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فيكف مهفت لا تنك اذإ ؟مَّلعتت نأ كل Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. If you don't understand, how can you learn? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. Si no entiendes, ¿cómo puedes aprender? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. Comment apprendre, quand on ne comprend pas? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
Learning Counts: Spotlight on Basic Education Completion and Foundational Learning in Africa, 2024 Année de publication: 2024 Auteur institutionnel: Global Education Monitoring Report Team | Association for the Development of Education in Africa (ADEA) | African Union The African Union’s designation of 2024 as the Year of Education highlights the critical importance of education for equipping young Africans with the skills essential for their own and for the continent’s development. It is also a recognition of the multiple challenges ahead before every child can complete primary school having acquire the foundational skills that open the door for lifelong learning. Currently the out-of-school population is rising, one in five children do not complete primary school and, of those who do, only about one in five achieve minimum proficiency in reading and mathematics. African countries have set targets on primary completion and foundational learning but to effectively translate their ambitions into results, the 2024 Spotlight continental report emphasizes the importance of coherence between their curricula, textbooks, teacher guides and assessments. It evaluates the alignment of these policy documents with each other but also with a global standard of what students are expected to know and by when. It also assesses how these key documents are used in classrooms and what the implications are for children’s opportunities to learn. This report is the second in a series of three envisaged between 2022 and 2025, each covering some 12 countries of which a selection is examined in depth, in dialogue with education ministries and national stakeholders. The focus countries for this second Spotlight report cycle were Mauritania, Niger, South Africa, Uganda, and Zambia. The statistics and analysis presented in this publication aim to feed into the policy dialogue mechanism under the auspices of the African Union and its Continental Education Strategy for Africa. In particular, the Spotlight series aims to spark debate on foundational learning among African countries and encourage them to identify areas for joined action, given that they share a lot of policy challenges. Как вы можете учиться, если вы не понимаете? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 听不懂，怎能学会？ Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
أثر التعلم التعاوني على التحصيل المدرسي والميول الدراسية لمادة الرياضيات لدى التلاميذ المتأخرين دراسيا Année de publication: 2012 Auteur: Burio Murad Auteur institutionnel: Baji Mukhatar University تعد مشكلة التأخر الدراسي من المشكلات الشائعة في الوسط المدرسي والأكثر تناولا من طرف الباحثين والمختصين لم لها من تأثير سلبي على الجانب النفسي للتلميذ، فهي تعرقل تقدمه الدراسي ونموه المعرفي على اعتبار أن هذه المرحلة هي مرحلة نمو متعدد الجوانب فهو جسدي نفسي، ووجداني ومعرفي. كما تساهم في إهدار الموارد المالية المخصصة للتربية وبناء عليه فتداعيات الظاهرة تمتد إلى الأسرة والمجتمع ككل. والمتأخرون دراسيا عادة ما يتميزون بمستوى ذكاء عادي وبصحة جسدية مقبولة، غير أن مستوى تحصيلهم أقل من مستواهم الحقيقي أو من مستوى أقرانهم من نفس السن، وقد أطلقت عليهم عدة تسميات مثل بطيئي التعلم، المتخلفون دراسيا ....الخ. وظاهرة التأخر الدراسي قد تكون عامة في جميع المواد الدراسية أو خاصة بمادة معينة، وحسب المختصين والمسؤولين تسجل أعلى نسب التأخر الدراسي في مادة الرياضيات وذلك في جميع المستويات الدراسية.وفي هذه الدراسة تم التركيز على استراتيجية التعلم التعاوني للتحقق من فعاليتها في زيادة تحصيل التلاميذ في مادة الرياضيات وتحسين ميولهم اتجاهها، والدافع من اختيار مادة الرياضيات هو نسب الرسوب المرتفعة في المادة، وكذلك أهميتها بالنسبة لتعلم باقي المواد الأخرى العلمية. The Effect of Cooperative Learning on School Achievement and Academic Tendencies for Mathematics among School-related Students Année de publication: 2012 Auteur: Burio Murad Auteur institutionnel: Baji Mukhatar University Academic delay is a prevalent problem in the educational setting, and it is one of the most frequently addressed by researchers and professionals. It has no detrimental influence on the student's psychological development since it impedes his academic progress and cognitive development, given that this stage is a stage of diverse growth, as it is physical, psychological, emotional, and cognitive. It also contributes to wasting financial resources allocated to education and, accordingly, the repercussions of the phenomenon extend to the family and society as a whole. Those who are falling behind in school typically have a normal level of intelligence and good physical condition, but their level of achievement is lower than their true level or the level expected of them.In this study, the focus was on the cooperative learning strategy to verify its effectiveness in increasing students’ achievement in mathematics and improving their inclinations towards it. 
Gender Inequality in Learning Achievement in Primary Education: What can TERCE Tell Us? Année de publication: 2016 Auteur institutionnel: UNESCO Santiago Existing research identifies several significant, subject-based gender inequalities in education. Male learners have significant advantages in mathematics and female learners have no less significant advantages in reading and writin. Such considerable differences in achievement may have important consequences for the future wellbeing of students. In order to shed light on this phenomenon in Latin America, this report analyzes the gender gaps in educational achievement in the Third Regional Comparative and Explanatory Study (TERCE) led by the Latin American Laboratory for Assessment of the Quality of Education (LLECE).