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International education assistance in the UK

2019-01-15 来源: 51due教员组 类别: 更多范文

下面为大家整理一篇优秀的assignment代写范文- International education assistance in the UK,供大家参考学习,这篇论文讨论了英国的国际教育援助。英国是经济合作与发展组织发展援助委员会成员国之一,在国际教育援助中扮演着重要角色。英国国际发展部通常和非官方或半官方组织合作开展教育项目,包括非洲发展银行、奥地利和世界银行等,其援助效果最直接的体现是英国国际发展部在各个国家的教育援助所取得的成果。

International education assistance,英国国际教育援助,assignment代写,paper代写,北美作业代写

The educational situation in the world is generally peaceful, but many countries still face many obstacles to the restoration and development of education due to perennial wars, poverty and natural disasters. "International assistance in education is the assistance provided by the donor to the development of the aided country in the field of education through loans, grants or other assistance to help these countries and regions improve education and ultimately promote the improvement of the country's production, economy, health and public welfare." As a member of the development assistance committee of the organization for economic cooperation and development, Britain plays an important role in international education assistance.

In 2002, the British government promulgated the international development act, regarding poverty reduction as the primary goal of the British government's development assistance. The main official organisation that runs the UK's international education assistance programme is the department for international development, which has around 2,500 members and aims to lead the government in the fight against poverty in the world. DFID's education assistance focuses on seven areas: basic education for all, gender balance, education for all, quality improvement, education and AIDS, education in troubled and unstable regions, higher education and vocational education. Dfid often works with non-official or semi-official organisations, including the world bank, UNESCO and UNICEF.

Poverty is a social problem in many countries, such as war, crime culprit, international aid is in a globalized society deduce out under the system of international social responsibility, including the UK in the world at present give priority to the 22 major donor countries on international aid projects invested a lot of money and manpower, committed to the goal of halving world poverty population in 2015. Education is one of the most valued areas in the international relief program, which helps to improve the viability and promote the self-reliance of the aided countries.

In the early days, Britain regarded the development assistance program as a main way to unite the developing countries in the commonwealth. The recipients of its bilateral assistance program were mainly the commonwealth countries in Africa and South Asia, especially the former British colonial countries. With the development of the international situation, the education assistance of Britain is no longer limited to the countries that were once British colonies. The comprehensive development of the world's education is the common goal pursued by every donor country. In 2009-2010 dfid provided bilateral education assistance programmes to more than 30 countries, mainly in poor and underdeveloped areas of sub-saharan Africa, south and west Asia.

The UK's department for international development and unofficial or quasi-government organizations usually cooperation education projects, including the African development bank, Austria, Belgium, the European Union, Germany, Ireland, the Netherlands, Norway, Sweden and the world bank, etc., the most direct embodiment of its aid effectiveness is the UK's department for international development aid education results in different countries.

The department for international development aims to provide universal access to basic education, increase the number of children enrolled in school, take concrete actions to help more school-age children attend school, and pay attention to teacher training and professional development, as well as the quality of education. In 2008-2009, it funded the development of education in 22 countries, trained more than 150,000 teachers and built 9,500 classrooms. In Ethiopia DFID helped pay 80,000 teachers; Funding the training of 2,000 Kenyan teachers and building 1,300 teaching buildings; It has also helped Bangladesh build 2,500 classrooms, train 50,000 teachers and lead teacher training reforms.

The department for international development implements a gender equality action plan that focuses on girls' education in the school system. DFID helped to expand basic education in Kenya and utilised resources in the education sector through sectoral projects, with particular attention to orphans, disadvantaged children and the gender gap in school enrolment; To help malawian girls access secondary education and promote gender equality, DFID funded a $50 million education reform program. Dfid's education assistance focuses on the development of basic education. In 2009, dfid invested 15 million pounds in budget support to improve the quality of basic education assistance in Ghana.

Sudan is one of the most developmentally challenged countries in the world. Twenty years of civil war and violence have made the development of education in Sudan difficult. DFID's educational assistance to Sudan is concentrated in the south and funded through the multi-donor fund. In 2006 the basic services programme, an education assistance programme run by the department for international development, funded the construction of 37 new primary schools, benefiting 12,000 pupils. DFID also purchased 127,000 textbooks for primary school teachers, 2.817 million textbooks for grades 1-4 and 850,000 textbooks for grades 5-8 through the multi-donor trust fund in southern Sudan. It has also helped Sudanese girls gain access to as many schools as possible.

The UK government spends at least 900m a year on international education aid, making it one of the top five aid-giving countries in the world. However, the assessment report shows that many of the education reforms facilitated by aid projects have not achieved the desired results. The fundamental problems lie in insufficient understanding of the target areas and ineffective cooperation among international aid organizations. Nigeria is one of the major aid donors of the UK, but after years of large-scale promotion of basic education, the illiteracy rate is still over 70%, resulting in resource waste and massive loss of aid funds. If international organizations can cooperate with each other and communicate more with local talents to have a deeper understanding of the situation, many problems can be taken seriously earlier and unnecessary waste of manpower and money can be reduced. While implementing the new assistance, the UK department for international development should also provide guidance to countries with different national conditions in the analysis and implementation of the program, and analyze the background, development goals and historical and cultural factors of each country.

After years of practice in international education assistance, the department for international development believes that the following four points are necessary to improve the effectiveness of education assistance: Developing clear indicators for evaluating educational progress; Strengthening the responsibilities of both sides to ensure the effective use of aid funds; Provide flexible and diverse ways of education assistance and funding. International education assistance should also pay attention to intersectoral coordination, which is not only reflected in the coordination between the donors, but also between the recipient countries and within the recipient countries, as well as between the donors and the recipient countries.

Although the UK's international education assistance has some disadvantages, it is undeniable that it does provide many vulnerable people in the international community with many educational resources and access to education. It is a common goal of international education assistance to achieve universal education in the world.

While bringing positive benefits to recipient countries, international education assistance also has some problems that cannot be ignored, the most serious of which is the dependence of recipient countries on donor countries. Countries receiving aid should develop their own education and rejuvenate their country through science and education with the help of other countries. China since 1979 from western countries, international organizations and non-governmental organisations, more than 30 years, China from larger recipient countries to "graduate" from the international aid system, self-reliance development education, it can even help for poor countries develop their economy and education, for example, China is now emerging power of education in Africa, it is well worth other countries learn from the world.

International education assistance is increasingly concerned with coordination between sectoral and programmatic assistance. In the early stage of the development of international education assistance, the mode of assistance is mainly to solve a specific problem, with little consideration of the relevance between problems, thus affecting the effectiveness of project assistance to a certain extent. An official from one of the countries receiving aid in Africa describes: "the donors support the construction of a school, but do not consider the road to the school. They will fund a clinic, but they will not support the power plant that the clinic needs. Some factors in many non-educational fields are very important for the development of education. In rural areas, improving road traffic conditions can improve school enrollment more than building more schools. This shows that education is not just about schools. It is about many sectors of social life.

International education aid for the world to the common development of education plays an irreplaceable role, it not only improved the education conditions of recipient countries, also contributed to the worldwide education cooperation and exchange and education research, and expand the development of the function of international organization, for the students with the chance to learn in many poor countries, laid the foundation of talent. However, there are still some urgent problems in the implementation of international education assistance, which make it fail to achieve the expected benefits. In this regard, the donors must strengthen exchanges and cooperation, understand the situation of the recipient countries, evaluate the effectiveness of the aid, improve the effectiveness of the aid, avoid the waste of manpower and financial resources, and work together to achieve the goal of education for all.

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