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Searching with a thematic focus on Education

Showing 2131-2140 of 2574 results

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  • Document

    Options for financing lifelong learning

    World Bank, 2003
    This paper looks at how lifelong learning should be financed. The author creates a framework for analysing different education financing mechanisms in light of particular characteristics of lifelong learning.
  • Document

    Understandings of education in an African village: the impact of information and communication technologies

    Department for International Development, UK, 2003
    This document presents the final report of an educational research project which investigated students’, teachers’, parents’ and other community members’ understandings of schooling in a rural village in Ghana.
  • Document

    Re-conceiving war-affected children: from passive victims to active survivors

    id21 Development Research Reporting Service, 2003
    Is it time that education in emergencies occu­pied a more prominent place in humanitarian thinking? How can education help protect the physical and psychological wellbeing of children in war-affected or displaced communities? How can such children act to help protect themselves? What are the risks for kids and for agencies running education programmes in war-affected environments?
  • Document

    Universal literacy: essential for development?

    id21 Development Research Reporting Service, 2002
    Are ‘literate’ and ‘illiterate’ meaningless terms? How can we judge whether somebody has become ‘literate’? What is the relationship between literacy and development? Should literacy be an end in itself? What should literacy programmes try to teach and how should they be evaluated?
  • Document

    Timetable for change: effective HIV education in Asian schools

    id21 Development Research Reporting Service, 2002
    How is HIV-related education delivered in schools in the Asia-Pacific region? Where and at what age does the curriculum address HIV/AIDS? Research in 11 countries shows an emphasis on biological rather than social factors and neglect of the subject in primary schools.
  • Document

    Poor return on investment? Why are literacy programmes failing to reach the poor?

    id21 Development Research Reporting Service, 2002
    Has the Education for All debate overshadowed literacy? What is the relationship between literacy and poverty? Should literacy programmes be carried out for their own sake or as part of a wider livelihood programme? What are the impacts and trade-offs between literacy and formal education? What are effective entry points for literacy programmes? How can success be measured?
  • Document

    Does primary teacher education pass muster?

    id21 Development Research Reporting Service, 2002
    The Multi-Site Teacher Education Research Project (MUSTER) was a large scale collaborative project aimed at generating new understandings of teacher education before, during and after the point of initial qualification. What globally relevant priorities for teacher education and for the goal of Education for All (EFA) have emerged from MUSTER’s national case studies?
  • Document

    Using schools to overcome sectarian conflict

    id21 Development Research Reporting Service, 2002
    Sectarian conflict makes its way into the classroom. Segregated schools are both a symptom and a cause in societies split by racial, class and religious divisions. Recent research shows, however, that re-thinking education policy could make learning institutions more widely accessible and diverse, and make schools a positive force for change in divided societies.
  • Document

    Needs or rights? Education and the working child in South Asia

    id21 Development Research Reporting Service, 2002
    What is the nature of the conflict between the right of the child to education and the economic needs of the family? Which of these concerns should take priority? Should the state mediate in this ‘needs versus rights’ conflict? What is the status of child labour in the context of globalisation and international trade agreements?
  • Document

    The missing 65 million: getting girls into school

    id21 Development Research Reporting Service, 2002
    Is there any prospect of achieving one of the key Millennium Development Goals (MDGs) – getting equal numbers of girls and boys into school by 2005? Could educating girls be the key to ending world poverty? What must be done to achieve universal primary education (UPE) by 2015?

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