At project appraisal in 2007, 35% of Samoa’s population worked overseas and remittances constituted 17% of the gross national income. Because of this, the government deemed it important to introduce the use of information and communication technology (ICT) at secondary education level.
Viet Nam’s rapid economic growth during 2000–2010 resulted in structural changes that transformed the country from being heavily dependent on agriculture to becoming more modern and industrialized. These changes in turn led to an increasing demand for a more educated and highly skilled workforce that meets the requirements of a rapidly growing economy.
Just 2−4 years after it was severely hit by the 1997 Asian financial crisis, the Indonesian economy began to steadily recover. Real gross domestic product growth rose from 0.8% in 1998 to 2%–3% during 2000–2002 and reached 5.5% in 2006. Wide−ranging finance sector reforms accounted for much of this recovery.
In December 2006, the Law on Education for Mongolia was amended to extend the education system from 11 to 12 years, and lower the school-entry age from 7 to 6 years in line with international standards. This fundamental change, effective from school year (SY) 2008/09, required updating the curricula, textbooks, teaching–learning materials, and teachers’ skills and knowledge.
In our effort to provide our visitors the best user experience, we would like to hear your feedback. Do you have three minutes to answer a quick survey?
Evaluation-Lessons.org uses cookies to improve your user experience. To learn more, click here to view our cookie policy. By clicking on OK or continuing to use the site, you agree that we can place these cookies.
