UNDOC, Current Index
Author:
Publisher:
Published: 1985
Total Pages: 464
ISBN-13:
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Achieving Universal Primary Education by 2015
Author: Barbara Bruns
Publisher: World Bank Publications
Published: 2003
Total Pages: 254
ISBN-13: 9780821353455
DOWNLOAD EBOOKAnnotation This book seeks to provide answers to the following questions: Where do we stand today in relation to the target of universal primary completion? Is universal primary completion achievable by 2015? What would he required to achieve it? The book includes a CD-ROM containing a "hands-on" version of the simulation model developed by the authors and all of the background data used.
Achieving and Sustaining Universal Primary Education
Author: Nat J. Colletta
Publisher: World Bank Publications
Published: 1989
Total Pages: 47
ISBN-13:
DOWNLOAD EBOOKEFA Global Monitoring Report – 2013–2014 – Teaching and Learning Achieving quality for all
Author: UNESCO
Publisher: UNESCO
Published: 2014-02-04
Total Pages: 477
ISBN-13: 9231042556
DOWNLOAD EBOOKThe 2013/2014 Education for All Global Monitoring Report shows that a lack of attention to education quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent attention. Worldwide, 250 million children many of them from disadvantaged backgrounds are not learning the basics. Teaching and Learning: Achieving Quality for All describes how policy-makers can support and sustain a quality education system for all children, regardless of background, by providing the best teachers. The Report also documents global progress in achieving Education for All goals and provides lessons for setting a new education agenda post-2015. In addition, the Report identifies that insufficient financing is hindering advances in education.
Language Use in Rural Development
Author: Clinton D. W. Robinson
Publisher: Walter de Gruyter
Published: 2013-07-31
Total Pages: 340
ISBN-13: 3110869047
DOWNLOAD EBOOKCONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
Toward Universal Primary Education
Author: Nancy Birdsall
Publisher: Earthscan
Published: 2005
Total Pages: 197
ISBN-13: 1844072215
DOWNLOAD EBOOKFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Struggles for Equity in Education
Author: Mel Ainscow
Publisher: Routledge
Published: 2015-07-16
Total Pages: 240
ISBN-13: 1317420470
DOWNLOAD EBOOKIn the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Spanning Mel Ainscow’s accomplished 30 year international career in education, the texts in this book trace his efforts to find ways of fostering more equitable forms of education. This has involved a series of struggles as he has experimented with different approaches - in a variety of contexts - to find new possibilities for responding to learner diversity. Over the years this has related to a variety of headline themes, starting from special education, through to integration, on to inclusive education, and then, more recently, educational equity. The readings have been chosen to illustrate the changes that have occurred in Ainscow’s thinking and practices and a short introduction is provided for each chapter that is intended to help readers to understand the significance of what is presented and how this relates to other chapters in the book. The writings in this text reinforce the idea that the promotion of equity in schools is essentially a social process that has to occur within particular contexts.
The Child and the State in India
Author: Myron Weiner
Publisher: Princeton University Press
Published: 2021-02-09
Total Pages: 227
ISBN-13: 0691225184
DOWNLOAD EBOOKIndia has the largest number of non-schoolgoing working children in the world. Why has the government not removed them from the labor force and required that they attend school, as have the governments of all developed and many developing countries? To answer this question, this major comparative study first looks at why and when other states have intervened to protect children against parents and employers. By examining Europe of the nineteenth century, the United States, Japan, and a number of developing countries, Myron Weiner rejects the argument that children were removed from the labor force only when the incomes of the poor rose and employers needed a more skilled labor force. Turning to India, the author shows that its policies arise from fundamental beliefs, embedded in the culture, rather than from economic conditions. Identifying the specific values that elsewhere led educators, social activists, religious leaders, trade unionists, military officers, and government bureaucrats to make education compulsory and to end child labor, he explains why similar groups in India do not play the same role.
Globalisation and Education Policy Reform in Botswana
Author: Richard Tabulawa
Publisher: Taylor & Francis
Published: 2023-07-21
Total Pages: 237
ISBN-13: 1000914917
DOWNLOAD EBOOKThis book uses the global–local dialect approach to explicate education policy reform in Botswana and interrogates the practical effects of the various education policies on curriculum, pedagogy and governance of the Botswana General Education system. Considering the effect of three reform policies since Botswana’s Independence in 1966, the book evaluates the performance of each of the policies and examines their consequences in terms of the interplay of global forces and domestic pressures. The result of this interplay has been an education landscape that, while reflecting globally circulating education discourses, markedly differs from those same discourses. The book argues that the State in Botswana has appropriated education policy to legitimate itself in times of crisis and that each policy has improved access to general education but, collectively, have failed to improve its quality, making suggestions for how this can be improved in the future. As the first book of its kind to delve into education in Botswana from a single-authored critical lens, the book will be a highly relevant reading for academics, researchers and post-graduate students of African education, comparative education, education policy and curriculum studies.
