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Searching with a thematic focus on Education

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  • Document

    Uncertainly to school: poverty and household decision-making about primary education in India

    id21 Development Research Reporting Service, 2002
    Policymakers claim that the benefits households gain from educating their children to primary level are great. But if so, why do so many poor Indian households not take advantage of state schooling? When children from poor households do enrol, they often perform badly, attend irregularly or drop out altogether.
  • Document

    Adult literacy students write their own textbooks. Actionaid's REFLECT programme

    id21 Development Research Reporting Service, 2002
    Imagine an adult literacy class in which the students write their own 'primer'. The idea is not strange to participants in the Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT) adult literacy programme. David Archer and Sara Cottingham evaluated Actionaid's piloting of the REFLECT technique in Uganda, Bangladesh, and El Salvador.
  • Document

    Tackling adult illiteracy: encouraging news from Uganda

    id21 Development Research Reporting Service, 2002
    As the number of adult literacy programmes grows, is there evidence that they work? How can we evaluate whether those who have passed through adult education schemes have achieved basic literacy? Should donors do more to fund adult literacy or instead continue their focus on achieving the goal of universal primary education?
  • Document

    Push-outs or drop-outs? Can Indian primary education become inclusive?

    id21 Development Research Reporting Service, 2002
    Change is coming to India’s schools. For the first time large numbers of dalit (low-caste) and adivasi (tribal) children are enrolled in primary schools. Is India doing enough to encourage them to stay and to progress?
  • Document

    Experiments in teacher training: improving primary science education in Fiji

    id21 Development Research Reporting Service, 2002
    The value of quality science education to developing countries is widely accepted and has prompted an investment in school science education. But concerns about instructional quality and student achievement are becoming acute. Why is there so much emphasis on learning by rote? Do teachers lack confidence in their own understanding? How can their training be improved?
  • Document

    Emergency tactics: education in crisis situations

    id21 Development Research Reporting Service, 2002
    Natural and man-made disasters cause severe damage to education systems. Could they also provide an opportunity to reshape teaching for the better? In the aftermath of complex humanitarian emergencies, can initiatives in peace education, life skills, democracy and human rights be woven into the rehabilitation of education systems?
  • Document

    Reading between the lines: why literacy for women?

    id21 Development Research Reporting Service, 2002
    Can we be sure that literacy really promotes ‘development’? Is literacy a universal skill that can be delivered by all aid workers? What kinds of skills should literacy programmes for women emphasise? Why do women often drop out of literacy classes? Should local women be involved in designing courses?
  • Document

    Transforming teacher education in small states: lessons from Belize

    id21 Development Research Reporting Service, 2002
    What strategies are most effective for small states reforming their teacher-training systems? Can distance learning play a part? A report by the University of Bristol and Belize Teachers’ Training College (BTTC) examines an initiative in Belize, which used distance learning to improve teacher-training.
  • Document

    Teacher education reforms in Albania

    id21 Development Research Reporting Service, 2002
    After years of isolation and strict state controls, Albania is moving towards a more democratic system offering its institutions greater autonomy. A study by the University of the West of England (UWE) examines the reforms taking place in teacher education. Why were changes necessary? How successfully have they been implemented?
  • Document

    Can SWAps tackle gender bias in education?

    id21 Development Research Reporting Service, 2002
    Many education ministries are now committed to equalising access to education. Why, then, is gender bias still so apparent in schools? Could recent attempts to mainstream gender into Sector Wide Approaches (SWAps) boost female education? Can donors and governments work together to tackle gender and poverty inequalities in education?

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