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Bezu is an area and school in Plumtree, Zimbabwe. Most areas in Plumtree are named according to the nearest schools. Bezu has a Primary and Secondary School.
In the surrounding area of about twenty-five square kilo metres, Bezu Secondary is the only High School in the area, meaning that other Primary schools also send their children to Bezu Secondary School for higher education. Such schools are situated around the 5 km radius of Bezu, meaning that the children have to travel long distance to gain access to the school. Such schools are Mlomwe Primary School, Pumuza Primary School, Bezu Primary School, Kandana primary school and Gwambe Primary School.
Currently there is a non-profit organization, Bezu Development Trust (BDT), aimed at developing Bezu Secondary School and other Primary Schools in the areas whose children attend this school for higher education. These schools were all built over forty years ago and are starting to fall apart. Thus, Bezu Development Trust is there help renovate them, helping children have access to a clean learning environment. The NGO also assists needy learners with uniforms, stationary and other learning equipment. Currently Bezu Secondary School has no Library and BDT is looking into building one for the school. As an NGO, BDT is looking for sponsors to help built the future of these children and give them a better and clean learning environment.
A school is both the educational institution and building designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. Most countries have systems of formal education, which is sometimes compulsory. In these systems, students progress through a series of schools that can be built and operated by both government and private organization. The names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught is commonly called a university college or university.
Education in India is primarily managed by the state-run public education system, which falls under the command of the government at three levels: central, state and local. Under various articles of the Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of the total number of public schools to private schools in India is 10:3.
The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education, and 3 to 5 years of post-secondary education. Education in Uganda is administered in English. All throughout the levels in the education structure, modules are taught and assessed in English. The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country. However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda. Girls in Uganda are disproportionately discriminated against in terms of education; they face harsher barriers when trying to gain an education and it has left the female population disenfranchised, despite government efforts to close the gap.
Education in Bangladesh is administered by the country's Ministry of Education. The Ministry of Primary and Mass Education implements policies for primary education and state-funded schools at a local level. Education in Bangladesh is compulsory for all citizens until the end of grade eight. Primary and Secondary education is funded by the state and free of charge in public schools.
The history of education in Africa can be divided into pre- and post-colonial periods. Since the introduction of formal education by European colonists to Africa, education particularly in West and Central Africa, has been characterised by both traditional African teachings and European-style schooling systems.
Education in Iraq is administered by the Ministry of Education.
Education in Kenya refers to the education system in Kenya. It is considered a basic right that should be offered to every individual. Education in Kenya predates to as early as the 18th century among the Swahili people. The earliest school was established by missionaries in Rabai. During colonial rule, a limited number of Kenyans were able to access higher education opportunities abroad.
Education in South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. Prior to 2009, both departments were represented in a single Department of Education. Among sub-Saharan African countries, South Africa has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2019, 95% of the population aged from 15 and over can read and write in South Africa were respectively literate.
Education in the Syrian Arab Republic is given the necessary attention and care by the Syrian state, as the Constitution of Syria guarantees the right to education to every citizen, which is compulsory and free at primary level. It is free but not compulsory at the secondary level and higher education is available for a symbolic fee. the primary level includes 3 stages, 1 which include grades 1 to 6, while 2 includes grades 7 to 9,and lastly 3 grades 10 to 12
Primary education in the Democratic Republic of the Congo (DRC) is not free or compulsory.
Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
The second of the United Nations Millennium Development Goals focuses on achieving Universal Primary Education. This goal aims to ensure global access to complete primary education for all children, regardless of gender, by 2015. Education plays a crucial role in achieving all Millennium Development Goals, as it equips future generations with the necessary tools to combat poverty and prevent diseases such as malaria and HIV/AIDS.
Aga Khan Education Services (AKES) is one of the agencies of the Aga Khan Development Network (AKDN) supporting activities in the field of education. The others are the Aga Khan Foundation (AKF), the Aga Khan University (AKU), the University of Central Asia (UCA), and the Aga Khan Trust for Culture (AKTC).
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
Education in Somalia refers to the academic system within Somalia. The Ministry of Education is officially responsible for education in Somalia, with about 15% of the nation's budget allocated to scholastic instruction. The breakaway republic of Somaliland maintains its own advanced Ministry of Education.
Education in the Bahamas is compulsory between the ages of 5 and 16. As of 2003, the school attendance rate was 92% and the literacy rate was 95.5%. The government fully operates 158 of the 210 primary and secondary schools in The Bahamas. The other 55 schools are privately operated. Enrollment for state primary and secondary schools is 50,332, with more than 16,000 students attending private schools. Some public schools lack basic educational materials and are overcrowded. The Bahamas Union of Teachers (BUT) were the ones who acted to create some reform for their weakening education systems. The island has an Education Act that was revised in 1996 and is under control of the Prime Minister. As of 1996, the Education Act states that education is free for children between the ages of 5 and 16. The University of the Bahamas, established in Nassau in 1974, provides programs leading to bachelors and associate degrees. Several non-Bahamian colleges also offer higher education programs in The Bahamas. Generally, the academic year in The Bahamas goes from late August or early September to late May or early June for primary and secondary schools and late April/early May for college.
Education in Malawi stresses academic preparation leading to access to secondary school and universities. However, few students go on to high school or university. The dropout rate is also very high particularly among primary school pupils.
Since gaining independence from France in 1956, the government of Tunisia has focused on developing an education system which produces a solid human capital base that could respond to the changing needs of a developing nation. Sustained structural reform efforts since the early 1990s, prudent macroeconomic policies, and deeper trade integration in the global economy have created an enabling environment for growth. This environment has been conducive to attain positive achievements in the education sector which placed Tunisia ahead of countries with similar income levels, and in a good position to achieve MDGs. According to the HDI 2007, Tunisia is ranked 90 out of 182 countries and is ranked 4th in MENA region just below Israel, Lebanon, and Jordan. Education is the number one priority of the government of Tunisia, with more than 20 percent of government’s budget allocated for education in 2005/06. As of 2006 the public education expenditure as a percentage of GDP stood at 7 percent.
The UNESCO stated “education for sustainable development is a broad task that calls for the full involvement of multiple educational organizations and groups in bureaucracies and civil societies. These include Non-Governmental Organizations or NGOs.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".