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Education in emergencies and protracted crises: toward a strengthened response
Overseas Development Institute [ES], 2015Some of the worst violations of the rights to education around the world occur in contexts of emergency and protracted crisis. Around 37 million primary and lower secondary age children are out of school in crisis affected countries.DocumentEvaluating the impact of closing a community managed schools programme in El Salvador
International Initiative for Impact Evaluation, 2015School-based management (SBM) is considered a low-cost way of making public spending on education more efficient by increasing the accountability of the agents and empowering clients to improve learning outcomes. By putting power in the hands of the end users, SBM can lead to better school management that is more responsive to the needs of end users.DocumentVocational education in Kenya - a randomized evaluation
International Initiative for Impact Evaluation, 2015Despite the importance of youth unemployment, little is known about how best to facilitate the transition of youth from school to the labor market in less developed countries, or how to provide marketable skills for youth not on the academic schooling track. Vocational education provides a promising opportunity for addressing the problem.DocumentShort- and Long-Term Impact of Violence on Education: The Case of Timor Leste
Institute of Development Studies UK, 2015This paper analyzes the impact of the wave of violence that occurred in Timor Leste in 1999 on education outcomes. We examine the short-term impact of the violence on school attendance in 2001 and its longer-term impact on primary school completion of the same cohorts of children observed again in 2007.Document2015 Campaign Take Action Kit
Center for Women's Global Leadership, 2015The 16 Days Take Action Kit 2015 contains resources to help support activities during the 16 Days Campaign and can be downloaded in PDF or Microsoft Word format. The Kit is available in multiple languages with other languages forthcoming.DocumentContextualising curriculum design and recontextualising its implementation: The case of climate change education for Southern African Transfrontier Conservation Area practitioners
African Journals Online - AJOL, 2014This paper discusses how the climate change education needs of park managers, ecologists, and community development officers in Southern African Development Community (SADC) Transfrontier Conservation Areas (TFCAs) were established through contextual profiling.DocumentHow does reducing years of compulsory schooling affect education and labor market outcomes in a developing country?
Economic Research Foundation, India, 2015At the end of the 1980’s, Egypt introduced a policy change to its pre-university education system where the years of primary education decreased from six to five, reducing the overall years of compulsory education from nine to eight.DocumentThe unfolding of gender gap in education
Economic Research Forum, Egypt, 2015The gender gap in education against females becomes smaller as the level of development increases and turns in their favor in developed countries. Through analysis of regional variation in the gender gap within Turkey, which displays a similar pattern to the cross-country pattern, this paper studies the factors that lead to the emergence of a gender gap against females.DocumentNot just hot air: Putting climate change education into practice
United Nations Educational, Scientific and Cultural Organization, 2015UNESCO report reviewing the work and lessons of the Education for Sustainable Development programme, 2012/13.