R4D Education

ELLA Policy Brief: Improving Health and Education Through CCTs.

Wed, 16 May 2012 05:02 GMT

Document Type: Briefing
Creator: Jaramillo, M.

Production Year: 2011

Citation: Jaramillo, M. ELLA Policy Brief: Improving Health and Education Through CCTs. ELLA, Practical Action Consulting, Lima, Peru (2011) 5 pp.

Summary:

One of the worst characteristics of poverty is its tendency to self-perpetuate, with poor families often being forced to under-invest in their children's health and education. In Latin America, Conditional Cash Transfer (CCT) programmes have been effective in ensuring higher school attendance and greater health services use, both of which are valuable inputs for human capital development and future productivity. However, CCT evaluations have had a harder time identifying effects on health and education impacts. This brief describes how Latin American countries have used CCTs to improve health and education, the results achieved, and lessons learned for improving health and education in other settings.

Key Lessons:

CCTs have proven to be effective in increasing school attendance and access to health services.
However, it has been more difficult to identify improvements in education and health outcomes and long-term impacts.
Supply side interventions are important to assure that increasing service use has an impact on education and health outcomes.

Does growth in private schooling contribute to Education for All? Evidence from a longitudinal, two cohort study in Andhra Pradesh, India

Wed, 09 May 2012 00:33 GMT

Document Type: Journal Article
Creator: Woodhead, M.; Frost, M.; James, Z.

Production Year: 2012

Citation: Woodhead, M.; Frost, M.; James, Z. Does growth in private schooling contribute to Education for All? Evidence from a longitudinal, two cohort study in Andhra Pradesh, India. International Journal of Educational Development (2012) : [DOI: 10.1016/j.ijedudev.2012.02.005] Published online 8 March 2012

Summary: This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports Young Lives’ longitudinal data for two cohorts (2906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994–5) to 44 per cent (children born in 2001–2). Children from rural areas, lower socioeconomic backgrounds and girls continue to be under represented. While some access gaps decreased, the gender gap seems to be widening. Evidence on risks to equity strengthen the case for an effectively regulated private sector, along with reforms to government sector schools.

Perceptions of sex education for young people in Lesotho

Tue, 10 Apr 2012 08:34 GMT

Document Type: Journal Article
Creator: Mturi, A.J.; Hennink, M.M.

Production Year: 2005

Citation: Mturi, A.J.; Hennink, M.M. Perceptions of sex education for young people in Lesotho. Culture, Health and Sexuality (2005) 7 (2) 129-143. [DOI: 10.1080/13691050412331321285]

Summary: This study aimed to identify the views of young people, parents and teachers concerning sex education in Lesotho. It was conducted at a time when the national government was considering the introduction of Population and Family Life Education, which includes sex education, into the national school curriculum. Forty-six focus group discussions were held with young people (10), parents (30) and teachers (6) to identify current sources of sex education and views of the proposed introduction of school-based sex education in Lesotho. Findings show the limited and problematic sources of sex education for adolescents in Lesotho. They also highlight broad support for the introduction of sex education in the national school curriculum among young people, parents and teachers. Of key importance for the development of a sex education curriculum is the balance between providing young people with information and developing their skills in sexual empowerment and negotiating sexual pressure. The use of pupil-centred interactive pedagogies was seen as essential. Teachers, however, highlighted the need for training in the delivery of sex education, which includes instruction on course materials, teaching methodologies and developing sensitivity to teaching sexual issues to young people.

Protocol - What is the evidence of the impact of vouchers (or other similar subsidies for private education) on access to education for poor people?

Tue, 03 Apr 2012 09:39 GMT

Document Type: Protocol
Creator: Fronius, T.; Petrosino, A.; Morgan, C.

Production Year: 2012

Citation: Fronius, T.; Petrosino, A.; Morgan, C. Protocol - What is the evidence of the impact of vouchers (or other similar subsidies for private education) on access to education for poor people? EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, UK (2012) 36 pp.

Summary:

This is the protocol for a systematic review of the evidence of the impact of vouchers (or other similar subsidies for private education) on access to education for poor people. The project will assess the breadth and quality of the literature base and then synthesize all available empirical evidence of the impact of providing vouchers including, but not exclusive, to the following types: (1) conditional; (2) unconditional/unrestricted; (3) targeted; (4) follow the child (i.e., governments subsidize "schools of choice" in strict proportion to enrollment); and (5) means-tested (in which children from families below a certain income level are eligible). The impact of these studies on access to education for poor people in developing nations will be examined.

Language, culture and identity in the transition to primary school: Challenges to indigenous children's rights to education in Peru

Mon, 02 Apr 2012 06:32 GMT

Document Type: Journal Article
Creator: Ames, P.

Production Year: 2012

Citation: Ames, P. Language, culture and identity in the transition to primary school: Challenges to indigenous children's rights to education in Peru. International Journal of Educational Development (2012) 32 (3) 454-462. [DOI: 10.1016/j.ijedudev.2011.11.006]

Summary: This paper analyses a ‘critical moment’ in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.

The 1977 Universal Primary Education in Tanzania: a historical base for quantitative enquiry

Tue, 27 Mar 2012 08:16 GMT

Document Type: Journal Article
Creator: Sabates, R.; Westbrook, J.; Hernandez-Fernandez, J.

Production Year: 2012

Citation: Sabates, R.; Westbrook, J.; Hernandez-Fernandez, J. The 1977 Universal Primary Education in Tanzania: a historical base for quantitative enquiry. International Journal of Research & Method in Education (2012) : [DOI: 10.1080/1743727X.2011.609551] Available online: 22 February 2012

Summary: This study focuses on the importance of increasing women's education as a result of Universal Primary Education (UPE) and its further impact on improving children's educational access in Tanzania. The study uses data from the 2007 Demographic Health Survey (DHS) for empirical analysis and it is informed by the historical accounts of the UPE reform in 1977–1978. In particular, historical evidence is used to identify cohorts of women in the DHS data, some of whom were likely to be affected by this reform. Empirically, we analyse differences in educational access for children of different cohorts of women. Our results show clear intergenerational benefits that could be due to the UPE reform. But these benefits were not for the cohort of women directly affected by the 1977 UPE reform, but for women who received education a few years after the peak of the reform, once the system could cope with the massive increase in participation and the tradeoff between quality and quantity of education was ameliorated.

Social Justice in African Education in the Age of Globalisation

Tue, 28 Feb 2012 06:21 GMT

Document Type: Book Chapter
Creator: Tikly, L.; Dachi, H.

Production Year: 2008

Citation: Tikly, L.; Dachi, H. Social Justice in African Education in the Age of Globalisation. In: Ayers, W.; Quinn, T.; Stoval, D. (Eds.) Handbook of Social Justice and Education. Routledge, New York and London, USA (2008) 120-137. ISBN 978-0-8058-5928-7

Case study: ICT and education in Rwanda

Tue, 28 Feb 2012 06:12 GMT

Document Type: Book Chapter
Creator: Uworwabayeho, A.; Rubagiza, J.; Were, E.; Sutherland, R.

Production Year: 2009

Citation: Uworwabayeho, A.; Rubagiza, J.; Were, E.; Sutherland, R. . Case study: ICT and education in Rwanda. In: Unwin, T. (ed.) ICT4D: Information and Communication Technology for Development. Cambridge University Press, Cambridge, UK (2009) 228-229. ISBN 9780521712361

Language education in Africa: can monolingual policies work in multilingual societies?

Tue, 28 Feb 2012 05:56 GMT

Document Type: Book Chapter
Creator: Rubagumya, C.

Production Year: 0

Citation: Rubagumya, C. Language education in Africa: can monolingual policies work in multilingual societies? In: Kleifgen, J.; Bond, G.C. (eds.) The Language of Africa and the Diaspora: Educating for Language Awareness. Multilingual Matters, 48-63. ISBN 9781847691347

Globalisation and the Quest for Social Justice in African Education

Tue, 28 Feb 2012 05:42 GMT

Document Type: Book Chapter
Creator: Tikly, L.

Production Year: 2009

Citation: Tikly, L. Globalisation and the Quest for Social Justice in African Education. In: Simons, M.; Olssen, M.; Peters, M. (Eds.), Re-Reading Education Policies: a Handbook Studying the Policy Agenda of the 21st Century. Sense Publishers, (2009) 121-152. ISBN 978-90-8790-830-0 [Educational Futures: Rethinking Theory and Practice Volume 32]