Improving Primary Education in Developing Countries PDF Download

Author: Marlaine E. Lockheed
Publisher: Oxford University Press, USA
ISBN:
Category : Education
Languages : en
Pages : 460

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Book Description
This study presents policy options for improving the effectiveness of primary schools in developing countries. It examines problems common to most developing countries and presents an array of low-cost policy alternatives that have proved useful in a variety of settings.

Author: Paul P.W. Achola
Publisher: Routledge
ISBN: 1351952811
Category : Education
Languages : en
Pages : 170

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Book Description
Paul P.W. Achola and Vijayan K. Pillai address factors associated with wastage in primary school education and the solutions to ameliorate low participation in primary education. The book provides an examination of the factors associated with wastage, exploring the interconnectedness of non-enrollment, repetition and dropout. The authors demonstrate that reducing poverty through empowerment programs and citizen participation in school decisions are critical to improving primary school participation.

Author: Barbara Bruns
Publisher: World Bank Publications
ISBN: 9780821353455
Category : Education
Languages : en
Pages : 254

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Book Description
Annotation This book seeks to provide answers to the following questions: Where do we stand today in relation to the target of universal primary completion? Is universal primary completion achievable by 2015? What would he required to achieve it? The book includes a CD-ROM containing a "hands-on" version of the simulation model developed by the authors and all of the background data used.

Author: Paul Glewwe
Publisher: University of Chicago Press
ISBN: 022607885X
Category : Education
Languages : en
Pages : 349

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Book Description
Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most. Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.

Author: Daniel N. Sifuna
Publisher: Nova Science Publishers
ISBN: 9781536192254
Category : Education
Languages : en
Pages : 334

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Book Description
"Many countries all over the world are struggling to achieve for all. As part of such effort, they have strategized to provide universal primary education which normally refers to the enrollment of all school age children in primary schools, namely achieving one hundred percent of the net enrollment. While such efforts have been realized in many developing countries, it is a major challenge in most developing countries, especially in Africa following the attainment of independence. This book focuses on the influence of donor agencies in setting for the development of education in Africa leading to the preliminary interventions by different African English countries through the provision of free primary education. It is noted that most of the countries which introduced fee remission through free primary education experienced massive enrollments as many children from disadvantaged groups took advantage of the policy intervention to send their children to school. However, the push for it came to be identified with increasing deterioration in the quality of primary education right from the provision of physical facilities, teaching and learning materials, deployment of teachers, performance and transition from primary to secondary education. The quality of infrastructure and teaching and learning materials were in a deplorable state, especially in the rural areas, where such enrollments were well above the official recommended number of pupils per classroom. It proceeds to provide an interesting and easy to read accounts of the development of universal primary education in selected countries analyzing successes and challenges. Among the key challenges identified in the implementation of the UPE policy include; the lack of adequate planning, financing, inadequate infrastructure, and the HIV/AIDS scourge. On the basis of the above challenges, it is important that policy measures are put in place to improve the quality of primary education in many countries"--

Author: World Bank Group
Publisher:
ISBN: 9781464810961
Category : Economic development
Languages : en
Pages : 236

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Book Description
Every year, the World Bank's World Development Report takes on a topic of central importance to global development. The 2018 Report, Learning to Realize Education's Promise, is the first ever devoted entirely to education. Now is an excellent time for it: education has long been critical for human welfare, but is even more so in a time of rapid economic change. The Report explores four main themes. First, education's promise: Education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies - both within and outside the education system. Second, the learning crisis: Despite gains in education access, recent learning assessments show that many young people around the world, especially from poor families, are leaving school unequipped with even the most foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. Third, promising interventions to improve learning: Research from areas such as brain science, pedagogical innovations, or school management have identified interventions that promote learning by ensuring that learners are prepared, that teachers are skilled as well as motivated, and that other inputs support the teacher-learner relationship. Fourth, learning at scale: Achieving learning throughout an education system will require more than just scaling up effective interventions. Change requires overcoming technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and being adaptive when implementing programs.

Author: Samuel Hickey
Publisher: Oxford University Press
ISBN: 019883568X
Category : Business & Economics
Languages : en
Pages : 256

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Book Description
This book focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries. It deploys a new conceptual framework to show how the type of political settlement shaptes the level of elite commitment and state capacity to improving learning outcomes.

Author: Daniel A. Wagner
Publisher: Open Book Publishers
ISBN: 1800642032
Category : Education
Languages : en
Pages : 287

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Book Description
Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe. *The first volume Learning at the Bottom of the Pyramid (LBOP1), may be obtained at: http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608

Author: Joseph I. Zajda
Publisher: James Nicholas Publishers
ISBN: 1875408037
Category : Education
Languages : en
Pages : 234

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Book Description
This book explores some of the central issues in the definition and evaluation of excellence and quality in education. Using comparative and international methodology, the contributors from around the world highlight and discuss some of the key factors of the quality debate at national, institutional and classroom levels. Excellence and Quality in Education offers an invaluable insight into the current polemics surrounding the technocratic push for quality in education.

Author: Aaron Benavot
Publisher: World Bank Publications
ISBN:
Category : Educacion primaria - Paises en desarrollo
Languages : en
Pages : 56

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Book Description
There is no evidence to support the claim that developing countries teach more subjects or emphasize different subject matter in primary schools than developed countries do -- so efforts to change or simplify their primary curricula may be strongly resisted.