freedoms, phone and Internet access, reliable energy at home, and action on climate change.

“Education has consistently been a top issue for people around the world, no matter their country, sex, age or socioeconomic status. This data backs up what the UN and experts have seen through related research and experience – that education is a key driver for development issues,” said Corinne Woods, director of the UN Millennium Campaign.

“The ‘My World’ survey allows all global citizens to have a voice, where we can move towards our goals collectively,” she added. “It takes the momentum of many people to bring about change, including governments, civil society, parliaments and citizens working together. Nobody can do everything but everybody can do something to make a difference.”

The survey is an ongoing project using crowdsourcing to better understand global development issues and trends.

The survey results are broken down by age, gender, country, etc. The first-of-its-kind survey allowed global citizens to choose their top six priorities from 16 topic areas. Participants filled out surveys via mobile phones, websites, paper ballots, and even face-to-face meetings.

The voting data is broken down by region, age, gender, socioeconomic status. etc. Never before has the U.N. had this much information from citizens available in real time, gathered through mobile, online, paper ballots and face-to-face meetings. The data is being given to relevant governments and NGOs so they can take citizens’ wishes into account as they do their planning.

Some of the more telling details gleaned from the survey involved gender issues. Girls under the age of 15 tended to rank gender equality higher than all women in most country groups.

“This suggests that attitudes have changed over time in most richer countries, whereas attitudes in poorer countries are shaped less by social change over time and more by changes in individuals lives,” according to a statement by the U.N.

The survey’s analytics, available at www.myworld2015.org, is interactive, and users can toggle between various filters. You can compare the priorities of a group of 31-to-45-year-old men from Burkina Faso to its counterpart in Fiji, or a 16-to-30-year-old girl from Croatia to her counterpart in Hungary.

“My World” aims to survey 15 million people by 2015.

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Radically reforming higher education

Quality

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