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Searching with a thematic focus on Education

Showing 2191-2200 of 2574 results

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  • Document

    Pushing the "problems" underground? Left behind learners in South Africa

    id21 Development Research Reporting Service, 2003
    According to the first post-apartheid national Census in 1996, 8.5% of South African children between the ages of 7 and 15 were not in school while approximately 16% of learners in Grades 1 to 7 were out of age (in school but older than their grade cohort by at least three years).
  • Document

    Talking in class: do children’s contributions count?

    id21 Development Research Reporting Service, 2003
    The talk in classrooms between teachers and children is important because it defines what knowledge will become a part of ‘school- related knowledge’ and whose voices will be allowed to shape this. But the value is in more than simply allowing children to speak and share their experiences.
  • Document

    Jamaican boys behaving badly: changing schools to change male behaviour

    id21 Development Research Reporting Service, 2003
    Jamaica has one of the highest homicide rates in the world, mostly committed by young men. Their socialisation begins at home but continues in a society that holds strong stereotypes about male behaviour; homosexuality, for example, is still illegal in Jamaica.
  • Document

    Working class: the impact of work on Tanzania’s students

    id21 Development Research Reporting Service, 2003
    Working children are common in developing countries. The cluster of young street vendors seen at traffic lights belies the largely invisible mass of working children. They are at home cleaning, cooking and caring and provide the household’s fuel and water. They are busy tending crops and livestock and, sometimes, they are paid for their labour.
  • Document

    Class control: the school governance challenge in South Africa

    id21 Development Research Reporting Service, 2003
    The South African education system in 2000 consisted of 26789 public and 971 independent (mainly low-fee charging) schools accommodating almost 12 million pupils. Given its size and the diverse population it caters for, it is an extremely complex system.
  • Document

    Class struggles: the challenges of achieving schooling for all

    id21 Development Research Reporting Service, 2003
    The challenges of achieving Education for All (EFA) remain beyond the grasp of many countries, particularly the poorest. Inequalities continue to mar access to education. However, progress has been made over the last decade. In April 2000 the Dakar World Education Forum adopted six goals aimed at improving and extending EFA.
  • Document

    What to do when education for all is denied

    id21 Development Research Reporting Service, 2003
    On 26 June 2003, the highest court in the State of New York decided that children are entitled to meaningful high school education and ordered the state authorities to alter inadequate and discriminatory funding for public education. That landmark ruling reminds us that resort to court remains necessary where the responsible authorities do not provide good public education for all.
  • Document

    Deadly silence: barriers to communicating HIV/AIDS in schools

    id21 Development Research Reporting Service, 2003
    An estimated 11.8 million 15 to 24-year-olds are living with HIV worldwide. Schools are the obvious place to teach young people about the risks of infection. But what is the best way to do this? Research by ActionAid identifies a number of silences in communication which are hindering efforts in the classroom.
  • Document

    Does investing in education reduce poverty? Evidence from Ghana, Uganda and South Africa

    id21 Development Research Reporting Service, 2003
    Three broad facts about education have emerged from recent research. Firstly, almost universally education is found to lift people out of poverty. Secondly, when a comparison is made between investing in education and other forms of investment, the returns from investing in education are on average lower.
  • Document

    One size fits all? Approaches to inclusive education

    id21 Development Research Reporting Service, 2003
    The concepts of social inclusion and exclusion are used in many debates around injustice and inequality. These concepts have found their way into mainstream discussions of education policy through the influence and experience of disabled people’s movements and ‘special needs schools’.

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