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Supplementation with beef or milk markedly improves vitamin B12 status of Kenya schoolers
Global Livestock CRSP, 2002This paper reports on a two year controlled intervention with animal source foods, initiated in Embu, Kenya, to improve the micronutrient status of 6-9 year old rural Kenyan school children and test if animal source foods improve growth and cognitive function as well.Twelve schools were randomly assigned to three different but equi-calorific food supplements.DocumentThe impact of dietary intervention on the cognitive development of Kenyan school children
Global Livestock CRSP, 2002This study reports the first findings of an experimental study in rural Kenya, designed to test the impact of three different diets on the cognitive development of school children.Twelve schools with 555 Standard 1 children were randomised to one of four feeding interventions: Meat, Milk, Energy, or Control (no feeding).DocumentReaching the poor: the ‘costs’ of sending children to school: a six country comparative study
Department for International Development, UK, 2002This comparative research study focuses on the main barriers to education for the poorest households in Bangladesh, Nepal, Sri Lanka, Kenya, Uganda and Zambia. Although the study set out primarily to look at the burden of education costs on the poorest households, other barriers to education (e.g. physical access, quality of education, vulnerability/poverty, and health,) are also discussed.DocumentThrowing away the primer: the 'real literacies' approach to adult literacy
id21 Development Research Reporting Service, 2002What do we mean by 'illiterate'? Are we being misled by UNESCO rhetoric that literacy is the key to development? What happens when we herd into class individuals who may have nothing in common except for the fact they have been labelled 'illiterate'?DocumentTeacher education first – reform for gender equity in Malawian schools
id21 Development Research Reporting Service, 2002When female underachievement is found at every level of the education system, where should policymakers focus their efforts to break its cycle? Should greater attention be given to the creation of female role models and a supportive environment for girls to promote gender equity in schools?DocumentGender gaps and primary schooling: promising policy options for sub-Saharan Africa
id21 Development Research Reporting Service, 2002Belief that investment in girls’ and women’s education will result in broader development gains and poverty reduction has received widespread acceptance internationally. But what can be done to close the primary education gender gap between girls and boys? How can we achieve universal primary education by 2015?DocumentMeeting education development goals: simply a question of money?
id21 Development Research Reporting Service, 2002What is the link between education outcomes and public education expenditure? Are governments and donors spending enough on education to achieve the millennium development goals (MDGs)? How accurate are indicators used to measure progress towards Education for All (EFA)?DocumentBasic education at a distance: new strategies for achieving Education For All
id21 Development Research Reporting Service, 2002At the beginning of the 21st century, about one-fifth of the world’s population is functionally illiterate, unable to participate fully in their societies, or protect their basic rights. Could open and distance learning (ODL) help reduce the growing numbers of undereducated?DocumentFuture scientists? Innovations in teaching science
id21 Development Research Reporting Service, 2002What is the best way to teach science? What kind of teacher training makes better science teachers? Donors now tend to fund in-service training (INSET) for teachers already in the classroom rather than pre-service teacher training. But what makes an effective INSET programme? And how can effectiveness be measured?DocumentA fresh start for teacher resource centres?
id21 Development Research Reporting Service, 2002Do teacher resource centres (TRCs) help to improve learning in schools? Do they result in better quality teaching and learning in the classroom?Pages