ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Support for Education in Fragile States: What Role for the Education for All-Fast Track Initiative? CREATE Pathways to Access. Research Monograph No. 30
Author: Turrent, Victoria
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Equal Education,Elementary Education,Primary Education,Partnerships in Education,Competition,Global Approach,Human Capital,Donors,Efficiency,Developing Nations,Governance,Financial Support

The new international aid architecture was established to improve the efficiency and effectiveness of development aid by emphasising country ownership, alignment with national priorities and the harmonisation of donor processes. These features are evident in the Education for All-Fast Track Initiative [EFA-FTI], a global partnership between donor and developing countries launched to ensure accelerated progress towards universal primary education. This monograph explores EFA-FTI efforts to expand the partnership model to incorporate fragile states. It analyses the critical factors, procedures and governance issues that have been addressed in the development of a framework for financing education in such contexts, and identifies key lessons for future education resourcing initiatives in fragile states. (Contains 11 footnotes and 1 table.) [This research was supported by the Economic and Social Research Council.]
How Many Schools Have Not Made Adequate Yearly Progress under the No Child Left Behind Act?
Author: Dietz, Shelby
Date: 2010-03-11
Type: Reports - Evaluative
Subjects: Public Schools,Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Academic Achievement,Educational Legislation,State Standards,Cutting Scores,Computation

The Center on Education Policy, an independent nonprofit organization, collected and analyzed data from state Web sites and other sources to determine how many schools in the nation and in each state did not make adequate yearly progress (AYP) under the No Child Left Behind Act (NCLB). Findings of the study include: (1) About one-third of U.S. public schools did not make AYP in school year 2008-09; (2) In nine states and the District of Columbia, at least half the public schools did not make AYP in 2008-09. In a majority of the states (35 including D.C.), at least one-fourth of the schools did not make AYP; and (3) The percentage of public schools not making AYP varied greatly by state, from 6% in Wisconsin to 77% in Florida. These differences among states do not necessarily reflect the quality of the schools; rather, they are likely due to state variations in standards, tests, cut scores for proficient performance on those tests, and methods for calculating AYP. (Contains 4 footnotes and 1 table.)
Better Federal Policies Leading to Better Schools
Author: Kober, Nancy
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Legislation,Nonprofit Organizations,Federal Government,Public Policy,Educational Policy,Government Role,Educational Legislation,Educational Improvement,Educational Research,Evaluation,Academic Standards,Educational Change,Accountability,Academic Achievement,Low Achievement,Standardized Tests,Resource Allocation,Educational Equity (Finance),High Schools,Educational Quality,Disabilities,Special Needs Students,English (Second Language),Teacher Qualifications,Partnerships in Education

Two years ago, the Center on Education Policy (CEP), an independent nonprofit organization known for its comprehensive studies of No Child Left Behind Act (NCLB) and related issues, began a research-based review of the federal role. As part of this process, the authors examined an extensive body of research from a wide range of sources. They also commissioned scholarly papers, held forums to discuss ideas, solicited advice from experts of various backgrounds, and reflected on their own long-term experience with federal policies. At the end of this process, they developed five guiding principles for reshaping the federal role and ten recommendations for reauthorizing the Elementary and Secondary Education Act (ESEA), particularly Title I. The authors' approach would keep aspects of the current federal role that have contributed to progress, change aspects that could be better designed or implemented, and eliminate requirements and programs that have not been effective. Simply put, their approach is tighter on the front end, with rigorous common standards and aligned assessments, but less prescriptive on the back end, with greater opportunities for experimentation accompanied by evaluations in states that adopt common standards and tests. Finally, they recommend adding new areas of emphasis to the federal role. Appendices include: (1) Papers Commissioned by CEP; (2) Compendium of NCLB Research; and (3) Studies That Informed CEP's Recommendations. (Contains 2 boxes.)
Distress Seasonal Migration and Its Impact on Children's Education. CREATE Pathways to Access. Research Monograph No. 28
Author: Smita
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Migrant Workers,Seasonal Laborers,Migrant Children,Migrant Education,Access to Education,Elementary Education,Dropouts,Rural Population,Child Labor,Migration Patterns,Work Environment,Foreign Countries

Seasonal migration for work by poor rural families is a phenomenon that is escalating as the agrarian crisis mounts. Millions of families that migrate are compelled to take their children along, leaving school and a normal childhood behind. They spend several months every year at work sites such as brick kilns, salt pans, plantations and stone quarries, labouring under extremely difficult conditions. Children are put to work from young ages. It is estimated that the number of such children below the age of 14 years is 9 million. This paper attempts to provide an overview of distress seasonal migration across a range of migration sectors and geographies. It touches on the nature and pattern of seasonal migration, the differing contexts and the working conditions of migrant families and children. It further documents the efforts made by the government and various agencies towards the schooling of these children, and possible emerging models to ensure the continuity of their schooling despite their constant, unpredictable mobility. Finally, it delineates the policy changes required to institutionalize these positive efforts and ensure universal coverage for migrant children. An annex presents: Migration Patterns in Key Areas and Sectors. (Contains 9 figures, 3 maps, and 8 footnotes.)
The Pearl of Great Price: Achieving Equitable Access to Primary and Secondary Education and Enhancing Learning in Sri Lanka. CREATE Pathways to Access. Research Monograph No. 29
Author: Aturupane, Harsha
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Economic Development,Role of Education,Foreign Countries,Educational Policy,Access to Education,Elementary Secondary Education,Educational Improvement,Educational Development,Politics of Education,Policy Analysis,Educational Assessment,Educational Indicators,Educational Quality,Performance Factors,Barriers,Change Strategies,Educational Change,Outcomes of Education

The experience of public policy in Sri Lanka has had a profound impact on the thinking of the global development community in relation to the role of education in economic development. In particular, the example of Sri Lanka helped to persuade policy makers around the world that governments can successfully develop a general education system to enable universal enrolment and completion of primary education, and provide widespread access to secondary education. This paper analyses the historical evolution of the Sri Lankan education system, discusses the policy framework for general education and discusses the performance of the Sri Lankan education system in terms of equity of access and quality. The paper proceeds to discuss the main future educational challenges facing the country. (Contains 10 footnotes, 15 tables, and 11 figures.) [This monograph is a revised version of the Second Annual CREATE lecture organized by the Institute of Education, London and held at the London International Development Centre on November 18th, 2008.]
Access to Elementary Education in India. Country Analytical Review
Author: Govinda, R.
Date: 2008-07-00
Type: Information Analyses
Subjects: Equal Education,Foreign Countries,Sex Fairness,Access to Education,Gender Bias,Trend Analysis,Social Bias,Dropouts,Immigrants,Child Health,Nutrition,Governance,Elementary Education,Educational Facilities,Special Needs Students,Teacher Supply and Demand,Teacher Recruitment,Educational Finance,Rural Areas,Accountability,At Risk Students,Quality of Life,Child Labor,Attendance Patterns,Parent Influence,Illiteracy,Social Status,Poverty,Disadvantaged Youth,Developing Nations

This analytical review aims at exploring trends in educational access and delineating different groups, which are vulnerable to exclusion from educational opportunities at the elementary stage. This review has drawn references from series of analytical papers developed on different themes i.e. regional disparity in education, social equity and gender equity in education, problem of drop out, education of the children of migrants, inequity in educational opportunities, health and nutrition, governance of education and so on. The first and second section of the paper presents brief review of the state of elementary education in the country with particular focus on regional disparities and social inequities in provision. The third section delineates different zones of exclusion highlighting the nature and magnitude of the problems of access, transition and equity. Fourth section captures the profiles of the varying groups of children responding to the questions of who are excluded from schooling and why are they excluded. In the final section, the paper makes an effort to identify gaps in our understanding of the issues pointing to the need for further research as well as identifying strategies that seem to work in addressing issues of access to elementary education in India. (Contains 16 footnotes, 31 tables and 10 figures.)
Educational Access in South Africa. Country Analytic Review
Author: Motala, Shireen
Date: 2007-08-00
Type: Information Analyses
Subjects: Foreign Countries,Statistical Analysis,Access to Education,Attendance Patterns,Enrollment Trends,Age Differences,Academic Achievement,Educational Quality,Educational Assessment,Educational Policy,Educational Legislation,Individual Characteristics,Racial Bias,Racial Segregation,Equal Education,Acquired Immunodeficiency Syndrome (AIDS),Inclusive Schools,Sex Fairness,Early Childhood Education,Child Development,Curriculum Development,Governance,Politics of Education,Educational Equity (Finance),Educational Finance,Resource Allocation,Budgeting,Social Influences,Economic Factors,Expenditure per Student,Costs,Comparative Analysis,Dropout Rate,Grade Repetition,Scores,Literacy,Numeracy,Daily Living Skills,Poverty,Hunger,Social Services,Mathematics Achievement,Science Achievement

Meaningful access to education requires more than full enrolment; it requires high attendance rates, progression through grades with little or no repetition, and learning outcomes that confirm that basic skills are being mastered. This Review describes and explains patterns of access to schools in South Africa for children between the ages of 5 and 15 years. It outlines policy and legislation on access to education and provides a statistical analysis of learners enrolled in school, out-of-school children and learners vulnerable to exclusion. The quantitative data is supported by a review of research which explains the patterns of access and exclusion. The Review also analyses the way in which educational access is conceptualised, and identifies areas for future research. (Contains 22 tables, 18 figures, and 6 footnotes.)
Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report
Author: Akyeampong, Kwame
Date: 2007-06-00
Type: Information Analyses
Subjects: Foreign Countries,Basic Skills,Access to Education,Attendance Patterns,Enrollment Trends,Age Differences,Educational Quality,Educational Policy,Educational Legislation,Educational History,Educational Change,Individual Characteristics,Equal Education,Special Needs Students,Disabilities,Child Health,Migrant Education,Rural Areas,Urban Areas,Teacher Supply and Demand,Teacher Qualifications,Educational Facilities,Acquired Immunodeficiency Syndrome (AIDS),Inclusive Schools,Sex Fairness,Politics of Education,Social Influences,Economic Factors,Expenditure per Student,Costs,Educational Finance,Comparative Analysis,Dropout Rate,Grade Repetition,Scores,Literacy,Numeracy,Job Skills,Poverty,Hunger

The analysis of access to education in Ghana builds on the Ministry of Education Sector Performance Report and the World Bank sector studies. Though access has improved it remains uneven and has not grown as fast enough to reach universal levels of participation in primary school and JSS [Junior Secondary School] by 2015. More needs to be understood about the reasons for stalled growth. Repetition and drop out remain significant at the beginning and end of primary. Overage entry appears stubbornly resistant to attempts to enroll all children, especially girls, at the age of six. Regional variations in access and participation are such that as many as 40% of school age children are not enrolled in some parts of the country, especially in the North. And levels of achievement suggest that further expansion risks increasing the numbers who learn little of what is required to assure sustained literacy and numeracy. This analysis identifies gaps in current research and maps out a programme of empirical enquiry. The following are appended: (1) Ghana's Structure of Education (before 1987); (2) Ghana's Structure of Education (After 1987); (3) New Structure of Education as in Government White Paper; (4) The Six CREATE Zones of Exclusion; and (5) Sampling Frame for Researching Access to Basic Education in Ghana. (Contains 26 figures, 25 tables, and 24 footnotes.) [The UK Department of International Development (DFID) funded this analytic review.]
Access to Education in Bangladesh: Country Analytic Review of Primary and Secondary School
Author: Ahmed, Manzoor
Date: 2007-06-00
Type: Information Analyses
Subjects: Gender Bias,Enrollment Trends,Educational Quality,Intervention,Foreign Countries,Developing Nations,Secondary School Teachers,Public Sector,Access to Education,Child Development,Dropout Rate,Teacher Education,Elementary Secondary Education,Grade Repetition,Dropouts,Socioeconomic Influences,Attendance Patterns,Scores,Student Evaluation,Equal Education,At Risk Students,Transitional Programs,Government Role,Nongovernmental Organizations,Expenditures,Educational Finance,Participation,Institutional Characteristics,Population Trends,Age Differences,Gender Differences,Child Labor,Financial Support

This country analytical review examines the key issues in access to and participation in primary and secondary education in Bangladesh, with a special focus on areas and dimensions of exclusion. Against a background of overall progress, particularly in closing the gender gap in primary and secondary enrollment, the research applies a conceptual framework outlining different forms of exclusion and presents two significant findings which compromise access and diminish gains made: high dropout rates at primary and secondary levels and nominal access but virtual exclusion from quality learning. Other areas surveyed in the review include interventions by public sector and non-governmental providers in primary and secondary education as well as the financing of basic education. This review of the literature concludes with suggestions for future research directions that might lead to new understanding and insights on equitable access and participation. Nine annexes are included: (1) A schematic of the education system in Bangladesh; (2) Eleven types of primary schools; (3) Comparison between BRAC [Bangladesh Rural Advancement Committee] and government primary school models; (4) Achievement of BEP [BRAC Education Programme] as of November 2005; (5) Training completed for secondary school teachers of PACE programme as of November 2005; (6) ESP [Education Support Programme] accomplishments, actual and planned; (7) PLAN [Post Primary Basic and Continuing Education] Bangladesh Whole Child Development Model; (8) Total centres and beneficiaries of Save the Children USA--core programmes; and (9) Projection of child and student population. A bibliography is included. (Contains 44 tables and 15 figures.) [This review was written with the assistance of Altaf Hossain, Md. Abul Kalam, Md. Shahidul Islam and Jennifer Hove.]
Educational Access in India. Country Policy Brief
Author: Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Equal Education,Social Bias,Dropout Rate,Educational Quality,At Risk Students,Gender Bias,Educational Policy,Elementary Education,Secondary Education,Socioeconomic Influences,Government Role,Developing Nations,Rural Schools,Poverty

This Policy Brief describes and explains patterns of access to schools in India. It outlines policy and legislation on access to education and provides an analysis of access, vulnerability and exclusion. The quantitative data is supported by a review of research which explains the patterns of access and exclusion. It is based on findings from the Country Analytic Report on Access to Basic Education in India (Govinda and Bandyopadhyay, 2008) which can be found on the CREATE website.
Educational Access in Bangladesh. Country Policy Brief
Author: Ahmed, Manzoor
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Access to Education,Equal Education,Social Bias,Dropout Rate,Educational Quality,At Risk Students,Gender Bias,Educational Policy,Elementary Education,Secondary Education,Enrollment Trends,Educational Finance,Educational Equity (Finance),Socioeconomic Influences,Government Role,Developing Nations

This Policy Brief describes and explains patterns of access to schooling in Bangladesh. It outlines types of educational provision and provides some basic statistics on access, vulnerability and exclusion, as well as insights into the characteristics of those denied access. It is based on findings from the &quot;Country Analytic Review on Access to Education in Bangladesh in Primary and Secondary Schools&quot; (Ahmed et al 2007).
Educational Access in Ghana. Country Policy Brief
Author: Akyeampong, K.
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Equal Education,Foreign Countries,Educational Policy,Educational Legislation,Sex Fairness,Access to Education,Secondary Education,Educational Finance,Expenditure per Student,Gender Bias,Trend Analysis,Social Bias,Dropouts,Elementary Education,Special Needs Students,Rural Areas,At Risk Students,Attendance Patterns,Social Status,Poverty,Disadvantaged Youth,Developing Nations

This Policy Brief describes and explains patterns of access to schools in Ghana. It outlines policy and legislation on access to education and provides an analysis of access, vulnerability and exclusion. It is based on findings from the Country Analytic Report on Access to Basic Education in Ghana (Akyeampong et al, 2007) [ED508809] which can be found on the CREATE website. [Full references for citations given in the following pages can be found in the &quot;Country Analytic Report.&quot;]
Educational Access in South Africa. Country Policy Brief
Author: Motala, S.
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Statistical Analysis,Access to Education,Attendance Patterns,Enrollment Trends,Age Differences,Academic Achievement,Educational Quality,Educational Assessment,Educational Policy,Educational Legislation,Individual Characteristics,Racial Bias,Racial Segregation,Equal Education,Acquired Immunodeficiency Syndrome (AIDS),Inclusive Schools,Sex Fairness,Early Childhood Education,Child Development,Curriculum Development,Governance,Politics of Education,Educational Equity (Finance),Educational Finance,Resource Allocation,Budgeting,Social Influences,Economic Factors,Expenditure per Student,Costs,Comparative Analysis,Dropout Rate,Grade Repetition,Scores,Literacy,Numeracy,Daily Living Skills,Poverty,Hunger,Social Services,Mathematics Achievement,Science Achievement

This Policy Brief describes and explains patterns of access to schools in South Africa. It outlines policy and legislation on access to education and provides a statistical analysis of access, vulnerability and exclusion. It is based on findings from the Country Analytic Review on Educational Access in South Africa (Motala et al, 2007) [ED508808] which can be found on the CREATE website.
Reconceptualising Access to Education. Policy Brief Number 1
Author: Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Access to Education,Concept Formation,Educational Policy,Barriers,Performance Factors,Educational Objectives,Outreach Programs,Educational Improvement,Poverty Programs

Access to education lies at the core of poverty reduction and is part of the definition of development. An expanded vision of access moves policy dialogue beyond discourse based on enrolment rates. Unpacking access into seven zones of exclusion helps reshape the dialogue, as does recognising the interactions between schools, local authorities, communities, households and individuals. This policy brief is based on the CREATE Pathways to Access Research Monograph, "Improving Access, Equity and Transitions in Education: Creating a Research Agenda" (Lewin, 2007) [ED508613]. (Contains 3 figures.)
Vocational Education and Training Workforce Data 2008: A Compendium
Author: Guthrie, Hugh, Ed.
Date: 2010-00-00
Type: Collected Works - General
Subjects: Vocational Education,Vocational Education Teachers,Foreign Countries,Feasibility Studies,Teacher Characteristics,Research Projects,Occupational Surveys,Statistical Data,Demography,Profiles,Educational Research,Occupational Information,Professional Development,Labor Force Development,Teacher Qualifications,Statistical Studies,Data Collection,Tenure

There has been a continued interest in the numbers and characteristics of those who make up the vocational education and training (VET) sector's own workforce. To address this, the Department of Education, Employment, and Workplace Relations (DEEWR) commissioned the National Centre for Vocational Education Research (NCVER) to undertake three projects, updating previous work (NCVER 2004). Each project generated a report which is included in this compendium. The first report, &quot;Getting the measure of the VET professional: An update&quot;, draws on analyses of Australian Bureau of Statistics (ABS) data from the Survey of Education and Training (SET) and the Census of Population and Housing to provide an updated demographic profile of VET professionals and VET practitioners. The second report, &quot;National TAFE workforce study 2008&quot;, provides national data on the TAFE workforce in 2008 and, where possible, compares this with 2002 data. The final report, &quot;VET workforce collection: Feasibility report&quot;, considers what needs to be known about the national VET workforce and what options are available for collecting that information. The reports confirm the difficulty of getting accurate information and numbers for the VET workforce at present. We know little about the movement into and out of the sector and the career paths of VET staff. Nor do we understand much about the qualifications--teaching and vocational--VET staff hold. This type of information is important if there is to be a national approach to building a more &quot;professional&quot; VET workforce. Individual studies contain footnotes and references. (Contains 11 figures and 73 tables.)