Coalition for Education Solomon Islands - COESI

Monitoring and mentoring ECE schools in North Malaita and providing vernacular teaching and learning resources for Terms 3 and 4 to Faufanea, Gwouulu, Tauba, and Manaoba ECE centers.

COESI - T/Shirts for Global Action Week for Education 6-10, April 2024

Installation of water supply to toilet facilities and completed classroom for ECCE for Sinasu/Osaania a project funded by DFAT & MFAT under the Education Support Sector program.

NGO gathering yesterday, New Zealand High Commisions office, the purpose of the gathering of CSOs was for the NZ HC to thank all. NGOs complementary work they have done in the country filling in the gaps the government is not able to fill up.

International Mother Language Day 21st February 2024
Theme: "Multilingual Education is a Pillar of Inergeneratiomal Learnig" A day celebrated at Solomon Islands National University (SINU)

VNR consultation workshop at Heritage Park Hotel today. 5 key areas Solomon to report on to the UN HLPF this year,
1. Diversifying our economy n private sector development
2. Government recognizes alleviating poverty
3. Improving health outcomes and enhancing access to quality education, vocational training and entrepreneurship
4. Issues of climate change impact
5 government stability and effective governance

Network members meeting at the end of 2023 year work program.

Boys face a significant risk of not completing their education warns UNESCO report
Although girls have more difficulty accessing education and make up the majority of out of school children at primary level, boys face increasing challenges at later stages, according to UNESCO’s new report Leave no child behind: Global report on boys’ disengagement from education.
boys disengagement education school
World Bank N. Berge FlickR
PR
April 7, 2022
Globally only 88 men are enrolled in tertiary education for every 100 women. In 73 countries, fewer boys than girls are enrolled in upper-secondary education, while the opposite is the case in 48 countries. These UNESCO data highlight a global phenomenon: child labour and poverty, among other factors, prevent boys from engaging fully with learning and contribute to repetition and dropout.

In all regions except sub-Saharan Africa, young men are underrepresented in higher education. This is particularly acute in North America, Western Europe, Latin America and the Caribbean, where 81 young men for every 100 young women are enrolled at tertiary education. In East Asia and the Pacific, the equivalent is 87, while in the Arab States and Central and Eastern Europe region, it is 91.

Poverty and Child Labour: Barriers to Boys’ Education
Of the 160 million children engaged in labour activity in 2020, 97 million were boys. One of the main reasons is the lack of a protective legal framework. Of 146 countries with data, only 55 have a minimum age of employment aligned with the end of the countries’ stipulated years of compulsory education and above the age of 15, while 31 percent have a minimum age for employment below the age of 15 or do not clearly define a minimum age.

Poverty and child labour, can lead boys to drop out. To prevent this, it is urgent that States align the minimum age of employment with the end of the compulsory education.
Audrey Azoulay
Audrey Azoulay
UNESCO Director-General

MEHRD and Education Stakeholders Workshop - 4th April 2022
The purpose of the workshop was, for Education Sector Response plan from stakeholders, to clarify the key priorities of MEHRD for 2022, identify education stakeholder organisation actions towards COVID-19 response for education, how stakeholders can contribute towards a coordinated effort to support the education response,
stakeholders to understand the need to have management and reporting process and providing ongoing reporting to MEHRD and to align 2022 with MEHRD Annual Work Program (AWP)

COESI has shared the research results produced on homeschooling, use of vernacular in early school years and a pilot project on ECE schools is just about to complete year 1 in April 2022. The two selected ECE schools are St. Vincent Primary School and Literacy School at Sinasu and Osanai West Kwaio in Malaita Province. The purpose of this pilot project in the two schools is to study how to improve literacy in schools beginning with ECE. There are two models, one is a model in a town where a multi-language and culture, and the other is in a rural area where the children speak the same language and same culture.