The Syria Cultural Sites dataset contains geographic location (point geometry), name, type, and area name of over 1000 cultural heritage sites and museums in Syria compiled by the Cultural Heritage Center, Bureau of Educational and Cultural Affairs, U.S. Department of State (http://eca.state.gov/cultural-heritage-center) as of Spring 2013. The sites are categorized by type, which include but not limited to, archaeological sites, roman ruins, mosques, schools, churches, cemeteries, and towns. The data contained herein is entirely unclassified.
The data files described in this documentation correspond to a household sample survey carried out in three rounds (baseline in 2012, follow up 1 in 2013 and follow up 2 in 2014) with the objective of evaluating the impact of the Uganda Social Assistance Grants for Empowerment (SAGE) programme in 14 pilot districts across the Eastern, Central, Western and Northen districts in Uganda.
Community level assessment data for 130 communities in Côte d'Ivoire, covering information about demographics, basic infrastructure, livelihoods, women's empowerment, child protection and education.
A series of spreadsheets with data by municipality from 1993 on the following sectors:
* Demographics
* Potable water services
* Education services
* Healthcare services
* Services provided by housing unit
The data is p-coded with the DIVIPOLA system.
Goal 2: Achieve universal primary education/Assurer l’éducation primaire pour tous
Net enrolment ratio in primary education
Literacy rate of 15-24 year-olds, women and men
Proportion of pupils starting grade 1 who reach last grade of primary
Education profiles by district. For more information please refer to the United Nations Nepal Information portal.
The education profiles are contained in a ZIP package with with 25 files, including:
Teacher Training Statistics_PL(2011-012).xlsx
GER & GIR 2011-012.xlsx
Total enrollment at all levels_Institutional(2011-012).xlsx
Teacher training status_LS(2011-012).xlsx
Total Teachers at all Level_Social_Group(2011-012).xlsx
School Student Ratio by level(2011-012).xlsx
Teacher by training status_SS(2011-012).xlsx
Total Dalit enrollment at all levels(2011-012).xlsx
Teacher By training status_LS(2011-012).xlsx
Student Teacher Ratio(2011-012).xlsx
Total enrollment at all levels_Community(2011-012).xlsx
Dropout_Rates_2011-012.xlsx
Total number of schools (2011-012).xlsx
Teacher Training Statistics(2011-012).xlsx
Teacher training status_SS(2011-012).xlsx
Student_Disability_Statistics_2011-012.xlsx
Student Teacher Ratio_Community_School(2011-012).xlsx
Total enrollment at all level (2011-012).xlsx
Total Enrollment and GER_ECD_PPC(2011-012).xlsx
NIR & NER 2011-012.xlsx
Teacher Training By percentage_PL(2011-012).xlsx
Percentage of New-Entrants in Grade 1(2011-012).xlsx
Teacher Training By percentage(2011-012).xlsx
Total Janajati enrollment at all level(2011-012).xlsx
Total Teachers at all Levels (2011-012).xlsx
In 2012, REACH, in support of the Libyan Ministry of Education and UNICEF, conducted an assessment of all Libyan schools enabling the collection of comprehensive baseline data on the status of the education sector in Libya following the 2011 uprising. The assessment covered all Libyan schools (4,800 in total) through a comprehensive survey that consisted of 63 items covering 5 dimensions (school information, student and teacher information, WASH facilities, education facilities and materials, protection issues).
Data about UNICEF Ebola EOC indicator performance (WASH, Psychosocial, Education, Risk Communication, Nutrition, Social Science), staff deployed and MVE confirmed cases in a year. What has been done by UNICEF?
The Teacher Development Programme (TDP) is a six-year (2013-2019) programme funded by the UK Department for International Development. It seeks to improve the quality of teaching in primary schools, junior secondary schools, and colleges of education at the state level in northern Nigeria. It works through in-service training for primary teachers, reform of pre-service teacher education, and strengthening evidence-based research on teaching.
Oxford Policy Management has conducted an independent impact evaluation of TDP. This evaluation focuses on the first of these three outputs: in-service training and support for primary teachers in the three core curriculum subjects of English, mathematics, and science. The programme initially operated in three states, Jigawa, Katsina, and Zamfara, and was later extended to Kaduna and Kano. This survey covers a group of schools that were randomly assigned to receive the TDP intervention in Jigawa, Katsina, and Zamfara, and a control group of schools in the same states that did not receive the TDP intervention.
The impact evaluation is a theory-based, mixed-methods design. At the core is a constrained randomised design, with half of the sample schools assigned to receive the TDP intervention, while the other half was assigned to the control group. The main source of quantitative data is the sample panel survey of 330 schools in Jigawa, Katsina, and Zamfara conducted in 2014 and 2017. At each sample school, the head teacher and a sample of teachers and pupils were interviewed and tested on their subject knowledge in English, mathematics, and science; lesson observations were conducted; a teacher roster was compiled; and classroom attendance by teachers and pupils was measured.
The data from the endline survey are from the TDP IE quantitative endline survey conducted in 2017. For the qualitative research findings and methods see the final endline report provided below.
The Nigeria Teacher Development Programme (TDP) In-Service Training Component Impact Evaluation 2014 is a DFID-funded programme, managed by a consortium led by Mott Macdonald. Its aim is to increase the effectiveness of teachers and thus raise primary and junior secondary school (JSS) pupil learning levels, through support to the Federal and State institutions responsible for pre- and in-service training and development of basic education teachers. The programme has the following three components:
In-service teacher training in the three core curriculum subjects of English, maths, and science & technology (S&T) for primary and JSS teachers; Pre-service teacher training; and Results & evidence-based research.
This dataset highlights recent global trends regarding the impact of armed conflict on children and provides information on violations committed in 2017, as well as related protection concerns. Where possible, violations are attributed to parties to conflict and, in line with the resolutions of the Council, the annexes to the present report include a list of parties that, in violation of international law, engage in the recruitment and use of children, the killing and maiming of children, rape and other forms of sexual violence against children, attacks on schools and/or hospitals and attacks or threats of attacks against protected personnel, and the abduction of children.