DOCSLIB.ORG

CREATE Newsletter Issue 4, September 2009

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CREATE Newsletter Issue 4, September 2009 CREATE Newsletter Issue Four September 2009 Director’s Note: CREATE has continued to develop as its research programme produces an extensive portfolio of research papers, reports, and published journal articles. A special issue of Comparative Education was published in May 2009 focussing on access to education in Sub-Saharan Africa with Keith Lewin and Kwame Akyeampong as guest editors and fourteen contributors from CREATE. At the forthcoming UKFIET at New College, Oxford CREATE about 30 CREATE associates are presenting papers in different sessions including a CREATE Symposium on Tuesday the 14th of September. Members of the Consultative Advisory Group have been invited to the conference and some are giving papers. CREATE has been well represented over the last year at various events including the Commonwealth Ministers Conference, and the National Conference on Education in Ghana in April which was opened by the new Minister. In India the Secretary of the Department of School Education for all India has taken a personal interest in CREATE and opened a recent dissemination event in Madhya Pradesh, one of the CREATE case study areas. CREATE is also supporting the development of RMSA, the Government of India programme to expand access to secondary schools which complements the well established SSA. In South Africa achievement testing has been undertaken and the analysis of performance and silent exclusion will be included in a book. In Bangladesh data collection has continued and the task now is the consolidation of data on children, schools and communities into analytic reports that identify key issues within the CREATE Zones of exclusion. Many other activities have taken place at national and international level which have reached large audiences. The tasks for the next period of CREATE will focus on consolidation of key messages that can inform policy dialogue, and on dissemination events that reach out to different audiences. CREATE is pleased to welcome both Ricado Sabates and Yusuf Sayed into its team at Sussex. We also say many thanks to Elena Dennison who is leaving the programme after four years. We welcome Justine Charles into the CREATE family as her replacement. Prof Keith Lewin Director of CREATE Shireen Motala has been conducting research on fee- CREATE News free schools, with Yusuf Sayed. The South Africa team is producing a book for publication and continue to Ghana work on this. In Ghana, CRIGPEG continued with tracking of children in Savelugu-Nanton and Mfantseman Districts. India Fieldwork on child tracking has been completed in the In terms of fieldwork, CREATE staff visited Rajnandgoan district to collect Roster data in April and two districts. Household survey of children in the nd Mfantseman District was updated in March 2009. March 2009. The 2 round of competency testing and data entry in Rewa is now complete. The second The CREATE team organised a National Conference Round Child tracking data has been collected and has on Education in Ghana 19-23rd April. The Minister of been entered onto the computer. Education for Ghana was present along with other key education figures. The India team has submitted a draft of a book for publication to the Oxford University Press in India. The South Africa edited book is based on CREATE papers. In terms of ComSS fieldwork in South Africa, the team has updated the child tracking cards and carried out Bangladesh numeracy tests on learners in grade 5 and 7 in the In Bangladesh the second round of data collection for case study schools. Additional parental questionnaires the ComSS was successfully completed in July and have been carried out. data analysis is underway. The team continue to engage in policy dialogue with key stakeholders in Bangladesh. Consortium for Research on Educational Access, Transitions and Equity (CREATE) http://www.create-rpc.org Tel: 00 44 (0)1273 678464 [email protected] CREATE Newsletter Issue four SEPTEMBER 2009 Other studies Recent CREATE meetings, activities and events Work continues on case studies for CREATE’s study Conferences, Meetings and Seminars on Policy Dialogue and Policy Analysis. Case studies are taking place in Sri Lanka, India and Ghana and a The CREATE Team has been actively involved in a number of interviews have been carried out. number of conferences, meetings and activities. Further details and copies of related papers are Moses Oketch and Tony Somerset continue their available in the News and Events section of the fieldwork in Kenya. A draft paper should be available CREATE website. early next year. CREATE has been working with staff at Makutano Sri Lanka Tracer study and Household Census: Field Junction, a Kenyan-based TV soap opera to provide work in the Sinhalese village Madugalle and Muslim evidence-based story lines. Future stories will look at village Nachchaduwa has been completed. Field work issues of dropping out from school; costs of schooling in the Park tea estate has commenced. and community involvement in schooling. For further information about Makutano Junction go to: Ricardo Sabates, in collaboration with Keith Lewin and http://www.makutano.org/ Barry Reilly contracted by The BUPA Foundation to look at the relationship between education and health, Nalini Juneja and Madhumita Bandyopadhyay health and education for children. Their project attended an international conference conducted by will investigate the links between education and health SIDA and Lund University on ‘Child Rights, Classroom for children born in 1994 in Ethiopia, the state of and School Management’, in Bangkok, Thailand, 12- Andhra Pradesh in India, Peru and Vietnam using data 16th January. The conference was attended by around from the Young Lives Research Project. Research has 165 participants from 18 countries mainly from Africa, shown that years of and achievement of qualifications Latin America and Asia. Madhumita shared information are linked to better health. Similarly, research has from CREATE’s research at the sessions. shown a dual relationship between health and education, with poor health having devastating Manzoor Ahmed met with the Education Local consequences for educational attainment. But research Consultative Group (ELCG) in the DFID offices, in has failed to recognised inequalities in educational Dhaka, Bangladesh, 21 January. Manzoor made a access and its effects on child health. By using a presentation on post election government and policy unique longitudinal data from these countries, and advocacy opportunities. following the framework of zones of exclusion on educational access developed by the CREATE, they A presentation of CREATE project findings was made will investigate the impact of previous health on access by R. Govinda on 22nd January at UNICEF, New Delhi. to education and subsequent impact of educational This meeting was attended by UNICEF field office access on health outcomes. In particular, they will staff. apply multivariate regression, propensity score matching and the Oaxaca decomposition as tools to The Global Monitoring Report 2009 was launched on infer whether differential access to education is 26th Jan 2009 at the Institute of Education, London. responsible for health disparities, controlling for Members of the CREATE team were present at the previous health status. This project will gain important launch. insights into the nature of structural inequalities in educational access that are persistent both between Rashmi Diwan presented two papers based on and within countries and how these relate to CREATE findings at the National Seminar on small inequalities in health. schools in India, 4th -6th Feb 2009. This seminar took place in NUEPA, New Delhi. The titles of the papers CREATE People were: Undersized Schools and Emerging Issues: current Challenge for India; and Small Schools in Professor R Govinda is now Vice Chancellor at Rewa and Dindori districts of Madhya Pradesh: The NUEPA. He continues to work on the CREATE size and Participation Contexts. programme. Angela Little presented at the DFID teacher education Justine Charles is the new project co-ordinator for conference in Udaipur, India in February. CREATE based at Sussex. A big thank you to Elena Dennison for all her hard work and commitment over Manzoor Ahmed participated in an ‘experience sharing’ the years. meeting on challenges in public-private partnerships in education, at the BRAC centre, Dhaka. 06 March. Also Joseph Ghartey Ampiah recently became Professor present was Ms Rasheda K Choudhury (an NRG Ampiah. Congratulations. member), government officials and NGOs. Rashmi Diwan presented a paper at the International Seminar on Quality School Education for All, March 5- Consortium for Research on Educational Access, Transitions and Equity (CREATE) http://www.create-rpc.org Tel: 00 44 (0)1273 678464 [email protected] CREATE Newsletter Issue four SEPTEMBER 2009 7, IHC, New Delhi. Her paper was: Increasing Access - A meeting on ‘Discrimination and Exclusion in School Decreasing Quality: Evidence from under-resourced Education in India’ was attended by R. Govinda on 7th Schools in Rural India. April at UNICEF, New Delhi. Govinda referred CREATE project findings in his presentation. A paper by R. Govinda and Madhumita Bandyopadhyay named: School Quality and On 21 April 2009, CRIQPEG organised a one-day Phenomenon of Silent Exclusion: Access, Equity and conference at the University of Cape Coast to Participation’ was presented at the International disseminate of the key findings. This conference was Seminar on Quality School Education for All, March 5- attended by PIC members from South Africa and UK 7, IHC, New Delhi. The paper drew on CREATE as well as CAG members. This conference was research. addressed by the Pro-Vice-Chancellor of the University of Cape Coast, Prof. Haruna Yakubu. Angela Little and Keith Lewin participated in the DFID advisors and research consortia meeting in Chennai , The CREATE team organised a National Conference India in March. Present were DFID education advisors. on Education in Ghana 20-23rd April. The Minister of Education for Ghana was present along with other key R.
Load more

Recommended publications
  • EFA, the Quality Imperative and the Problem of Pedagogy
    Consortium for Research on Educational Access, Transitions and Equity Education For All, The Quality Imperative and the Problem of Pedagogy Robin Alexander CREATE PATHWAYS TO ACCESS Research Monograph No 20 April 2008 Institute of Education University of London 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 University of Sussex.
    [Show full text]
  • Enrolment Impact, Quality Effects, and the Transition to Secondary School
    Consortium for Research on Educational Access, Transitions and Equity Free Primary Education and After in Kenya: Enrolment impact, quality effects, and the transition to secondary school Moses Oketch Anthony Somerset CREATE PATHWAYS TO ACCESS Research Monograph No. 37 May 2010 University of Sussex Institute of Education, Centre for International Education University of London 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
    [Show full text]
  • Human Capital, Poverty, Educational Access and Exclusion: the Case of Ghana 1991-2006
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Consortium for Research on Educational Access, Transitions and Equity Human Capital, Poverty, Educational Access and Exclusion: The Case of Ghana 1991-2006 Caine Rolleston CREATE PATHWAYS TO ACCESS Research Monograph No. 22 January 2009 Institute of Education University of London 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
    [Show full text]
  • Alec Ian GERSHBERG, Ph.D
    Alec Ian GERSHBERG, Ph.D. University of Pennsylvania School of Arts & Sciences/Sociology Department Mail: 3718 Locust Walk, Philadelphia, PA 19104 Office: Solomon Bldg, D15, 3720 Walnut Street Ph: (215) 573-2801 Fax: (206) 600.6545 Email: [email protected] Skype: AlecGershberg Twitter: @AlecGershberg EDUCATION University of Pennsylvania, Regional Science Department Philadelphia, Pa., USA. Ph.D. awarded December 1993; M.A. Degree December 1990. Dissertation Title: "Fiscal Decentralization, Intergovernmental Relations, and Education Finance: Welfare and Efficiency Considerations in Educational Expenditures and Outcomes in Mexico" Teaching Activities: Lecturer -- Latin American Geography; Writing Fellow, university program aimed at raising the level of undergraduate writing capabilities and written work. Brown University. Providence, R.I., USA 9/82 - 5/86 B.A. degree with honors from two academic departments: 1) American Civilization Department and 2) Literature & Society Department. Selected for training as a writing instructor through Rose Writing Fellows Program. Varsity Ski Team. Honors Thesis Title: "Salvation by Technology: The first decade of Tennessee Valley Authority (TVA) rhetoric." RESEARCH & TEACHING INTERESTS Education Policy, School Governance & Accountability, Political Economy of Reform, Comparative & International Education, Systems Thinking, Economics of Education, Education Finance, International Development, Human Development, , School-to-work transition, Education & Labor Markets, Immigrant Education & Immigration
    [Show full text]
  • UK Qualification Suppliers 1 1.0 Introduction 1
    Globalisation Qualifications and in collaboration with: Livelihoods University of Chinhoyi, Zimbabwe University of Colombo, Sri Lanka University of Zhejiang, PRC Report Number 19 The Supply of UK Qualifications to Sri Lanka and Zimbabwe following Economic Liberalisation Angela W Little and Jane Evans Preface This research report is one of a series completed within the DFID-funded research project ‘Globalisation, Qualifications, Livelihoods and Youth’. The research examines the impact of globalisation on livelihoods, education and qualifications, and on the aspirations of youth for education, qualifications and livelihoods. The research arises from the need to monitor the impact of globalisation – operationalised via policies of economic liberalisation – on the access of the poorest social groups to livelihoods, education and qualifications in different country contexts. Economic liberalisation is changing the nature of the livelihood structure and the economic demand for skills and qualifications. It is also changing the types of educational and qualifications provision within specific national settings. These in turn impact on the aspirations of youth for livelihoods, education and qualifications. The realisation of those aspirations is increasingly conditioned by the ability to pay, as policies of economic liberalisation encourage private sector, market driven provision, especially at the post-primary level. This research explores the impacts of economic liberalisation on the structure and volume of livelihoods, education and qualifications on the one hand, and on the aspirations of youth, on the other. In particular it seeks to explore differential impacts of economic liberalisation on members of different social groups. The fieldwork has been undertaken mainly in Sri Lanka and Zimbabwe. A smaller study was undertaken in Zhejiang Province, China, and a study of UK suppliers of qualifications to Sri Lanka and Zimbabwe was undertaken to explore the interdependent, cross border nature of qualifications supply.
    [Show full text]
  • Learning First: a Research Agenda for Improving Learning in Low-Income Countries
    CENTER FOR UNIVERSAL EDUCATION WORKING PAPER 7 | DECEMBER 2012 Center for Universal Education at BROOKINGS LEARNING FIRST: A RESEARCH AGENDA FOR IMPROVING LEARNING IN LOW-INCOME COUNTRIES Daniel A. Wagner Katie M. Murphy Haley De Korne Center for Universal Education at BROOKINGS Daniel A. Wagner is UNESCO Chair in learning and literacy, proFessor of education, and director of the International LiteraCy Institute at the University of Pennsylvania. Katie M. Murphy is a Ph.D. stuDent in the GraDuate SChool oF EDuCation at the University of Pennsylvania. Haley De Korne is a Ph.D. stuDent in the GraDuate SChool oF EDuCation at the University of Pennsylvania. Acknowledgments The authors would like to thank the Center for Universal Education at Brookings and its staff for their gener- ous support throughout the project. In particular, we appreciated the advice and program management of Anda Adams, Xanthe Ackerman and Rebecca Winthrop. Additionally, Elena Matsui, Jenny Perlman Robinson, Lauren Greubel and Robin Forner provided organizational and editing support. We would also like to thank UNESCO’s Education Sector (including Qinq Tang, Mmantsetsa Marope, I. V. SubbaRao and Sue Grant-Lewis) for providing facilities and local leadership during our RTFL meeting in Paris. The present paper benefited from helpful critiques and inputs from friends and colleagues. First, we are grate- ful to two external reviewers, Christine Beggs and Luis Crouch; each provided in-depth and insightful comments that resulted in substantial improvements. We also thank
    [Show full text]
  • Multi-Grade Teaching - a Review of Research and Practice - Education Research Paper No
    Multi-grade teaching - A review of research and practice - Education Research Paper No. 12, 1994, 63 p. Table of Contents Angela Little January 1995 Serial No. 12 Overseas Development Administration Table of Contents Occasional papers on education Acknowledgements Chapter 1 - Multi-grade teaching: Concept and status The persistence of the multi-grade reality towards the close of the twentieth century The gap between the multi-grade reality, teacher education and curriculum assumptions Chapter 2 - Lessons from developing countries Zambia: Teacher education and support for multi-grade schools Peru: Indigenous schools Sri Lanka: Approaching multi-grade via multi-level teaching The impact system of mass primary education Conclusion Chapter 3 - Research evidence on the effects of multi-grade teaching Cognitive outcomes Non-cognitive outcomes The costs of multi-grade Chapter 4 - Implications for the practice of multi-grade teaching and further research National level Regional/district level Teacher/classroom level Bibliography Annotated bibliography Multi-grade teaching - A review of research and practice - Education Research Paper No. 12, 1994, 63 p. [Table of Contents] [Next Page] Occasional papers on education This is one of a number of Occasional Papers issued from time to time by the Education Division of the Overseas Development Administration. Each paper represents a study or piece of commissioned research on some aspect 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 produced would be of interest to a wider audience, particularly but not exclusively those whose work focuses on developing countries.
    [Show full text]
  • Access to Elementary Education in India Country Analytical Review
    Consortium for Research on Educational Access, Transitions and Equity View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Access to Elementary Education in India Country Analytical Review R. Govinda Madhumita Bandyopadhyay July 2008 National University of Educational Planning and Administration NUEPA 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
    [Show full text]
  • A Critical Analysis of the One Hundred Years of Growth and Development of Technical and Vocational Education Policy in Zimbabwe: 1890 - 1990
    A Critical Analysis of the One Hundred Years of Growth and Development of Technical and Vocational Education Policy in Zimbabwe: 1890 - 1990 BY Munyaradzi Alexander Zengeya A Thesis Presented to the Faculty of Education in Fulfillment of the Requirements of the Degree of Doctor of Philosophy Department of Adult Education University of Zimbabwe, Harare (2007) ii DEDICATION This research study is dedicated to the Zengeya family, especially my late grand parents, Sekuru Nhorito Patrick and Ambuya Mavis Manditeya; my parents Baba Tarutora Miles and Amai Jessy Mandisema; my loving wife Grace; and to my children Chipo, Beauty, Mavis, Tapiwa, Rudo, Farai, Munyaradzi, Rutendo, Tanaka and Natasha. iii ACKNOWLEDGEMENTS This research was carried over a period of eight years, from 1997 to 2004. Over this period, many people contributed in various ways to the final outcome of the thesis. Those that contributed are too many to mention here, but I would like to register my gratitude to a few. Let me start with my supervisors from the University of Zimbabwe. These were the late Professor C. E. M. Chikomba, Professor C. Nherera, Professor M. J. Matshazi (my former lecturer and mentor who gave me the first useful and informed guidance with the study), Dr. O. Mandebvu (who took over from Prof. Nherera and guided me in a manner that gave me a lot of confidence and vigor), Professor Angela Little of the University of London’s Institute of Education (who helped me search for information during my visit to London) and Professor O. Shumba (who played the most significant part in guiding me to produce the final thesis report).
    [Show full text]
  • Development Studies and Comparative Education: Context
    Comparative Education Volume36 No. 32000 pp. 279 –296 DevelopmentStudies and ComparativeEducation:contex t, content,comparisonand contributors ANGELA LITTLE ABSTRACT Thisarticle reviews ComparativeEducation over the past 20 years, explores the parallel literature of development studies, and identies future directions and challenges for comparative education. UsingParkyn (1977) as abenchmark, ananalysis ofarticles published between 1977 and 1998 suggests that onlya small proportion appear tomeet his criteria for comparative education. Parkyn’s purpose for comparative education, toincrease ourunderstanding of the relationship between education and the development of humansociety, is shared by development studies. Educational writingswithin development studies have explored the meanings ofdevelopment and underdevelopment and have raised importantquestions about the unitof analysis for comparative education. Several reasons are advanced toexplain the separate development of these literatures. The contemporary challenge of globalisationpresents fresh opportunities and challenges for both literatures. Ashared commitmentto understanding the role of education inthe globalisationprocess and the reasoned response toit could formthe heart of ashared effort inthe future. Globalisationalso highlights the need for more effective dialogue between comparative educators indifferent corners of the globe. Introduction The purposeof thisarticle is three-fold: to providea briefreview of the journal over the past 20yearsin terms of criteriait hasset for itself; to identify concepts whichhave emerged from Downloaded By: [informa internal users] At: 11:00 8 March 2010 development studies over the past20 yearswhich can contribute to and enhance comparative education; and to conclude with suggestions about the future development of the eld of comparativeeducation. Review ofthe Journal The benchmarkfor thisreview is Parkyn’ s (1977) contribution to the SpecialNumber, entitled ‘Comparative Education Researchand Development Education’ (Grant, 1977).
    [Show full text]
  • Fosterage and Access to Schooling in Savelugu-Nanton, Ghana
    Consortium for Research on Educational Access, Transitions and Equity Fosterage and Access to Schooling in Savelugu-Nanton, Ghana Caine Rolleston CREATE PATHWAYS TO ACCESS Research Monograph No. 59 March 2011 The Institute of Education University of London, UK 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 University of Sussex.
    [Show full text]
  • The Interactions Between Global Education Initiatives And
    Consortium for Research on Educational Access, Transitions and Equity The Interactions Between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia Desmond Bermingham CREATE PATHWAYS TO ACCESS Research Monograph No. 67 July 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
    [Show full text]