Education experience survey and literacy assessment on Solomon Islands.

Autor/inn/en	Ellerton, Louise; Lovegrove, Bernie; Lindner, Joanna
Titel	Education experience survey and literacy assessment on Solomon Islands.
Quelle	In: Bildung und Erziehung, 64 (2011) 4, S. 409-424Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Grundbildung; Bildungsbeteiligung; Einstellung (Psy); Bildungssystem; Minderheitensprache; Gesundheit; Lesekompetenz; Lesen; Schreiben; Sozioökonomische Lage; Beschäftigung; Erwachsenenbildung; Alphabetisierung; Leistungsmessung; Ethnische Gruppe; Erwachsener; Jugendlicher; Salomonen
Abstract	The Renbel and lsabel education experience survey and literacy assessment was conducted in 2010 and builds upon existing research in Solomon Islands undertaken by the Asia South Pacific Association for Basic and Adult Education (ASPBAE) and the Coalition for Education Solomon Islands (COESI). The research results provide accurate statistically significant information about education in lsabel and Renbel provinces, and enable evidence-based policy debate and action to take place between the government, education partners, civil society and the community. The full report analyses in detail the results of the survey and literacy assessment and highlights correlations between an individual's education experience and their literacy, employment and wealth. It is worth noting that the trends in the most recent surveys in Renbel and lsabel mirror earlier surveys conducted in Malaita and Honiara in 2007, and thus education stakeholders are facing issues that go beyond provincial boundaries and require systematic national responses. Combined with earlier results, they highlight many serious concerns and point to the need for a re-think of education policies to ensure equitable and quality education opportunities for all Solomon Islanders. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2