Achieving Schooling For All

This title was first published in 2003. Sub-Saharan Africa has the lowest primary enrolments of any major region in the developing world and the number of children out of school is increasing at a faster rate here than anywhere else in the developing world. This timely study (in line with the Millennium Development Goals) examines the methods adopted by the international community to tackle the chronic problems of schooling and poverty in developing countries. Incorporating the results of research conducted at both macro and micro levels, using a range of methodologies, it examines the national differences in school enrolments, using a regional and international comparitive framework. Utilizing both cross-section and household survey data the book examines the causes of under-enrolment in a micro context, based on results from a major international research programme on gender and primary schooling in Africa. The challenges for international aid to provide resources and help secure reforms in support of the international development goals in education are also outlined. This book will appeal to researchers and teachers on African development, officials in international agencies working on education and development and Government officials in African education.

The latest addition to The Open and Flexible Learning Series addresses the challenges created by the successes and the failures of the universal primary education campaign. It advocates new approaches for providing access to secondary education for today’s rapidly growing youth population.

Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs. Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.

Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. Thus giving everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.

Using the system-wide educational reform implementation model, this book interrogates the ramifications of the Education for All movement on quality, equity, and learning outcomes in six African nations: Kenya, Nigeria, Mali, Senegal, Tanzania, and Uganda. It opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities.

The disparity between excellence and equity is a key issue for education policy and practice. This book is an argument for equity and inclusion in education, based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Countries that combine excellence with equity, where young people experience high levels of wellbeing, tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. Education for Social Justice looks at the role of relationships on many levels: personal meaning, group or team interaction, the school structure and culture, and cross agency and community involvement and development. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.

Your step-by-step handbook for results-based school counseling! This exciting new book by recognized school counseling experts describes a Construct-Based Approach (CBA) to school counseling that helps you: Design standards, deliver interventions, and evaluate year-long counseling strategies, action steps and measures within a CBA context Apply “research-based” standards to reflect student abilities, competencies, capabilities and skills Accurately assess student progress, proficiency and achievement Provide useful feedback to parents and students Includes in-depth analyses, a developmentally appropriate K–12 scope and sequence and essential tips and activities. Use this groundbreaking guide to uncover the key processes that ensure student success!