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La structure des systèmes éducatifs varie énormément d’un pays à l’autre. Afin de produire des statistiques et des indicateurs comparables à l’échelle internationale, il est nécessaire de disposer d’un cadre permettant de collecter et de soumettre des données sur des programmes éducatifs avec un contenu éducatif de niveau similaire. La Classification internationale type de l’Éducation (CITE) de l’UNESCO est la classification de référence permettant d’organiser les programmes éducatifs et les certifications correspondantes par niveau d’éducation et par domaines d’études. Les définitions et les concepts fondamentaux de la CITE ont été établis de manière à être internationalement valides et applicables à l’ensemble des systèmes éducatifs. La CITE 2011 est la deuxième révision importante de cette classification (élaborée initialement dans les années 70 et révisée pour la première fois en 1997). Elle a été adoptée par la Conférence générale de l’UNESCO en novembre 2011. Préparé conjointement par l’Institut de statistique de l’UNESCO (ISU), l’OCDE et Eurostat, ce guide opérationnel fournit des directives et notes explicatives pour l’interprétation de la classification révisée, par niveau éducatif. Il présente également des exemples nationaux de programmes et de certifications correspondantes classés dans la CITE 2011. Ce guide sera utile aux statisticiens nationaux qui collectent et soumettent des données d’éducation aux organisations internationales, ainsi qu’aux décideurs politiques et aux chercheurs intéressés par une meilleure compréhension de ces données.

Education --- Standards --- Evaluation. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education

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Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education

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While everybody recognizes the development challenges facing Sub-Saharan Africa, few have puttogether coherent plans that offer real hope for any feasible and general improvement. FacingForward combines an evidence-based plan that not only recognizes the deep problems butprovides specific prescriptions for dealing with the problems. In the simplest version, focuson the skills of the people and do it in a rational and achievable manner." Eric Hanushek, Paul and Jean Hanna Senior Fellow, Hoover Institute, Stanford UniversityThis book offers a clear perspective on how to improve learning in basic education in Sub-Saharan Africa, based on extremely rigorous and exhaustive analysis of a large volume of data.The authors shine a light on the low levels of learning and on the contributory factors. They havenot hesitated to raise difficult issues, such as the need to implement a consistent policy on thelanguage of instruction, which is essential to ensuring the foundations of learning for all children.Using the framework of "From Science to Service Delivery"? the book urges policy makers tolook at the entire chain from policy design, informed by knowledge adapted to the local context,to implementation. Facing Forward: Schooling for Learning in Africa is a unique addition to theliterature that is relevant for African policy makers and stakeholders." Professor Hassana Alidou, Ambassador of the Republic of Niger to the United States and CanadaAs the continent gears itself up to provide universal basic education to all its children by 2030, ithas to squarely address the challenge of how to improve learning. Facing Forward helps countriesto benchmark themselves against each other and to identify concrete lines of action. It forcespolicy makers to think "where do I go from here?" "what do I do differently?" and to examinethe hierarchy of interventions that can boost learning. It rightly urges Ministries of Education tobuild capacity through learning by doing and continuous adaptation of new knowledge to thelocal context. Facing Forward will unleash frank conversations about the profound reforms that arerequired in education policy and service delivery to ensure learning for every child on the continent." Dr. Fred Matiang'I, Cabinet Secretary for the Interior and Coordination of National Government,Government of Kenya (former Cabinet Secretary for Education)Facing Forward couldn't have come at a more opportune time as countries in the region,including Mauritius, focus more on learning outcomes rather than simply on inputs and processesin education systems. The book underscores the important point that African countries need notexclusively model themselves on high-performing education systems in the world. Much can aswell be learnt from other countries at the same level of development, or lower, by virtue of thechallenges they have faced and successfully overcome. This presents opportunities for greaterpeer-sharing and networking with these countries. Indeed a number of key focus areas arehighlighted in the book that demonstrate good practices worthy of being emulated. These coverdomains as diverse as enabling factors leading to improved student progression, strengthenedteacher capacity, increased budgetary allocation with a focus on quality, as well as improvedtechnical capacity of implementing agencies in the region." Hon. (Mrs.) Leela Devi Dookun-Luchoomun, Minister of Education and Human Resources,Tertiary Education and Scientific Research, Republic of Mauritius.

Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2006 edition of Education at a Glance enables countries to see themselves in the light of other countries' performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it a

Educational indicators --- Education --- Cross-cultural studies --- Evaluation --- Statistics --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Educational accountability --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training