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Education for All 2000-2015: Achievements and Challenges
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TL;DR: The authors make sharp recommendations for the place of education in the future global sustainable development agenda, especially in low and lower middle-income countries where needs are greatest, and make clear that new education targets must be specific, relevant and measurable.
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Abstract: 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 – 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.
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Citations
The invisible and the non-routine: a meta-ethnography of intersectoral work in schools from the perspective of speech and language therapists and occupational therapists
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One indicator to rule them all: How SDG 4.1.1 dominates the conversation and what it means for the most marginalized
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Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan
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Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh
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TL;DR: This study develops instructional design principles for integrating ICT in resource-limited Bangladeshi classrooms, comprising five components, ten principles, and 22 guidelines, validated through internal tests and usability interviews, to enhance teacher effectiveness.
A free education policy in Indonesia for equitable access and improvement of the quality of learning
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Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh
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TL;DR: In this article, the authors explore the hypothesis that women attain less schooling as a result of social and financial pressure to marry young, and isolate the causal effect of marriage timing using age of menarche as an instrumental variable, and show that each additional year that marriage is delayed is associated with 0.22 additional year of schooling and 5.6 percent higher literacy.