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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 global targeting of education and skill: policy history and comparative perspectives
TL;DR: In this article, the authors present an analysis of the period from 1925 to 2016 in respect of constructing national and global goals and targets in education and training, and discuss the ownership of the global target discourse along with its contested relevance to both developed and developing economies.
Teacher educators and OER in East Africa: Interrogating pedagogic change
Freda Wolfenden,Pritee Auckloo,Alison Buckler,Jane Cullen +3 more
- 26 Oct 2017
TL;DR: In this paper, the authors examined the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings (Mauritius, Tanzania and Uganda) and found that teacher educators' understanding and engagement with OER is highly fragmented, with little traction at department or institutional level.
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Re-interpreting relevant learning: an evaluative framework for secondary education in a global language
Angeline M Barrett,David Bainton +1 more
TL;DR: In this paper, an innovation in Tanzania that aimed to improve language and subject learning among lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction is described.
Training abroad and technological capacity building: Analysing the role of Chinese training and scholarship programmes for Tanzanians
Hezron Makundi,Hezron Makundi,Huib Huyse,Patrick Develtere,Benedict Mongula,Lettice Rutashobya +5 more
TL;DR: In this article, the authors examined the contribution of scholarship programs provided by the Chinese government in improving human capital in the fields of science, technology, and innovation in Tanzania and found that the trainees in the sample were largely positive about the Chinese training experiences.
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Understanding private supplementary tutoring: metaphors, diversities and agendas for shadow education research (Comprendiendo las clases particulares complementarias: metáforas, variedades y agendas para la investigación sobre educación en la sombra)
TL;DR: In the academic literature, private supplementary tutoring is widely referred to as shadow education because much of its content mimics that of schooling as mentioned in this paper , and the first global study of shadow education was published in 1999 and set the agenda for much subsequent research.
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Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh
Erica Field,Attila Ambrus +1 more
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.