DOCSLIB.ORG

Primary Teacher Education in Malawi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Primary Teacher Education in Malawi 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 1 View metadata, citation and similar papers at core.ac.uk brought to you by CORE PRIMARY TEACHERprovided by Research Papers in Economics EDUCATION IN MALAWI: INSIGHTS INTO PRACTICE AND POLICY Multi-Site Teacher Education Research Project (MUSTER) Country Report Three Demis Kunje with Keith Lewin and Janet Stuart March 2003 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 2 Country Report Three - Primary Teacher Education in Malawi Educational Papers Department for International Development: Educational Papers N This is one of a series of Education Papers issued by the Policy Division of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspects of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material N produced would be of interest to a wider audience, particularly those whose work focuses on developing countries. Each paper is numbered serially, and further copies can be obtained through DFID Education Publication Despatch, PO Box 190, Sevenoaks, TN14 5EL, UK – subject to N availability. A full list appears overleaf. Although these papers are issued by DFID, the views expressed in them are entirely those of the authors and do not necessarily represent DFID’s own policies or views. Any discussion of their content should therefore be addressed to the authors and not to DFID. N Address for Correspondence Centre for International Education University of Sussex Institute of Education, N Falmer, Brighton, Sussex BN1 9RG _ UK T +44 +1273 678464 E [email protected] F +44 +1273 678568 W www.sussex.ac.uk/usie/cie N © Demis Kunje Keith Lewin and Janet Stuart March 2003 Front Cover Photograph: Janet Stuart DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 3 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.1 SCHOOL EFFECTIVENESS IN No. 7 PLANNING AND FINANCING DEVELOPING COUNTRIES: SUSTAINABLE EDUCATION t A SUMMARY OF THE SYSTEMS IN SUB-SAHARAN d RESEARCH EVIDENCE. AFRICA. D Pennycuick (1993) P Penrose (1993) e ie ISBN: 0 90250 061 9 ISBN: 0 90250 067 8 y l No. 2 EDUCATIONAL COST-BENEFIT No. 8 Not allocated C s ANALYSIS. J Hough (1993) No. 9 FACTORS AFFECTING ISBN: 0 90250 062 7 FEMALE PARTICIPATION D IN EDUCATION IN SEVEN o No.3 REDUCING THE COST OF DEVELOPING COUNTRIES. TECHNICAL AND C Brock, N Cammish (1991) VOCATIONAL EDUCATION. (revised 1997). f L Gray, M Fletcher, P Foster, M King, ISBN: 1 86192 065 2 n A M Warrender (1993) ISBN: 0 90250 063 5 No.10 USING LITERACY: A NEW APPROACH TO POST- No. 4 REPORT ON READING LITERACY METHODS. ENGLISH IN PRIMARY A Rogers (1994) Out of Print – SCHOOLS IN MALAWI. Available on CD-ROM and E Williams (1993) Out of Print – DFID website. Updated and Available on CD-Rom and reissued on No 29. DFID website No.11 EDUCATION AND TRAINING No. 5 REPORT ON READING FOR THE INFORMAL ENGLISH IN PRIMARY SECTOR. SCHOOLS IN ZAMBIA. K King, S McGrath, F Leach, E Williams (1993) Out of Print – R Carr-Hill (1994) Available on CD-Rom and ISBN: 1 86192 090 3 DFID website No.12 MULTI-GRADE TEACHING: See also No. 24, which updates and A REVIEW OF RESEARCH synthesises No’s 4 and 5. AND PRACTICE. A Little (1995) No. 6 EDUCATION AND ISBN: 0 90250 058 9 DEVELOPMENT: THE ISSUES AND THE EVIDENCE. K Lewin (1993) ISBN: 0 90250 066 X DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 4 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.13 DISTANCE EDUCATION IN No.19 GENDER, EDUCATION AND N ENGINEERING FOR DEVELOPMENT - A PARTIALLY DEVELOPING COUNTRIES. ANNOTATED AND SELECTIVE T Bilham, R Gilmour (1995) BIBLIOGRAPHY. Out of Print – Available on CD-ROM C Brock, N Cammish (1997) and DFID website. Out of Print – Available on CD-ROM and DFID website. N No.14 HEALTH & HIV/AIDS EDUCATION IN PRIMARY & No.20 CONTEXTUALISING SECONDARY SCHOOLS IN TEACHING AND LEARNING AFRICA & ASIA. IN RURAL PRIMARY E Barnett, K de Koning, SCHOOLS USING V Francis (1995) AGRICULTURAL EXPERIENCE. N ISBN: 0 90250 069 4 P Taylor, A Mulhall (Vols 1 & 2) (1997) Vol 1 ISBN: 1 861920 45 8 No. 15 LABOUR MARKET SIGNALS Vol 2 ISBN: 1 86192 050 4 & INDICATORS. N L Gray, AM Warrender, P Davies, No.21 GENDER AND SCHOOL G Hurley, C Manton (1995) Out of ACHIEVEMENT IN THE Print – Available on CD-ROM CARIBBEAN. and DFID website. P Kutnick, V Jules, A Layne (1997) ISBN: 1 86192 080 6 No.16 IN-SERVICE SUPPORT FOR A TECHNOLOGICAL APPROACH No.22 SCHOOL-BASED TO SCIENCE EDUCATION. UNDERSTANDING OF N F Lubben, R Campbell, HUMAN RIGHTS IN FOUR B Dlamini (1995) COUNTRIES: A ISBN: 0 90250 071 6 COMMONWEALTH STUDY. R Bourne, J Gundara, A Dev, No.17 ACTION RESEARCH REPORT N Ratsoma, M Rukanda, A Smith, ON “REFLECT” METHOD OF U Birthistle (1997) TEACHING LITERACY. ISBN: 1 86192 095 4 N D Archer, S Cottingham (1996) ISBN: 0 90250 072 4 No.23 GIRLS AND BASIC EDUCATION: A CULTURAL ENQUIRY. No.18 THE EDUCATION AND D Stephens (1998) TRAINING OF ARTISANS FOR ISBN: 1 86192 036 9 THE INFORMAL SECTOR IN N TANZANIA. No.24 INVESTIGATING BILINGUAL D Kent, P Mushi (1996) LITERACY: EVIDENCE FROM ISBN: 0 90250 074 0 MALAWI AND ZAMBIA. E Williams (1998) ISBN: 1 86192 041 5No.25 DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 5 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.25 PROMOTING GIRLS’ No.32 SECTOR WIDE APPROACHES Y EDUCATION IN AFRICA. TO EDUCATION. E N Swainson, S Bendera, R Gordon, M Ratcliffe, M Macrae (1999) E Kadzamira (1998) ISBN: 1 86192 131 4 ISBN: 1 86192 046 6 M No.33 DISTANCE EDUCATION No.26 GETTING BOOKS TO SCHOOL PRACTICE: TRAINING & PUPILS IN AFRICA. REWARDING AUTHORS. D Rosenberg, W Amaral, C Odini, H Perraton, C Creed (1999) T Radebe, A Sidibé (1998) ISBN: 1 86192 136 5 ISBN: 1 86192 051 2 No.34 THE EFFECTIVENESS OF . No.27 COST SHARING IN EDUCATION. TEACHER RESOURCE P Penrose (1998) CENTRE STRATEGY. ISBN: 1 86192 056 3 Ed. G Knamiller, G Fairhurst (1999) ISBN: 1 86192 141 1 No.28 VOCATIONAL EDUCATION AND TRAINING IN TANZANIA No.35 EVALUATING IMPACTS (OF AND ZIMBABWE IN THE EDUCATION PROJECTS & CONTEXT OF ECONOMIC PROGRAMMES). REFORM. Ed. V McKay, C Treffgarne (1999) P Bennell (1999) ISBN: 1 86192 191 8 ISBN: 1 86192 061 X No.36 AFRICAN JOURNALS – No.29 RE-DEFINING POST-LITERACY A SURVEY OF THEIR IN A CHANGING WORLD. USAGE IN AFRICAN A Rogers, B Maddox, J Millican, UNIVERSITY LIBRARIES. K Newell Jones, U Papen, A Alemna, V Chifwepa, A Robinson-Pant (1999) D Rosenberg (1999) ISBN: 1 86192 069 5 ISBN: 1 86192 157 8 No.30 IN SERVICE FOR TEACHER No.37 MONITORING THE DEVELOPMENT IN SUB- PERFORMANCE OF SAHARAN AFRICA. EDUCATIONAL M Monk (1999) PROGRAMMES IN ISBN: 1 86192 074 1 DEVELOPING COUNTRIES. R Carr-Hill, M Hopkins, A Riddell, No.31 PRODUCTION OF LOCALLY J Lintott (1999) GENERATED TRAINING ISBN: 1 86192 224 8No.38 MATERIALS. I Carter (1999) ISBN: 1 86192 079 2 DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 6 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.38 TOWARDS RESPONSIVE No.43 COMPUTERS IN SECONDARY N SCHOOLS – SUPPORTING SCHOOLS IN DEVELOPING BETTER SCHOOLING FOR COUNTRIES: COSTS AND DISADVANTAGED CHILDREN OTHER ISSUES. (case studies from Save the Children). A Cawthera (2001) M Molteno, K Ogadhoh, E Cain, ISBN 1 86192 418 6 B Crumpton (2000) ISBN: to be confirmed No.44 THE IMPACT OF HIV/AIDS ON THE UNIVERSITY OF No.39 PRELIMINARY BOTSWANA: DEVELOPING A INVESTIGATION OF THE COMPREHENSIVE ABUSE OF GIRLS IN STRATEGIC RESPONSE. ZIMBABWEAN JUNIOR B Chilisa, P Bennell, K Hyde (2001) SECONDARY SCHOOLS. ISBN: 1 86192 467 4 N F Leach, P Machankanja with c J Mandoga (2000) No.45 THE IMPACT OF HIV/AIDS ON ISBN: 1 86192 279 5 PRIMARY AND SECONDARY EDUCATION IN BOTSWANA: No.40 THE IMPACT OF TRAINING DEVELOPING A ON WOMEN’S MICRO- COMPREHENSIVE ENTERPRISE DEVELOPMENT STRATEGIC RESPONSE. F Leach, S Abdulla, H Appleton, P Bennell, B Chilisa, K Hyde, J el-Bushra, N Cardenas, K Kebede, A Makgothi, E Molobe, V Lewis, S Sitaram (2000) L Mpotokwane (2001) ISBN: 1 86192 284 1 ISBN: 1 86192 468 2 No.41 THE QUALITY OF LEARNING No.46 EDUCATION FOR ALL: AND TEACHING IN POLICY AND PLANNING - DEVELOPING COUNTRIES: LESSONS FROM SRI LANKA. ASSESSING LITERACY AND A Little (2003) NUMERACY IN MALAWI AND ISBN: 1 86192 552 0 SRI LANKA. D Johnson, J Hayter, No.47 REACHING THE POOR - P Broadfoot (2000) THE COSTS OF SENDING ISBN: 1 86192 313 9 CHILDREN TO SCHOOL S Boyle, A Brock, J Mace, No.42 LEARNING TO COMPETE: M Sibbons (2003) EDUCATION, TRAINING & ISBN: 1 86192 361 9 ENTERPRISE IN GHANA, KENYA & SOUTH AFRICA. D Afenyadu, K King, S McGrath, H Oketch, C Rogerson, K Visser (1999) ISBN: 1 86192 314 7 A D DFID 23862 DFID Book 49 Malawi 1/5/03 11:40 am Page 7 Country Report Three - Primary Teacher Education in Malawi Educational Papers No.48 CHILD LABOUR AND ITS Other DFID Educational Studies Also Available: IMPACT ON CHILDREN’S ACCESS TO AND REDRESSING GENDER INEQUALITIES IN PARTICIPATION IN PRIMARY EDUCATION.
Load more

Recommended publications
  • INITIAL PRIMARY TEACHER EDUCATION in LESOTHO Multi-Site Teacher Education Research Project (MUSTER) Country Report Two
    23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 1 INITIAL PRIMARY TEACHER EDUCATION IN LESOTHO Multi-Site Teacher Education Research Project (MUSTER) Country Report Two J. Pulane Lefoka with E. Molapi Sebatane March 2003 23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 2 Country Report Two - Initial Primary Teacher Education in Lesotho Educational Papers Department for International Development: Educational Papers N This is one of a series of Education Papers issued by the Policy Division of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspects of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material N produced would be of interest to a wider audience, particularly those whose work focuses on developing countries. Each paper is numbered serially, and further copies can be obtained through DFID Education Publication Despatch, PO Box 190, Sevenoaks, TN14 5EL, UK – subject to N availability. A full list appears overleaf. Although these papers are issued by DFID, the views expressed in them are entirely those of the authors and do not necessarily represent DFID’s own policies or views. Any discussion of their content should therefore be addressed to the authors and not to DFID. N Address for Correspondence Centre for International Education University of Sussex Institute of Education, N Falmer, Brighton, Sussex BN1 9RG _ UK T +44 +1273 678464 E [email protected] F +44 +1273 678568 W www.sussex.ac.uk/usie/cie N © Keith M Lewin and Janet S Stuart March 2003 Front Cover Photograph: Janet Stuart DFID 23862 DFID Book 49 Lesotho 1/5/03 11:21 am Page 3 Country Report Two - Initial Primary Teacher Education in Lesotho Educational Papers No.1 SCHOOL EFFECTIVENESS IN No.
    [Show full text]
  • Creating a Research Agenda
    Consortium for Research on Educational Access, Transitions and Equity Improving Access, Equity and Transitions in Education: Creating a Research Agenda Keith M. Lewin CREATE PATHWAYS TO ACCESS Research Monograph No 1 June 2007 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the
    [Show full text]
  • Age in Grade Congruence and Progression in Basic Education in Bangladesh
    Consortium for Research on Educational Access, Transitions and Equity Age in Grade Congruence and Progression in Basic Education in Bangladesh Altaf Hossain CREATE PATHWAYS TO ACCESS Research Monograph No. 48 October 2010 Institute of Education and Development, BRAC University, Dhaka, Bangladesh The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education
    [Show full text]
  • Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa Africa Human Development Series
    WB56_SEIA_FM.qxd 1/24/08 8:15 PM Page i WORLD BANK WORKING PAPER NO. 136 Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa Africa Human Development Series Keith M. Lewin THE WORLD BANK Washington, D.C. WB56_SEIA_FM.qxd 1/24/08 8:15 PM Page ii Copyright © 2008 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, N.W. Washington, D.C. 20433, U.S.A. All rights reserved Manufactured in the United States of America First Printing: January 2008 printed on recycled paper 1 2 3 4 5 11 10 09 08 World Bank Working Papers are published to communicate the results of the Bank’s work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally-edited texts. Some sources cited in this paper may be informal documents that are not readily available. The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the International Bank for Reconstruction and Development/The World Bank and its affiliated organizations, or those of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank of the legal status of any territory or the endorsement or acceptance of such boundaries.
    [Show full text]
  • Making Rights Realities Does Privatising Educational Services For
    Making Rights Realities Does Privatising Educational Services for the Poor Make Sense? Keith M Lewin [email protected] Centre for International Education, University of Sussex Paper Presented at the Conference on The Impact of Privatization and Marketization on the Education of Disadvantaged Children University of Illinois at Urbana-Champaign1. Introduction Over the last decade there has been a growing interest in the role that for-profit private providers of educational services can play in universalising access to basic education in low income countries. The mechanisms suggested include promoting "low cost private schools for the poor" and supporting the public financing of privately managed schools using vouchers. Neither offers a panacea to complex problems and there is much special pleading. This paper makes the case for continued emphasis on public financing and provision of basic education to promote equitable development. In so doing it accepts that private interests can and do have do have roles to play in educational development in low-income countries. However, there are limits of capacity, motivation, and financing that mean that the provider of last resort will always be public in all but the most fragile states, and that the access to education of the poorest will be best served by public investments that prioritise equity and are directed at redressing imbalances and since social justice. This paper2 sets the scene for the debates about whether private schools for the poor make sense. The first section defines terms to reduce the ambiguities inherent in debates around privatisation. Its concern is with low price schools rather than low cost schools since this is what determines if they are accessible to the poor.
    [Show full text]
  • Consortium for Research on Educational Access, Transitions and Equity the Role of Maternal Education During Educational Expansio
    Consortium for Research on Educational Access, Transitions and Equity The Role of Maternal Education During Educational Expansion for Children in Sub-Saharan Africa Ricardo Sabates Jimena Hernandez Fernandez Keith M Lewin CREATE PATHWAYS TO ACCESS Research Monograph No. 64 May 2011 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of
    [Show full text]
  • Poverty, Equity and Access to Education in Bangladesh
    Consortium for Research on Educational Access, Transitions and Equity Poverty, Equity and Access to Education in Bangladesh Altaf Hossain Benjamin Zeitlyn CREATE PATHWAYS TO ACCESS Research Monograph No. 51 December 2010 University of Sussex Institute of Education and Development, Centre for International Education BRAC University, Dhaka, Bangladesh The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead
    [Show full text]
  • Improving Access, Equity and Transitions in Education: Creating a Research Agenda
    Consortium for Research on Educational Access, Transitions and Equity Improving Access, Equity and Transitions in Education: Creating a Research Agenda Keith M. Lewin CREATE PATHWAYS TO ACCESS Research Monograph No 1 June 2007 University of Sussex Centre for International Education The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the
    [Show full text]
  • The Sustainable Development Goals for Education; Commonwealth Perspectives and Opportunities Keith M Lewin
    The Sustainable Development Goals for Education; Commonwealth Perspectives and Opportunities Keith M Lewin List of Contents Introduction ......................................................................................................................................................... 2 Education in the Commonwealth ................................................................................................................. 2 Demography and Economy .................................................................................................................................... 2 Enrolments .................................................................................................................................................................... 3 Higher Education ........................................................................................................................................................ 5 Teachers ......................................................................................................................................................................... 6 Location .......................................................................................................................................................................... 7 Curriculum issues ....................................................................................................................................................... 7 Financing .......................................................................................................................................................................
    [Show full text]
  • First Regional Conference on Secondary Education in Africa (SEIA) Held in Kampala, Uganda, June 9−13, 2003
    First Regional Conference on Secondary Education in Africa (SEIA) Held in Kampala, Uganda, June 9−13, 2003 Table of Contents First Regional Conference on Secondary Education in Africa (SEIA) Held in Kampala, Uganda, June 9−13, 2003..........................................................................................................................................................1 Preface (Birger Fredriksen)....................................................................................................................1 Acknowledgements.................................................................................................................................3 Abbreviations and acronyms..................................................................................................................4 Introduction (Jacob Bregman)................................................................................................................5 Executive Summary................................................................................................................................8 CHAPTER 1: Organization of the SEIA conference.............................................................................12 CHAPTER 2: Key issues and challenges in secondary education in Africa.........................................16 CHAPTER 3: International trends in secondary education reform.......................................................19 CHAPTER 4: Envisioning secondary education in Africa: What kind of education and for what?........21
    [Show full text]
  • Toward Universal Learning: a Global Framework for Measuring Learning Is the Second in a Series of Three Reports from the Learning Metrics Task Force
    Toward Universal Learning A Global Framework for Measuring Learning 2 Report No. 2 of 3 Learning Metrics Task Force July 2013 2 Toward Universal Learning A Global Framework for Measuring Learning Toward Universal Learning: A Global Framework for Measuring Learning is the second in a series of three reports from the Learning Metrics Task Force. The first report was focused on identifying what learning is important for all children and youth (Toward Universal Learning: What Every Child Should Learn), and a third report will address how the measurement of learning can be implemented to improve education quality. This report represents the collaborative work of the Learning Metrics Task Force’s members and their organiza- tions, a technical working group convened by the task force’s Secretariat, and more than 600 individuals around the world who provided feedback on the recommendations. The members of the Measures and Methods Working Group who wrote the report are listed below. About the Learning Metrics Task Force The UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution have joined efforts to convene the Learning Metrics Task Force. The overarching objective of the project is to catalyze a shift in the global conversation on education from a focus on access to access plus learning. Based on recommendations from technical working groups and input from broad global consultations, the task force works to ensure that learn- ing becomes a central component of the post-2015 global development agenda and to make recommendations for common goals to improve learning opportunities and outcomes for children and youth worldwide.
    [Show full text]
  • Post-2015 Ministerial Working Group Commonwealth Keith Lewin FINAL
    Commonwealth Ministerial Working Group on the Post-2015 Development Framework for Education Marlborough House, 12-13 December 2012 Commonwealth Recommendations for the Post-2015 Development Framework for Education BACKGROUND PAPER Commonwealth Ministerial Working Group on the Post-2015 Development Framework for Education Printed and published by the Commonwealth Secretariat, December 2012 The Commonwealth Secretariat gratefully acknowledges the assistance provided by many individuals, especially the contributions of Professor Keith Lewin. For more information please contact: Jonathan Penson Adviser (Education) [email protected] Social Transformation Programmes Division Education Section Commonwealth Secretariat Marlborough House Pall Mall London SW1Y 5HX [email protected] www.thecommonwealth.org Contents 1. Introduction .......................................................................................................................... 5 1.1 Background .................................................................................................................. 5 1.2 Outline of the paper ..................................................................................................... 5 2. The Commonwealth perspective ........................................................................................... 7 3. The changed development context ....................................................................................... 8 4. Strengths and weaknesses of the current framework .........................................................
    [Show full text]