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Full-Text Articles in Education
Education Out Loud Case Study: School For Life, Alexander Towne, Sladana Krstic, Jolanda Butler
Education Out Loud Case Study: School For Life, Alexander Towne, Sladana Krstic, Jolanda Butler
International Education Research
Children living in remote rural parts of Ghana experience inequality in basic education, in terms of both access and outcomes. This issue is particularly acute in the north of the country and for girls. For example, 30 percent of children in the north have no school nearby and 20 percent will never enroll. Furthermore, transparency and accountability within Ghana’s education system is weak. Generally, information is not disseminated in a way that is accessible to most citizens (for example it is not produced in a local language), which means they are denied the opportunity to understand and engage with the …
Education Out Loud Case Study: Iid, Alexander Towne, Sladana Krstic, Miriam Linder
Education Out Loud Case Study: Iid, Alexander Towne, Sladana Krstic, Miriam Linder
International Education Research
The education system in Bangladesh has undergone significant change since the country’s independence from Pakistan in 1971. In 1973 the community-sponsored school system, in which communities felt a moral obligation to take an active role in schools, was transformed into a centralised national system. This caused a shift in the sense of ownership of the education system and a disconnect between community and school. This in turn led to the development of a system, which lacks accountability and community monitoring, and has left the system vulnerable to shocks that disproportionately affect already disadvantaged students. Nevertheless, there have been some notable …
Education Out Loud Case Study: The Gear Alliance, Alexander Towne, Sladana Krstic, Sam Boering
Education Out Loud Case Study: The Gear Alliance, Alexander Towne, Sladana Krstic, Sam Boering
International Education Research
This case study is part of a larger body of work funded by the Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme. It explores the advocacy and policy influencing (API) activities of the GEAR Alliance, a transnational alliance of four East African civil society organisations (CSO) receiving funding from EOL, and the process, results and impact of action research project they conducted in partnership with MDF/ Australian Council for Education Research (ACER), an EOL ‘Global Learning Partner’ (GLP). EOL is the GPEs fund for advocacy and social accountability. The fund aims to support CSOs to be active and …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Quality-focused early childhood education and care (ECEC) interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including structural dimensions and process dimensions. Structural dimensions cover infrastructure and resources, training for personnel and adult-child ratios. Process dimensions cover adult-child interactions, and opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; …
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The global commitment to early learning has been expressed in the United Nations (UN) Sustainable Development Goals Agenda (SDG) (United Nations, 2016) and access to support for early learning is considered a human right for all children, whether provided by the family, community, or institutional programs (UNESCO, 2013). Inadequate cognitive stimulation has been identified as one of the key psychosocial risk factors associated with poor child development – a factor that is modifiable, with the right interventions (Walker et al., 2007). Thus, insights into how early learning supports may be delivered effectively in various contexts are essential. To explore the …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Foundation Level, Australian Council For Educational Research (Acer)
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information on identifying key stakeholders in education, the importance of engaging with these stakeholders, and relevant international agreements that guide effective partner interaction. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be an informed participant in forums related to engaging with key stakeholders and partners in education and aid effectiveness principles.