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Helpdesk Report: Public Private Partnerships in Education (Pakistan)
Department for International Development, UK, 2011Primary school enrolments inPakistan have improved significantly in the last few years and private schooling in particular has become very popular. There is a demand for private sector education as parents consider it as ‘better’ and not necessarily due to the lack of public schools.DocumentHelpdesk Report : Psycho - social activities in education in emergencies
Department for International Development, UK, 2011Schools can be good places for psycho-social programmes because they can access many children, as well as draw on existing resources and because schools supposedly offer a stigma free environment.DocumentHelpdesk Report: Safe transport for girls
Department for International Development, UK, 2011The importance of safe transport to improve access to education, particularly for girls has been a subject for much research.Document1 Helpdesk Report: Learning outcomes in Pak i stan
Department for International Development, UK, 2011Currently only 54% of the population in Pakistan aged 15 or over can read or write (66.25% male and 41.75% female). Of the youth population (15-24 years), the literacy rate (2004-8) is 79% for males and 59% for females.DocumentHelpdesk Report: Learning outcomes in Afghanistan
Department for International Development, UK, 2011Currently only an average of 26% of the Afghan population aged 15 or over can read or write. One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. However, low primary enrolment especially for girls and in rural areas and very weak learning achievements remain. This report includes the following sections:DocumentHelpdesk Report: Approaches to improving the quality of education in Ethiopia
Department for International Development, UK, 2011There are different ways of working with governments and partner organisations to improve the quality of education in developing countries, specifically Ethiopia. This report highlights these differences by using two different donor organisations as examples. AusAID advocates for working through government systems and their approach, including impact and cost effectiveness, is summaDocumentHelpdesk Report: Mother tongue education and girls and poor children
Department for International Development, UK, 2011This review shows that there is evidence that girls, poor and vulnerable children stay in school longer if they are taught first in their mother tongue.DocumentHelpdesk report: Desk construction materials and their longevity
Department for International Development, UK, 2012School desks are very important and there has been a lot of research to show their impact on improving learning, more so, in fact, than a school building does. Research has shown that physical facilities have more of an impact in developing countries than in the UK and USA.DocumentHelpdesk Report: Child to child approaches
Department for International Development, UK, 2012The literature on child-to-child (CtC) approaches in developing countries is mostly related to health education. It was not always clear which age group were being targeted. It was not possible to find details of a randomised-control trial however, there are some relevant evaluation findings in section 2 of the report, including examples from Zambia, Kampala, Nepal and Kabale.