Social and Behavioral Sciences Commons^™

Gem Centre: Completion Report For Phase 3 Funding, 2020–2023, Australian Council For Educational Research

Global education monitoring

This report describes the focus and outcomes of the third triennium (2020–2023) of the Global Education Monitoring (GEM) Centre partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). The GEM Centre was founded by ACER in 2013 as a strategic research initiative to provide models of good practice for monitoring United Nations’ Sustainable Development Goal (SDG) 4: education for all. Over the last decade, the GEM Centre has successfully leveraged ACER’s and DFAT’s foreign policy and development expertise to build strong, collaborative partnerships with key stakeholders working on the …

Civil Society Contributions To Improving Learning Outcomes: An Education Out Loud Global Learning Partner Report, Alexander Towne, Sladana Krstic, Desmond Bermingham, Jolanda Buter, Miriam Linder, Sam Boering

International Education Research

This report shares the findings from an action research project conducted on behalf of Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme by the Management for Development Foundation (MDF) and the Australian Council for Education Research (ACER) Consortium, in its capacity as global learning partner (GLP). The project involved working directly with three organisations (grantees) in receipts of EOL funds, across five GPE countries. The Consortium supported them to conduct action research projects, which tested the underlying assumptions of their programme’s theory of change, in order to validate their approaches to advocacy and policy influencing (API) and support …

Marginalisation: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the key characteristics and strategies to reducing marginalisation. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in combatting marginalisation. On successful completion you will be able to be an informed participant in forums related to marginalisation.

Education In Conflict-Affected And/Or Fragile States: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the importance of education in conflict-affected and/or fragile situations. This includes understanding and defining fragility and conflict, education’s relationship to fragility and conflict, and critical links with other sectors. 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 able to be an informed participant in forums related to education in conflict-affected and/or fragile situations.

Education In Conflict-Affected And/Or Fragile States: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the importance of education in conflict-affected and/or fragile situations. This includes understanding and defining fragility and conflict, education’s relationship to fragility and conflict, and critical links with other sectors. 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 able to be an informed participant in forums related to education in conflict-affected and/or fragile situations.

Marginalisation: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This Practitioner level module is designed to ensure staff members who engage with and lead policy dialogue with international and domestic partners understand the patterns of marginalisation in education and the policies, strategies and structures that can be put in place at the national, school and community level to reduce marginalisation. It is recommended that staff complete the Marginalisation: Foundation level module as background information to this Practitioner level module.

[Introduction To] Paradoxes Of Care: Children And Global Medical Aid In Egypt., Rania Kassab Sweis

Bookshelf

Each year, billions of dollars are spent on global humanitarian health initiatives. These efforts are intended to care for suffering bodies, especially those of distressed children living in poverty. But as global medical aid can often overlook the local economic and political systems that cause bodily suffering, it can also unintentionally prolong the very conditions that hurt children and undermine local aid givers. Investigating medical humanitarian encounters in Egypt, Paradoxes of Care illustrates how child aid recipients and local aid experts grapple with global aid's shortcomings and its paradoxical outcomes.

Rania Kassab Sweis examines how some of the world's largest …

Education For Development: Priority Setting: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This Practitioner level module is designed to ensure that staff members who engage with and lead policy dialogue with international and domestic partners can strategically identify priorities for the Australian aid program in various contexts and make decisions about education investments. It is recommended that staff complete the Education for Development Priority Setting: Foundation level module as background information to this Practitioner level module.

Education Infrastructure: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This practitioner level module is designed to ensure that staff members who engage with and lead policy dialogue on education infrastructure investments are informed about cross-cutting considerations, the phases involved in infrastructure projects and options for managing education infrastructure delivery. It provides practitioner level knowledge to engage in this topic. It is recommended that all staff complete the Education Infrastructure: Foundation level module prior to undertaking the practitioner module.

Education For Development: Priority Setting: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about why donors should invest in education in developing countries. It also provides important information regarding the Australian aid program’s education investment strategies and priorities. On successful completion you will have gained valuable knowledge to contribute to the field of priority setting for education for development.

The Amukura Water Project: Utilization Of Photovoice To Examine Water Use And Needs In Western Kenya, Cecilia Martin

WWU Graduate School Collection

This participatory action research (PAR) thesis project explores the implications of limited water access in the daily lives of members of the Teso tribe (Iteso) living in Amukura, a small rural village located in Busia County in western Kenya, and seeks to provide actionable recommendations to their water access challenges. Access to clean water is a critical issue in Kenya, examined by global aid and development practitioners as well as anthropologists. One in five people in Kenya do not have access to improved water (WHO 2012). In Amukura, the Iteso’s access to water is worse, due to the village’s geographical …

Education In Emergencies: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This Practitioner level module is designed to ensure staff members are informed about issues to consider when engaging with international and domestic partners on education in emergencies. It is recommended that staff complete the Education in Emergencies: Foundation level module as background information to this Practitioner level module. Topics covered in this module include: education in emergencies in context; refugees; conflict; responding; gender; actors and coordination issues; and planning and financing.

Education In Emergencies: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information on what an emergency is, how emergencies affect education, and what a response looks like. On successful completion you will be able to be an informed participant in forums related to education in emergencies.

Holistic Approach: Paradigm Shift In The Research Agenda For Digitalisation Of Healthcare In Sub-Saharan Africa, Tadeusz K. Bara-Slupski

The African Journal of Information Systems

Despite significant resources employed in the digitalisation agenda in the healthcare sector in Sub-Saharan Africa, the transformative impact of information and communication technologies has not been realised. This article makes two contributions towards developing an understanding of this failure. First, it provides a review of a rich body of academic literature and practitioner accounts regarding barriers to digitalisation and organises them using an established framework. Second, recognising the continuing struggle that digitalisation presents, it proposes a paradigmatic shift in thinking about barriers to digitalisation and suggests the existence of a more fundamental barrier related to inappropriate incentives within the international …

Reading Between The Lines, Conor P. Brooks

SURGE

“Why do so many people come to our country? They come here and they take pictures, and then they go home and use them to show that we are a terrible place. Why do you do this?”

This question was posed to me by a sixteen-year old boy in Port-Au-Prince, Haiti while I was visiting his school on a post-earthquake relief trip in 2012. [excerpt]

Humanitarianism And The Anthropology Of Hunger, Kate Klein

Undergraduate Theses—Unrestricted

While the early view of hunger as the product of a world population too large to sustain has largely been eliminated, and the mainstream international community has come to accept that food insecurity results from issues of distribution rather than an insufficient global food supply, the emphasis on biotechnology in agriculture, humanitarianism in international aid, and social justice in international human rights law in the contemporary era has contributed to other barriers that prevent hunger alleviation.

In this thesis, I argue that these previous contemporary developments have had the capacity to hide hunger. My analysis of technology and humanitarian aid …