Human Development Report 2007/2008: fighting climate change: human solidarity in a divided world

This Report draws on all of this experience, to make sharp recommendations for the place of education in the future global sustainable development agenda. The lessons are clear. New education targets must be specific, relevant and measurable. Marginalized and disadvantaged groups, hardest to reach and still not enjoying their right to education, must be a priority. There must be stronger action on financing across the board. While the bulk of costs will be borne by governments, the international community must step up, to sustain and increase aid to education â€“ especially in low and lower middle income countries where needs are greatest. The future agenda will also need ever-stronger monitoring efforts, including data collection, analysis and dissemination, to hold all stakeholders to account.

Education for All 2000-2015: Achievements and Challenges

While there is a substantial conceptual literature on equality in education, there has been little clarificatory discussion on the term equity, despite its frequent use in policy and planning documents. The article draws out some different ways in which equity can be understood in education. It distinguishes three forms of equity, looking at the social context when major shifts in the meaning of the term took place in English—the fourteenth century, the sixteenth century and the eighteenth century. Terming these equity from below, equity from above, and equity from the middle, the analysis highlights how each helps clarify aspects of the concern with diversity within the capability approach. The conclusion drawn is that all three forms of equity need to be placed in articulation to expand capabilities in education.

What is Equity in Education? Reflections from the Capability Approach

Education has a prominent position in the current Millennium Development Goal (MDG) framework; targets on schooling are attached to two of the goals. However, from a human development perspective, the narrow framing of the education targets and indicators in the MDGs had perverse consequences, stemming from the omission of salient aspects of quality, context, and equity. The selected targets limited the capacity of the education sector to support other MDGs. In thinking about indicators for a post-2015 framework, this paper considers the history of how and why the indicators for MDG 2 were selected and puts forward some critical reflections on two alternative indicators for the education goal in a post-2015 framework.

Measuring Education for the Millennium Development Goals: Reflections on Targets, Indicators, and a Post-2015 Framework

This rigorous literature review, commissioned by UNICEF, aimed to examine research evidence on approaches to addressing SRGBV globally, with an emphasis on lower and middle income countries. Key Findings • Major evidence gaps exist in how to provide safe, inclusive and violence-free learning environments for girls and boys. Research has been skewed towards evaluations of short-term interventions at a moment of practice, with little long-term follow-up. While there is a good evidence base on violence prevention interventions with groups of children, work that is not specifically focused on sexual violence tends to be gender-blind. • Addressing the links between violence, identities, social and cultural norms and intersecting structural inequalities is crucial to effective interventions related to SRGBV. • Policies and practices need to be shaped based on critical reflection of how they influence girls’ and boys’ day-to-day experiences of violence • The most promising approaches involve those working with groups of young people on gender, sex and violence with reflection and consciousness-raising on gender identities, social norms and inequalities that shape the risk and experience of sexual violence. Single sex groups (e.g., girls’ and boys’ clubs), sometimes combined with mixed group sessions, can provide ‘safe spaces’ for building awareness about gender equality, violence prevention and redress. • Holistic community-based programmes that develop critical reflection and interpersonal skills, alongside socio-economic support/training can help deter peer violence, gang involvement, cyber bullying, violent crime and other negative behaviours. Psychological interventions in war zones need to be carefully tailored to local conditions, and more evidence is needed using a gender lens. • Supporting teachers and schools is paramount. Evidence suggests that women and men teachers’ confidence in addressing SRGBV can be strengthened by supporting reflection on their own values, beliefs and personal histories; curriculum materials and training in strategies to address discrimination and violence; and training in interactive, inclusive pedagogies. • Robust evidence is needed for interventions that focus on changing laws, developing policy or working with macro institutions; as well as interventions at district level by officials and organizations tasked with disseminating, implementing and monitoring policies. • Critical reflection on values, norms, professional cultures and institutions has the potential to strengthen policy enactment at the level of the ‘missing middle’.

/pdf/a-rigorous-review-of-global-research-evidence-on-policy-and-3w68thrxds.pdf

A Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence

3 List of tables 6 List of abbreviations 7

/pdf/keeping-children-in-school-a-review-of-open-education-4ji2l9z1pp.pdf

Keeping children in school : a review of open education policies in Lesotho and Malawi

for the Dakar conference Available from URL: http://www.e4conference.org/e4e © The Authors 2010. d-conference abstract

/pdf/girls-gender-and-intersecting-inequalities-in-education-a-1dokys1n6s.pdf

Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya

Delivering quality education and improving access: Why and how the Instructional Materials and In-service teacher training programme were established and maintained

Education reform in Kenya : Institutionalising the provision of instructional materials and in-service teacher education for quality primary education

The article examines how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya. Three different approaches to understanding marginality are distinguished, each associated with a different process of setting a boundary concerning the marginalised. This differentiation is used to analyse qualitative data collected between 2007 and 2011 in three sites – a school, a provincial education department, and the national education ministry. Analysis shows how work practices in all sites entail processes of distancing and exclusion which confirm the boundaries associated with marginalisation, rather than overcoming them. We conclude on the need to pay attention to shifting cultural perceptions concerning the marginalised, opening educational opportunities for officials and teachers to examine their presuppositions, and making space for the poor and the marginal to engage politically and culturally in...

Blaming the poor: Constructions of marginality and poverty in the Kenyan education sector

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