Category: Education and International Development

  • Accessibility & Affordability of Tertiary Ed. - Brazil Colombia Mexico Peru
    • This paper examines the financing of tertiary education in Brazil, Colombia, Mexico and Peru, comparing the affordability and accessibility of tertiary education with that in high-income countries. To measure affordability, the authors estimate education costs, living costs, grants, and loans.
  • Assessing National Achievement Levels in Education
    • This introductory book, describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s.
  • Conditional Cash Transfers in Education
    • This paper presents an evaluation of multiple variants of a commonly used intervention to boost education in developing countries – the conditional cash transfer – with a student level randomization that allows the authors to generate intra-family and peer-network variation.
  • Designed to deter: Barriers to facilities at secondary schools in Ghana
    • This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana. By Anthony K. Danso, Frances E. Owusu-Ansah, Divine Alorwu.
  • Does Eastern Caribbean Education Prepare Youth for the Global Economy?
    • As the global economy rapidly changes and new technologies are introduced, more highly skilled workers are required. In the Organization of Eastern Caribbean States (OECS), firms struggle to fill skilled positions due to a lack of qualified candidates, while the number of unemployed low skilled workers is growing. This paradox especially affects youth.
  • Education and Gender Series
    • These papers on education and gender contribute to improving policy development and practice by presenting new learning and examples of good practice in a clear and straightforward manner, with recommendations for action.
  • Education and HIV/AIDS: Ensuring Education Access for Orphans and Vulnerable Children – A Training Module
    • This module is based on an analysis of information from two kinds of sources. The first is a review of current literature on OVC and their access to basic education. The second source of information is based on a series of interviews and discussions with many people who have field experience with orphans, access to education, subsidies, and social fund issues.
  • Education and HIV/AIDS: Window of Hope
    • The central message of this paper is that the education of children and youth merits the highest priority in a world afflicted by HIV/AIDS. This is because a good basic education ranks among the most effective—and cost-effective—means of HIV prevention.
  • Education for Rural Development: Towards New Policy Responses
    • The fact that the slow pace of progress towards universal basic education is largely due to the persistence of low enrollment rates in rural areas is often overlooked. The rural spaces is also often at a standstill in terms of economic development.
  • Education in Crisis Situations: Mapping the Field
    • The need to protect, rebuild and strengthen education systems, and provide quality education to children everywhere sits at the center of this discussion.
  • Financing Lifelong Learning
    • This paper describes and analyzes different financial schemes to promote lifelong learning. Considered are financial instruments to stimulate successful early learning, financial aid schemes and subsidization mechanisms.
  • Funding Higher Education - The Contribution of Economic Thinking
    • Recent experience in industrialized, transition and developing economies shows a world-wide trend towards greater reliance on tuition fees and student loans to finance the expansion of HE. After a brief summary of debates on HE finance in the 1960s and 1970s, this paper examines the influence of economic thinking in the last 20 years on debate and policy on HE finance in selected OECD countries, transition economies and developing countries.
  • Girls’ Education in Africa: What Do We Know About Strategies That Work?
    • The purpose of this study is to assist countries to develop effective girls’ education strategies by providing a comprehensive review of what we know and do not know about successful strategies.
  • Girls’ Education in Rwanda
    • The 1994 genocide decimated Rwanda's fragile economic base, severely impoverishing the population, particularly women, and eroded the country's human resource base. All school activities were stopped for a year, school infrastructure was destroyed, and teachers and children were killed or displaced. Rwanda has much to do to rebuild its infrastructure and improve the quality of schooling for all children.
  • Global Trends in University Governance
    • In this paper we are concerned with the way that governments plan and direct their tertiary education sectors. The term “governance” is used to describe all those structures, processes and activities that are involved in the planning and direction of the institutions and people working in tertiary education.
  • Guiding Principles for Implementing School-based Management Programs
    • This online toolkit is organized around the following six basic principles and provides the main questions and issues to be considered when designing and implementing SBM type programs. For select questions, the toolkit also presents examples from past or current projects being financed by the World Bank.
  • Higher Education in Developing Countries: Peril and Promise
    • The Task Force on Higher Education and Society was convened by the World Bank and UNESCO to bring together experts from 13 countries for the purpose of exploring the future of higher education in the developing world. Based on research and intensive discussion and hearings conducted over a two-year period, the Task Force has concluded that, without more and better higher education, developing countries will find it increasingly difficult to benefit from the global knowledge-based economy.
  • Human Rights Dimension of Poverty
    • This report explains how a lack of well-structured social programs can leave people poor and without the human rights they deserve.
  • Inter-Agency Network for Education in Emergencies
    • The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of representatives from NGOs, UN agencies, donor agencies, governments, academic institutions, schools and affected populations working together to ensure all persons the right to quality and safe education in emergencies and post-crisis recovery.
  • Last in Line, Last in School: How Donors are Failing Children in Conflict-affected Fragile States
    • In recent years the international community has recognised that the right to education is achievable and has mobilised to make it a reality. But existing measures to support universal primary education (UPE) and achieve the education Millennium Development Goals (MDGs) are not reaching children living in CAFS. These children are being denied the transformative effects that education can bring.
  • Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction
    • The Minimum Standards for Education in Emergencies (MSEE) are both a handbook and an expression of commitment, developed through a broad process of collaboration, that all individuals have a right to education during emergencies.
  • Mobilizing the Private Sector for Public Education
    • The accumulation of human capital is one of the top priorities in developing and developed countries alike. Historically, ensuring access to primary education has been seen as a predominantly public responsibility. However, governments are increasingly sharing this responsibility through a variety of subsidiary arrangements.
  • Never Again: Educational Reconstruction in Rwanda
    • "Never Again" covers the provision of education for the people of Rwanda, including internally displaced persons and returning refugees. It emphasizes the work of the Minstry of Education in reconstructing the education system.
  • Rewrite the Future: Education for Children in Conflict-affected Countries
    • There are various factors keeping these children out of school, but one of the biggest barriers, and the most difficult to tackle, is conflict. As well as killing and injuring millions of children, conflict disrupts normal life, forces millions of families to flee their homes, separates children from their families, and reduces schools to rubble.
  • Rwanda Launches Campaign to Keep Girls in School - Gender Parity
    • The five-year campaign, which was launched at a ceremony in the northern Rwandan town of Ruhengeri, compels communities and schools to address the existing gender imbalance by taking extra measures to encourage girls to enroll and stay in primary and secondary school.
  • UNESCO Education Website
    • The organization aims to help build a sustainable world with just societies that value knowledge, promote peace, celebrate diversity and defend human rights, achieved by providing Education for All (EFA).
  • UNESCO Nairobi Cluster: United Nations Decade of Education for Sustainable Development
    • This paper has been prepared by UNESCO-Nairobi and UNEP and is intended to guide in the development and implementation of strategic frameworks for DESD in the UNESCO Nairobi cluster countries. Its purpose is to inform national authorities responsible for education in the cluster countries on the goals of the Decade, the contextualization of ESD in Africa and at country level, the relevant policy issues, role of stakeholders, guidelines for implementation, monitoring and evaluation of DESD activities.
  • UNICEF - Basic Education and Gender Equality
    • A rights-based approach to education will address inequalities in our societies that are deep-rooted and often gender-based. Such inequalities exclude millions of children, particularly girls, from school or condemn them to educational experiences of very poor quality.
  • What is School Based Management
    • Even where children do have access to educational facilities, the quality of education that is provided is often very poor. This has become increasingly apparent in international learning tests such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Programme for International Student Assessment (PISA), in which most of the students from developing countries fail to excel.
  • Where Peace Begins – Education’s Role in Conflict Prevention and Peacebuilding
    • Part of the purpose of this report is to set out – on the basis of Save the Children’s experience – what we believe to be the impact of conflict on children and on their education. The report also sets out our understanding of how education can make conflicts worse and how education – the right sort of education – can support peace.