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Searching with a thematic focus on Global education initiatives, Education, Education For All

Showing 41-50 of 107 results

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• Document

  More time is better: an evaluation of the full time school program in Uruguay

  Policy Research Working Papers, World Bank, 2007

  This paper estimates the impact of the full-time school programme in Uruguay on standardised test scores of 6th grade students in poor urban schools.
• Document

  Cancelling the caps: Why the EFA movement must confront wage bill caps now

  ActionAid International, 2006

  IMF loan criteria are currently threatening the achievement of Education for All, this paper contends. While EFA and MDG initiatives have resulted in a rapid expansion of the numbers of children in education, agreements between 18 developing countries and the IMF that cap the public sector wage bill are preventing the recruitment of new teachers.
• Document

  Practical tips for teaching large classes: a teacher's guide

  UNESCO Bangkok: Asia and Pacific Regional Bureau for Education, 2006

  Large class size is a reality in schools throughout the developing world, often resulting from inadequate funding and a host of related obstacles. This remains a constant challenge for teachers who are expected to carry out their jobs under very trying circumstances. Providing tools to address this problem is thus an important step towards realising quality education for all in school settings.
• Document

  Promoting skills development

  International Institute for Educational Planning, UNESCO, 2004

  This paper presents the main findings of a four-country project aimed at reinforcing institutional capacities and supporting policy formation in the vocational education sector.The project, undertaken in Laos, Mali, Nepal and Senegal, focused on the integration of vocational skills training into the UNESCO Educational For All National Action Plans.
• Document

  Education For All Global Monitoring Report 2007: strong foundations: early childhood care and development

  Education for All, UNESCO, 2006

  This fifth edition of the EFA Global Monitoring Report assesses progress towards the first EFA goal, which calls upon countries to expand and improve comprehensive early childhood care and education, especially for the most disadvantaged children.
• Document

  Beyond access for boys and girls: how to achieve good quality, gender-equitable education

  Oxfam, 2005

  This introductory paper frames the issues and challenges to be faced in achieving gender equality and quality Education For All (EFA).
• Document

  Meeting EFA: Zambia community schools

  Academy for Educational Development, USA, 2006

  Community schools in Zambia were set up mostly in the absence of a nearby public school and/or in response to the inability of families to meet the costs associated with government-provided schooling. Supported by local and international NGOs and, most importantly, embraced by the Zambian government, this local initiative has grown into a national movement.
• Document

  Keeping our promises: delivering education for all

  Department for International Development, UK, 2006

  In the context of the 2005 Make Poverty History campaign which forced governments to make promises on aid, this report looks at how to keep these promises in 2006.
• Document

  Guidelines for inclusion: ensuring access to Education for All

  UNESDOC: Online UNESCO documents, 2005

  This paper examines how excluded children are planned for in education. It provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the objective of ensuring access and quality education for all learners.
• Document

  Winning people's will for girl child education: community mobilization for gender equality in basic education

  United Nations Educational, Scientific and Cultural Organization, 2005

  In 2004 and 2005, the UNESCO office in Kathmandu conducted an action-research project to work on the access and retention in school of girls from Dalit (or untouchable) castes. Given the social and cultural complexities relating to this most deprived caste group, their activity was focused on community mobilisation and gaining "people’s will" on girls’ education.

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