@article{alquhtani_spatial_2022, title = {Spatial distribution of public elementary schools: a case study of {Najran}, {Saudi} {Arabia}}, issn = {1346-7581, 1347-2852}, shorttitle = {Spatial distribution of public elementary schools}, url = {https://www.tandfonline.com/doi/full/10.1080/13467581.2022.2049277}, doi = {10.1080/13467581.2022.2049277}, language = {en}, urldate = {2022-09-02}, journal = {Journal of Asian Architecture and Building Engineering}, author = {AlQuhtani, Saad}, month = apr, year = {2022}, pages = {1--21}, } @incollection{bedasso_feeding_2022, address = {Washington, D.C.}, title = {Feeding kids may look expensive by standard value-for-money metrics, but it promotes equity in outcomes beyond just test scores.}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, booktitle = {Schooling for all: {Feasible} strategies to achieve universal education}, publisher = {Center for Global Development}, author = {Bedasso, Biniam}, editor = {Sandefur, Justin}, year = {2022}, pages = {36--48}, } @incollection{crawfurd_experience_2022, address = {Washington, D.C.}, title = {The experience of free primary education shows how free secondary education could work - but it requires more than a stroke of a pen.}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, booktitle = {Schooling for all: {Feasible} strategies to achieve universal education}, publisher = {Center for Global Development}, author = {Crawfurd, Lee and Ali, Aisha}, editor = {Sandefur, Justin}, year = {2022}, pages = {55--73}, } @incollection{crawfurd_many_2022, address = {Washington, D.C.}, title = {Many cost-effective education programs suffer implementation failures and political resistance when scaled up in government systems. {But} not all.}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, booktitle = {Schooling for all: {Feasible} strategies to achieve universal education}, publisher = {Center for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Sandefur, Justin}, editor = {Sandefur, Justin}, year = {2022}, pages = {11--31}, } @article{kyereko_understanding_2022, title = {Understanding grade repetition from the perspectives of teachers and principals in basic schools in {Ghana}}, volume = {93}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059322000839}, doi = {10.1016/j.ijedudev.2022.102633}, language = {en}, urldate = {2022-09-15}, journal = {International Journal of Educational Development}, author = {Kyereko, Daniel Owusu and Smith, William C. and Hlovor, Ishmael and Keney, Gabriel}, year = {2022}, pages = {102633}, } @book{sandefur_schooling_2022, address = {Washington, D.C.}, title = {Schooling for all: {Feasible} strategies to achieve universal education}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, publisher = {Center for Global Development}, editor = {Sandefur, Justin}, year = {2022}, } @article{varghese_impact_2022, title = {Impact of the right to education on school enrolment of children with disabilities: {Evidence} from {India}}, url = {https://www.wider.unu.edu/sites/default/files/Publications/Working-paper/PDF/wp2022-91-impact-of-the-right-to-education-on-school-enrolment.pdf}, number = {2022/91}, journal = {WIDER Working Paper}, author = {Varghese, Vinitha Rachel}, year = {2022}, } @misc{noauthor_teacher_2021, title = {Teacher recruitment and deployment}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teacher-recruitment-and-deployment}, journal = {IIEP-UNESCO Learning Portal}, month = sep, year = {2021}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Financial constraints in paying teachers, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @misc{iiep-unesco_advanced_2021, title = {Advanced {Training} {Programme} ({ATP}): a professionally oriented programme}, shorttitle = {Advanced {Training} {Programme} ({ATP})}, url = {http://www.iiep.unesco.org/en/advanced-training-programme-atp-professionally-oriented-programme-1757}, language = {en}, urldate = {2021-09-12}, journal = {Our Expertise, Training.}, author = {{IIEP-UNESCO}}, month = sep, year = {2021}, } @misc{sustainable_development_solutions_network_sdgs_2021, title = {{SDGs} {Today} {Launches} {My} {School} {Today}!}, url = {https://www.unsdsn.org/post-title9ac13d96}, abstract = {SDGs Today recently launched their My School Today! call to action, meant to support students and local communities to geo-reference their schools and education facilities as part of an effort to promote timely information on school locations in Africa}, language = {en}, urldate = {2022-09-08}, journal = {Sustainable Development Solutions Network: A global initiative for the United Nations}, author = {{Sustainable Development Solutions Network}}, month = jul, year = {2021}, } @misc{iiep-unesco_information_2021, title = {Information and communication technology ({ICT}) in education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/information-and-communication-technology-ict-in-education}, urldate = {2022-08-10}, journal = {IIEP-UNESCO Learning Portal}, author = {IIEP-UNESCO}, month = jul, year = {2021}, } @misc{noauthor_brief_2021, title = {Brief 4: {Pre}-service teacher preparation}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/pre-service-teacher-preparation}, journal = {IIEP-UNESCO Learning Portal}, month = jan, year = {2021}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @misc{iiep-unesco_brief_2021, title = {Brief 2: {The} physical school environment.}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/schools-and-classrooms/the-physical-school-environment}, language = {en}, journal = {IIEP-UNESCO Learning Portal}, author = {IIEP-UNESCO}, month = jan, year = {2021}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @misc{iiep-unesco_psycho-social_2021, title = {The psycho-social school environment}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/the-psychosocial-school-environment}, language = {en}, journal = {IIEP UNESCO Learning Portal}, author = {IIEP-UNESCO}, month = jan, year = {2021}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @misc{iiep-unesco_learning_portal_brief_2021, title = {Brief 5: {Formative} assessment in the classroom and school}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/schools-and-classrooms/formative-assessment-in-the-classroom-and}, language = {en}, author = {{IIEP-UNESCO Learning Portal}}, month = jan, year = {2021}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @incollection{al-samarrai_financing_2021, address = {Cambridge, UK}, series = {Learning at the {Bottom} of the {Pyramid}}, title = {Financing {Education} at the {Bottom} of the {Pyramid}}, volume = {2}, isbn = {978-1-80064-202-7}, url = {https://books.openbookpublishers.com/10.11647/obp.0256.pdf}, booktitle = {Learning, marginalization, and improving the quality of education in low-income countries}, publisher = {Open Book Publishers}, author = {Al-Samarrai, Samer and Benveniste, Luis}, editor = {Wagner, Daniel A. and Castillo, Nathan M. and Suzanne, Grant Lewis}, year = {2021}, keywords = {Comparative education, Cross-cultural studies, Developing countries, Educational equalization}, } @article{crawfurd_accounting_2021, title = {Accounting for repetition and dropout in contemporaneous cross-section learning profiles: {Evidence} from {Rwanda}}, volume = {85}, issn = {07380593}, shorttitle = {Accounting for repetition and dropout in contemporaneous cross-section learning profiles}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059321000961}, doi = {10.1016/j.ijedudev.2021.102443}, language = {en}, urldate = {2022-09-15}, journal = {International Journal of Educational Development}, author = {Crawfurd, Lee}, month = sep, year = {2021}, pages = {102443}, } @misc{eige_european_institute_for_gender_equality_gender_2021, title = {gender roles}, url = {https://eige.europa.eu/thesaurus/terms/1209}, author = {{EIGE (European Institute for Gender Equality)}}, year = {2021}, } @misc{eige_european_institute_for_gender_equality_gender-sensitive_2021, title = {gender-sensitive language}, url = {https://eige.europa.eu/thesaurus/terms/1215}, author = {{EIGE (European Institute for Gender Equality)}}, year = {2021}, } @techreport{gagnon_geographically_2021, address = {Paris}, type = {{IIEP} {Technical} {Note}}, title = {Geographically weighted regressions for prioritizing educational planning, policies, and interventions}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380202/PDF/380202eng.pdf.multi}, institution = {IIEP-UNESCO}, author = {Gagnon, Amélie and Vargas Mesa, Germán}, year = {2021}, } @techreport{global_education_monitoring_report_team_how_2021, address = {Paris}, type = {Policy {Paper}}, title = {How committed? {Unlocking} financing for equity in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375326?posInSet=1&queryId=9c2eaeaa-81d8-4e3e-9b30-b75461b55743}, number = {44}, institution = {UNESCO}, author = {{Global Education Monitoring Report Team}}, year = {2021}, } @article{gore_improving_2021, title = {Improving student achievement through professional development: {Results} from a randomised controlled trial of {Quality} {Teaching} {Rounds}}, volume = {101}, issn = {0742051X}, shorttitle = {Improving student achievement through professional development}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X21000214}, doi = {10.1016/j.tate.2021.103297}, language = {en}, urldate = {2021-09-15}, journal = {Teaching and Teacher Education}, author = {Gore, Jennifer M and Miller, Andrew and Fray, Leanne and Harris, Jess and Prieto, Elena}, month = may, year = {2021}, pages = {103297}, } @misc{iiep-unesco_brief_2021, title = {Brief 5: {Supporting} in-service teachers}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/supporting-in-service-teachers}, journal = {IIEP-UNESCO Learning Portal}, author = {IIEP-UNESCO}, year = {2021}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @misc{iiep-unesco_information_2021, title = {Information and communication technology ({ICT}) in education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/information-and-communication-technology-ict-in-education}, language = {en}, urldate = {2022-09-15}, journal = {Learning Portal}, author = {{IIEP-UNESCO}}, year = {2021}, } @misc{iiep-unesco_quality_2021, title = {Quality and learning indicators}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/quality-and-learning-indicators}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO}}, year = {2021}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @misc{iiep-unesco_teacher_2021, title = {Teacher recruitment and deployment}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/teacher-recruitment-and-deployment}, urldate = {2021-08-04}, journal = {Learning Portal}, author = {{IIEP-UNESCO}}, year = {2021}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{iiep-unesco_learning_portal_learning_2021, title = {Learning and teaching materials}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/learning-and-teaching-materials}, urldate = {2021-05-16}, journal = {IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO Learning Portal}}, year = {2021}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @incollection{iiep-unesco_chapter_2021, title = {Chapter 11: {Inclusive} {Education} for {Children} with {Disabilities}}, isbn = {978-92-806-5214-7}, shorttitle = {Education sector analysis}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000377738?posInSet=2&queryId=8708acfc-c945-4203-a3d4-98467fda7606}, language = {English}, urldate = {2021-09-14}, booktitle = {Education sector analysis: methodological guidelines {Volume} 3}, publisher = {UNESCO; UNICEF; Global Partnership for Education; (UK) Foreign, Commonwealth \& Development Office}, author = {{IIEP-UNESCO} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2021}, note = {OCLC: 1257270829}, } @book{iiep-unesco_education_2021, title = {Education sector analysis: methodological guidelines {Volume} 3}, isbn = {978-92-806-5214-7}, shorttitle = {Education sector analysis}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000377738?posInSet=2&queryId=8708acfc-c945-4203-a3d4-98467fda7606}, language = {English}, urldate = {2021-09-14}, publisher = {UNESCO; UNICEF; Global Partnership for Education; (UK) Foreign, Commonwealth \& Development Office}, author = {{IIEP-UNESCO} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2021}, note = {OCLC: 1257270829}, } @misc{inclusion_international_faqs_2021, title = {{FAQs} – {Frequently} {Asked} {Questions}: {Questions} {You} {Have} {About} {Inclusive} {Education} {But} {Didn}’t {Know} {Whom} {To} {Ask}}, url = {https://inclusion-international.org/catalyst-for-inclusive-education/faq/}, abstract = {Descarga las preguntas en español Frequently Asked Questions: Questions You Have About Inclusive Education But Didn’t Know Whom To Ask Inclusion International is often asked what we mean by “inclusive education”. Here are the most common questions from our members together with our responses. The responses are based on the …}, language = {en-US}, urldate = {2021-04-13}, author = {{Inclusion International}}, year = {2021}, keywords = {Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @incollection{ordu_role_2021, address = {Sofia}, edition = {Bulgarian Comparative Education Society}, series = {{BCES} {Conference} {Books}}, title = {The role of teaching and learning aids/methods in a changing world}, volume = {19}, isbn = {978-619-7326-11-6}, url = {https://files.eric.ed.gov/fulltext/ED613989.pdf}, booktitle = {New challenges to education: {Lessons} from around the world}, author = {Ordu, Uchechi Bel-Ann}, year = {2021}, pages = {210--216}, } @techreport{poisson_developing_2021, address = {Paris}, title = {Developing open school data policies: basic principles}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378493?posInSet=1&queryId=7601ee48-ac5a-4342-a15e-31ecf1165802}, institution = {IIEP-UNESCO}, author = {Poisson, Muriel}, year = {2021}, } @article{poisson_open_2021, title = {Open budgeting: an illustrative form of open government in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378373/PDF/378373eng.pdf.multi}, number = {2}, journal = {IIEP Policy Brief}, author = {Poisson, Muriel}, year = {2021}, } @book{poisson_open_2021, address = {Paris}, title = {Open school data: what planners need to know}, isbn = {978-92-803-1446-5}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000376705?posInSet=2&queryId=7601ee48-ac5a-4342-a15e-31ecf1165802}, publisher = {IIEP-UNESCO}, author = {Poisson, Muriel}, year = {2021}, } @article{popova_teacher_2021, title = {Teacher {Professional} {Development} around the {World}: {The} {Gap} between {Evidence} and {Practice}}, url = {https://academic.oup.com/wbro/advance-article/doi/10.1093/wbro/lkab006/6292021#259967551}, doi = {10.1093/wbro/lkab006}, journal = {The World Bank Research Observer}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, year = {2021}, } @misc{uis-unesco_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/}, urldate = {2021-04-09}, author = {{UIS-UNESCO}}, year = {2021}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Grade repetition, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{young_lives_i_2020, address = {Oxford}, type = {Policy {Brief}}, title = {"{I} have dropped out three times": {Why} young people in {Ethiopia} often repeat years in school}, url = {https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-PolicyBrief-38-Nov20.pdf}, number = {38}, institution = {Young Lives}, author = {{Young Lives}}, month = dec, year = {2020}, } @misc{ferhat_educational_2020, title = {Educational decentralization in {Europe}}, isbn = {2677-6588}, url = {https://ehne.fr/en/node/14096}, journal = {Encyclopédie d'histoire numérique de l'Europe}, author = {Ferhat, Ismail}, month = jun, year = {2020}, } @techreport{agarwal_school_2020, address = {Paris}, title = {School accessibility and universal design in school infrastructure}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373656/PDF/373656eng.pdf.multi}, institution = {UNESCO}, author = {Agarwal, Anjlee}, year = {2020}, } @techreport{agarwal_school_2020, type = {Paper commissioned for the 2020 {Global} {Education} {Monitoring} {Report} "{Inclusion} and education"}, title = {School accessibility and universal design in school infrastructure}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373656/PDF/373656eng.pdf.multi}, number = {ED/GEMR/MRT/2020/P1/2}, institution = {UNESCO}, author = {Agarwal, Anjlee}, year = {2020}, } @article{brussino_mapping_2020, title = {Mapping policy approaches and practices for the inclusion of students with special education needs}, url = {https://www.oecd-ilibrary.org/docserver/600fbad5-en.pdf?expires=1663054383&id=id&accname=guest&checksum=5619AF1C522AE85367AE9EC02B3D3804}, doi = {https://dx.doi.org/10.1787/600fbad5-en}, number = {227}, journal = {OECD Education Working Papers}, author = {Brussino, Ottavia}, year = {2020}, note = {Unclassified}, } @techreport{global_education_monitoring_report_team_inclusive_2020, address = {Paris}, type = {Policy {Paper}}, title = {Inclusive teaching: preparing all teachers to teach all students}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374447?posInSet=6&queryId=3ce6cc2e-55a8-46dc-b655-d58e3b9c041f}, number = {43}, institution = {UNESCO}, author = {{Global Education Monitoring Report Team} and {International Task Force on Teachers for Education 2030}}, year = {2020}, } @book{glover_educational_2020, address = {London}, edition = {2nd ed.}, title = {Educational {Resource} {Management}: {An} international perspective}, isbn = {978-1-78735-838-6 978-1-78735-839-3 978-1-78735-840-9 978-1-78735-841-6 978-1-78735-842-3}, shorttitle = {Education {Resource} {Management}}, url = {https://www.jstor.org/stable/j.ctv17ppc2t.7?seq=13#metadata_info_tab_contents}, abstract = {The management of resources is a central duty for school and college leaders, but one for which they are often under-prepared. Good, contextual information and guidance are vital, especially as increased marketisation, international comparison and decentralised governance put additional pressure on leaders to manage their resources astutely. This second edition of Educational Resource Management: An International Perspective is an updated guide to all aspects of this key responsibility and how they are applied in today's real-world situations across the globe. Following a detailed overview of funding and resource management in public and private provision, the book looks at the criteria by which the effectiveness, efficiency and equity of the management of educational resources may be judged. It goes on to explore cost structures, budgets and the principles of asset management, all illustrated through case studies that draw on practitioner experiences and the authors' observations in a range of national contexts. Concluding with a review of current tensions in educational resource management and pointers towards further study, the book is a succinct yet comprehensive guide for school and college leaders. It will be essential reading for those studying the subject as part of Masters and Professional Doctorate qualifications.}, language = {English}, urldate = {2022-08-19}, publisher = {UCL Press}, author = {Glover, Derek and Levačić, Rosalind}, year = {2020}, note = {OCLC: 1302654837}, } @incollection{glover_allocation_2020, address = {London}, edition = {2nd ed.}, title = {The allocation of public finance to education}, isbn = {978-1-78735-838-6 978-1-78735-839-3 978-1-78735-840-9 978-1-78735-841-6 978-1-78735-842-3}, url = {https://www.jstor.org/stable/j.ctv17ppc2t.7?seq=13#metadata_info_tab_contents}, abstract = {The management of resources is a central duty for school and college leaders, but one for which they are often under-prepared. Good, contextual information and guidance are vital, especially as increased marketisation, international comparison and decentralised governance put additional pressure on leaders to manage their resources astutely. This second edition of Educational Resource Management: An International Perspective is an updated guide to all aspects of this key responsibility and how they are applied in today's real-world situations across the globe. Following a detailed overview of funding and resource management in public and private provision, the book looks at the criteria by which the effectiveness, efficiency and equity of the management of educational resources may be judged. It goes on to explore cost structures, budgets and the principles of asset management, all illustrated through case studies that draw on practitioner experiences and the authors' observations in a range of national contexts. Concluding with a review of current tensions in educational resource management and pointers towards further study, the book is a succinct yet comprehensive guide for school and college leaders. It will be essential reading for those studying the subject as part of Masters and Professional Doctorate qualifications.}, language = {English}, urldate = {2022-08-19}, booktitle = {Educational {Resource} {Management}: {An} international perspective}, publisher = {UCL Press}, author = {Glover, Derek and Levačić, Rosalind}, year = {2020}, note = {OCLC: 1302654837}, } @misc{glsen_gay_lesbian_and_straight_education_network_model_2020, title = {Model {District} {Anti}-{Bullying} \& {Harassment} {Policy}: {Ensuring} {Safe} and {Effective} {Schools} for {All}}, url = {https://www.glsen.org/sites/default/files/2020-06/Model%20Policy%20-%20School%204.12.13_0.pdf}, language = {en}, publisher = {GLSEN}, author = {{GLSEN (Gay, Lesbian and Straight Education Network)}}, year = {2020}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @techreport{hunt_inclusive_2020, type = {Background paper prepared for the 2020 {Global} {Education} {Monitoring} {Report} "{Inclusion} and education"}, title = {Inclusive education: {Children} with disabilities}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373662/PDF/373662eng.pdf.multi}, number = {ED/GEMR/MRT/2020/P1/7}, author = {Hunt, Paula Frederica}, year = {2020}, } @book{huss_open_2020, address = {Paris}, title = {Open government in education: clarifying concepts and mapping initiatives}, isbn = {978-92-803-1337-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373142?posInSet=1&queryId=7601ee48-ac5a-4342-a15e-31ecf1165802}, publisher = {UNESCO}, author = {Huss, Oksana and Keudel, Oleksandra}, year = {2020}, } @article{kongnyuy_delegation_2020, title = {Delegation of authority as a tool for effective secondary school management in the {North} {West} region of {Cameroon}}, volume = {3}, issn = {2581-5148}, url = {https://ijessr.com/uploads2020/ijessr_03_379.pdf}, number = {6}, journal = {International Journal of Education and Social Science Research}, author = {Kongnyuy, Patrick}, year = {2020}, pages = {271--281}, } @misc{logsdon_how_2020, title = {How {Do} {Communication} {Boards} {Help} {Children}?}, url = {https://www.verywellfamily.com/what-is-a-communication-board-2161739}, language = {en}, journal = {verywellfamily-Special Needs Kids}, author = {Logsdon, Ann}, year = {2020}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{mekonnen_gender-responsive_2020, address = {Addis-Abeba}, title = {Gender-responsive education: toolkit for teachers, teacher educators, school managers and curriculum developers in {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375869?posInSet=4&queryId=e5cd0dec-6f26-4664-b3db-f61b6c78cfcb}, institution = {UNESCO-IICBA (UNESCO International Institute for Capacity Building in Africa)}, author = {Mekonnen, Dawit and Cherinet, Haregewoin}, year = {2020}, } @inproceedings{unesco_final_2020, address = {Paris}, title = {Final report of the {International} {Forum} on {Inclusion} and {Equity} in {Education} – {Every} learner matters, {Cali}, {Colombia}, 11-13 {September} 2019}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372651?posInSet=3&queryId=e116222f-43b9-4fdb-84eb-353c4948aaa2}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2020}, } @book{unesco_inclusion_2020, address = {Paris}, series = {Global {Education} {Monitoring} {Report}}, title = {Inclusion and education: all means all}, isbn = {978-92-3-100388-2}, shorttitle = {Inclusion and education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718?posInSet=5&queryId=e9ba7d33-6a56-4dd8-9b68-83692551fe1c}, language = {English}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {OCLC: 1257554000}, } @book{unesco_role_2020, address = {Paris}, title = {The role of education management information systems in supporting progress towards {SDG} 4: recent trends and international experiences}, isbn = {978-92-3-100405-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374542?posInSet=41&queryId=bebd8d3c-f3fa-4a57-9c93-9925036a5145}, publisher = {UNESCO}, author = {{UNESCO} and {GPE (Global Partnership for Education)}}, year = {2020}, } @misc{ramadan_5_2019, title = {The 5 {Key} {Criteria} {To} {Create} {Effective} {Teaching} {Aids} {For} {The} {Classroom}}, url = {https://elttguide.com/the-5-key-criteria-to-create-effective-teaching-aids-for-the-classroom/}, abstract = {Criteria to create effective teaching aids for the classroom: The top qualities of the most effective teaching aids that enable students to benefit from them.}, language = {en-US}, urldate = {2022-08-10}, journal = {elttguide.com}, author = {Ramadan, Mohamed}, month = dec, year = {2019}, } @misc{dcruz_enrolling_2019, title = {Enrolling {Students} with {Disabilities}: {Getting} it {Right}!}, shorttitle = {Enrolling {Students} with {Disabilities}}, url = {https://www.schoolgovernance.net.au/news/enrolling-students-with-disabilities-getting-it-right}, abstract = {Choosing not to enrol children with disabilities has been identified as an issue in some Australian schools. Do schools really have the ability to prevent a child being enrolled purely because they have a disability? Is this not discriminatory behaviour?}, language = {en-au}, urldate = {2022-09-09}, journal = {School Governance by Complispace}, author = {D'cruz, Craig}, month = nov, year = {2019}, } @misc{karakoski_reform_2019, address = {Helsinki}, title = {The {Reform} of {Education} for {Students} with {Special} {Educational} {Needs} in {South} {Eastern} {Europe}: {Lessons} and {Experiences} from {Finland}’s {Bilateral} {Support}}, copyright = {Ministry for Foreign Affairs}, url = {https://www.oecd.org/finland/38665264.pdf}, abstract = {On occasions, high drop-out and repetition rates in students can be traced back to issues of low academic level related to teachers.}, language = {English}, urldate = {2021-04-13}, author = {Karakoski, Jussi}, month = sep, year = {2019}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @misc{singal_disability_2019, title = {Disability {Data} {For} {Effective} {Policy} {Design}: {Reflections} {From} {The} {TEACH} {Project} {In} {Pakistan}}, url = {https://www.washingtongroup-disability.com/wg-blog/disability-data-for-effective-policy-design-reflections-from-the-teach-project-in-pakistan-92/}, language = {en}, journal = {Washington Group}, author = {Singal, Nidhi and Malik, Rabea}, month = aug, year = {2019}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @misc{childcare_using_2019, title = {Using {Learning} {Centers} in {Child} {Care}}, url = {https://childcare.extension.org/using-learning-centers-in-child-care/}, urldate = {2021-05-14}, journal = {Extension Alliance for Better Child Care}, author = {{Childcare}}, month = aug, year = {2019}, keywords = {Availability of final grades, Drop-out/Push-out, School completion}, } @article{noauthor_delhi_2019, address = {India}, title = {Delhi govt asks schools to allow random police checks in their premises}, url = {https://theprint.in/india/governance/delhi-govt-asks-schools-to-allow-random-police-checks-in-their-premises/268972/}, journal = {The Print}, month = jul, year = {2019}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @misc{iiep-unesco_webinar_2019, title = {Webinar: {The} use of learning assessment data: what have we learnt so far?}, shorttitle = {Webinar}, url = {https://www.youtube.com/watch?v=JUB94glBuAU}, abstract = {PRESENTERS: - Ieva Raudonyte, Research and Development Team, UNESCO-IIEP - Davide Ruscelli, Teaching and Learning Cluster, UNESCO Office in Dakar - Guy Roger Kaba, Education Policy Advisor, Conférence des Ministres de l’Education des Etats et Gouvernements de la Francophonie (CONFEMEN) DISCUSSANT: Maya Prince, Education Research and Foresight Team, UNESCO. The discussion will be moderated by Hugues Moussy, Team Leader, Research and Development, UNESCO-IIEP.}, urldate = {2021-04-11}, author = {{IIEP-UNESCO}}, month = jul, year = {2019}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @misc{noauthor_technical_2019, title = {Technical {Round} {Table}: {Inclusion} of children with disabilities in education sector planning in {French}-speaking {Africa}}, url = {http://www.iiep.unesco.org/en/technical-round-table-inclusion-children-disabilities-education-sector-planning-french-speaking-4987}, journal = {IIEP-UNESCO}, month = jul, year = {2019}, keywords = {Access to education, Barriers to school attendance, Days of instruction (single shift), Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Financial constraints in paying teachers, High costs for school construction, Instruction time, Insufficient budget for school construction, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, School climate, School completion, School construction, School location, School supply, School year calendar, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @misc{noauthor_learning_2019, title = {Learning assessments}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/learning-assessments}, journal = {IIEP-UNESCO Learning Portal}, month = may, year = {2019}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @inproceedings{nemejc_reflection_2019, title = {A {Reflection} of the {Quality} of {Education} in the {Use} of {Teaching} {Aids} and the {Importance} of {Lifelong} {Learning}}, url = {http://llufb.llu.lv/conference/REEP/2019/Latvia_REEP_2019_proceedings-94-103.pdf}, doi = {10.22616/REEP.2019.012}, urldate = {2022-08-09}, author = {Nemejc, Karel and Smekalova, Lucie and Kriz, Emil}, month = may, year = {2019}, pages = {94--103}, } @article{elder_going_2019, title = {Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in {Kenya}}, volume = {23}, issn = {1360-3116, 1464-5173}, shorttitle = {Going to school for the first time}, url = {https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1432082}, doi = {10.1080/13603116.2018.1432082}, language = {en}, number = {3}, urldate = {2021-05-26}, journal = {International Journal of Inclusive Education}, author = {Elder, Brent C. and Kuja, Bernard}, month = mar, year = {2019}, keywords = {Barriers to school attendance, Classroom practices, Curriculum retention, Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Obstacles to teaching and learning, Resource allocation, School completion, Teacher training, Teaching and learning}, pages = {261--279}, } @misc{unicef-esaro_guidelines_2019, title = {Guidelines for developing an education budget brief}, url = {https://www.unicef.org/esa/media/3816/file/Guidelines-Developing-a-Education-Budget-Brief-March-2019.pdf}, publisher = {UNICEF Regional Office for Eastern and Southern Africa}, author = {UNICEF-ESARO}, month = mar, year = {2019}, } @misc{grant_lewis_opinion_2019, title = {Opinion: {The} urgent need to plan for disability-inclusive education}, url = {https://www.devex.com/news/opinion-the-urgent-need-to-plan-for-disability-inclusive-education-94059}, author = {Grant Lewis, Suzanne}, month = feb, year = {2019}, keywords = {Access to education, Classroom practices, Curriculum retention, Drop-out/Push-out, Equity and inclusion, Individual learning difficulties, Individual learning needs, Learning processes, Monitoring system, Obstacles to teaching and learning, Quality data, School climate, School completion, School infrastructure, School supply, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{gpe_guidelines_2019, address = {Washington, D.C.}, title = {Guidelines for the monitoring of national education budgets}, url = {https://www.globalpartnership.org/sites/default/files/2019-02-gpe-national-education-budget-guidelines.pdf}, author = {{GPE}}, month = feb, year = {2019}, } @article{adebayo_curriculum_2019, title = {Curriculum and {Textbook} {Program} {Development} {Provision} {Comparison} {In} {China}, {Mexico}, {The} {Caribbean} {And} {Nigeria}: {The} {Way} {Forward}}, url = {https://essa-africa.org/node/501?i=d&id=3810}, number = {2039}, journal = {Library Philosophy and Practice (e-journal)}, author = {Adebayo, Babafemi Richard}, year = {2019}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials, Textbook availability and content}, } @inproceedings{ainscow_unesco_2019, address = {Cali, Colombia}, title = {The {UNESCO} {Salamanca} {Statement} 25 years on {Developing} inclusive and equitable education systems}, url = {https://en.unesco.org/sites/default/files/2019-forum-inclusion-discussion-paper-en.pdf}, author = {Ainscow, Mel}, year = {2019}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Grade repetition, Insclusive student assessment systems, Resource allocation, School completion, School location, Teacher supply, School supply, Teacher training}, } @article{alshatri_teaching_2019, title = {Teaching {Aids} {Effectiveness} in {Learning} {Mathematics}}, url = {https://www.semanticscholar.org/paper/Teaching-Aids-Effectiveness-in-Learning-Mathematics-Alshatri-Wakil/6cb5f5da22d5cd5e275342ee725fc365fd326e34}, journal = {International Journal of Educational Research Review}, author = {Alshatri, Shwan H. H. and Wakil, Karzan and Jamal, Kazhal and Bakhtyar, Ribwar}, year = {2019}, } @book{australia_closing_2019, title = {Closing the gap {Prime} {Minister}'s {Report} 2019.}, isbn = {978-1-925363-84-5}, url = {https://www.niaa.gov.au/sites/default/files/reports/closing-the-gap-2019/sites/default/files/ctg-report-20193872.pdf?a=1}, abstract = {The Closing the Gap framework is a national approach to close the gap between Indigenous and non-Indigenous people in Australia. The Council of Australian Governments (COAG) has developed six targets aimed at significantly reducing the gaps between Indigenous and non-Indigenous Australians, in the areas of life expectancy, child mortality, education and employment. The framework is underpinned by seven Building Blocks that support these targets: early childhood; schooling; health; healthy homes; safe communities; economic participation; and governance and leadership. This annual report series outlines progress made towards each target since 2008 and the Federal Government's priorities for the year ahead. This 2019 report highlights achievements and lessons learned over this period. Two targets, early childhood education and Year 12 attainment, are on track to be met, but child mortality rates, life expectancy, school attendance, literacy and numeracy, and unemployment have not been sufficiently improved. Note, this 2019 report will be the final report using the 2008 framework, as next year will see the transition to a new system. [Abstract]}, language = {In English.}, author = {{Australia} and {Department of Prime Minister and Cabinet}}, year = {2019}, note = {OCLC: 1090691215}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @inproceedings{barakat_resource_2019, address = {San Francisco}, title = {Resource allocation for inclusive education: {A} {GEM} {Report} analysis}, url = {https://static1.squarespace.com/static/57aa9cce6b8f5b8163fdc9a3/t/5cf6da9bbf33d400016fdec9/1559681692825/GEMR+CIES+presentation_Country+Profiles.pdf}, language = {en}, publisher = {UNESCO}, author = {Barakat, Bilal}, year = {2019}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @misc{bos_going_2019, title = {Going to school in a refugee camp: {A} chance to learn}, url = {https://www.unicef.org/sudan/stories/going-school-refugee-camp}, journal = {UNICEF}, author = {Bos, Florine}, year = {2019}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @inproceedings{cheshire_disability_inclusive_2019, address = {Cali, Colombia}, title = {Inclusive education for persons with disabilities –{Are} we making progress?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370386?posInSet=11&queryId=8251b10e-fda6-4bf5-a11e-a077d7076fa4}, publisher = {UNESCO}, author = {Cheshire Disability, Leonard and {Leonard Cheshire Disability (UK)}}, year = {2019}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Educational demand, Financial constraints in paying teachers, Grade repetition, Insufficient budget for school construction, School community relationship, School completion, School construction, School location, School supply, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @misc{chimier_why_2019, title = {Why reform teacher careers and what models are emerging?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372127}, publisher = {IIEP-UNESCO}, author = {Chimier, Chloé and Tournier, Barbara}, year = {2019}, } @techreport{cyda_time_2019, title = {Time for change: {The} state of play for inclusion of students with disability. {Results} from the 2019 {CYDA} {National} {Education} {Survey}}, url = {https://www.cyda.org.au/images/pdf/time_for_change_2019_education_survey_results.pdf}, institution = {Children and Young People with Disability Australia}, author = {{CYDA}}, year = {2019}, } @book{department_of_foreign_affairs_and_trade_australia_disability-inclusive_2019, series = {Education {Learning} and {Development} {Module}}, title = {Disability-inclusive education - {Practitioner} level}, url = {https://www.dfat.gov.au/sites/default/files/practitioner-disability-inclusive-education.pdf}, author = {{Department of Foreign Affairs and Trade (Australia)} and {Diplomatic Academy}}, year = {2019}, } @book{european_commission_directorate_general_for_education_youth_sport_and_culture_contribution_2019, address = {LU}, title = {The contribution of youth work in the context of migration and refugee matters :a practical toolbox for youth workers and recommendations for policymakers : results of the expert group set up under the {European} {Union} work plan for youth for 2016 2018.}, shorttitle = {The contribution of youth work in the context of migration and refugee matters}, url = {https://data.europa.eu/doi/10.2766/320632}, language = {eng}, urldate = {2021-05-22}, publisher = {Publications Office}, author = {{European Commission. Directorate General for Education, Youth, Sport and Culture.}}, year = {2019}, keywords = {Access to education, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @misc{georgia_department_of_education_assistive_2019, title = {Assistive {Technology}}, url = {http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/Assistive-Technology-Definition.aspx}, author = {{Georgia Department of Education}}, year = {2019}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{glsen_gay_lesbian_and_straight_education_network_model_2019, title = {Model {District} {Anti}-{Bullying} \& {Harassment} {Policy}: {Model}, {Language}, {Commentary} \& {Resources}}, url = {https://www.glsen.org/sites/default/files/2019-10/GLSEN-Model-District-LGBTQ-Inclusive-Anti-Bullying-Harassment-Policy.pdf}, language = {en}, publisher = {GLSEN}, author = {{GLSEN (Gay, Lesbian and Straight Education Network)}}, year = {2019}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{gpe_strengthening_2019, address = {Washington D.C.}, title = {Strengthening {Learning} {Assessment} {Systems}: {A} {Knowledge} and {Innovation} {Exchange} ({KIX}) {Discussion} {Paper}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2019-07-kix-las-final.pdf}, publisher = {Global Partnership for Education}, author = {{GPE}}, year = {2019}, } @misc{iiep-unesco_curriculum_2019, title = {Curriculum and expected learning outcomes}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/curriculum-and-expected-learning-outcomes}, urldate = {2021-06-05}, journal = {Learning Portal}, author = {{IIEP-UNESCO}}, year = {2019}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @misc{iiep-unesco_developing_2019, title = {Developing a monitoring framework}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/quality-and-learning-indicators}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO}}, year = {2019}, keywords = {Equity and inclusion, Monitoring system, Quality data, Use of data}, } @misc{iiepunesco_disability_2019, title = {Disability inclusive education and learning}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/learners-and-support-structures/disability-inclusive-education-and}, urldate = {2021-04-13}, journal = {IIEP–UNESCO Learning Portal}, author = {IIEP–UNESCO}, year = {2019}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Insclusive student assessment systems, Learning processes, Monitoring system, Obstacles to teaching and learning, Pedagogical management, Quality data, School completion, School resources, Student learning assessments, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @misc{iiep-unesco_using_2019, title = {Using data to improve the quality of education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO}}, year = {2019}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Monitoring system, Pedagogical management, Quality data, Student learning assessments, Teaching and learning, Use of data}, } @techreport{iiep-unesco_road_2019, address = {Paris}, title = {On the road to inclusion: highlights from the {UNICEF} and {IIEP} {Technical} {Round} {Tables} on {Disability}-inclusive {Education} {Sector} {Planning}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372193}, institution = {UNESCO}, author = {{IIEP-UNESCO} and {UNICEF}}, year = {2019}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_inee_2019, address = {New York}, title = {{INEE} {Guidance} {Note} {Gender}: {Gender} equality in and through education}, url = {https://inee.org/system/files/resources/INEE_GN_Gender_2019.pdf}, institution = {INEE}, author = {{Inter-agency Network for Education in Emergencies (INEE)}}, year = {2019}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @techreport{mundy_making_2019, address = {Paris}, title = {Making evaluation work for the achievement of {SDG} 4 target 5: equality and inclusion in {Education}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370558?posInSet=20&queryId=9c2eaeaa-81d8-4e3e-9b30-b75461b55743}, institution = {UNESCO}, author = {Mundy, Karen and Proulx, Kerrie}, year = {2019}, } @book{oecd_government_2019, address = {Paris}, title = {Government at a glance {Southeast} {Asia} 2019}, isbn = {978-92-64-30591-5 978-92-64-30590-8}, url = {https://www.oecd-ilibrary.org/docserver/9789264305915-en.pdf?expires=1661340997&id=id&accname=guest&checksum=73DEE3FF321C3FC7491105342DA453AE}, language = {eng}, publisher = {OECD Publishing}, editor = {OECD and Asian Development Bank}, year = {2019}, doi = {10.1787/9789264305915-en}, } @article{piper_measuring_2019, title = {Measuring literacy outcomes for the blind and for the deaf: {Nationally} representative results from {Kenya}}, volume = {69}, issn = {07380593}, shorttitle = {Measuring literacy outcomes for the blind and for the deaf}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059318309635}, doi = {10.1016/j.ijedudev.2019.05.002}, language = {en}, urldate = {2021-06-09}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Bulat, Jennae and Kwayumba, Dunston and Oketch, John and Gangla, Lilian}, month = sep, year = {2019}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, pages = {1--8}, } @misc{prince_lessons_2019, title = {Lessons for education planners: enabling effective use of learning assessment data}, url = {https://learningportal.iiep.unesco.org/en/blog/lessons-for-education-planners-enabling-effective-use-of-learning-assessment-data}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {Prince, Maya and Tawil, Sobhi}, year = {2019}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @techreport{raudonyte_use_2019, address = {Paris}, title = {Use of learning assessment data in education policy-making}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367608?posInSet=2&queryId=ee579ff3-44e7-459d-bfaa-d258fb2a7970}, urldate = {2021-04-11}, institution = {IIEP-UNESCO}, author = {Raudonyte, Ieva}, year = {2019}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Monitoring system, Quality data, Use of data}, } @book{richard_hetero_2019, address = {Québec}, title = {Hétéro, l'école?: plaidoyer pour une éducation antioppressive à la sexualité}, isbn = {978-2-89091-682-1}, shorttitle = {Hétéro, l'école?}, url = {http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2747694}, language = {French}, urldate = {2021-09-14}, publisher = {Les Éditions du remue-ménage}, author = {Richard, Gabrielle}, year = {2019}, note = {OCLC: 1240732579}, } @techreport{siochru_evaluation_2019, address = {Paris}, title = {Evaluation of {UNESCO}'s work in information and communication technologies ({ICT}) in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370520?posInSet=27&queryId=805377e6-5001-408e-a7ca-246d581f8ba0}, institution = {UNESCO Internal Oversight Service (IOS), Evaluation Office}, author = {Siochru, Seán Ó and Attwell, Graham}, year = {2019}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @misc{the_abidjan_principles_abidjan_2019, title = {The {Abidjan} {Principles} on the human rights obligations of {States} to provide public education and to regulate private involvement in education}, url = {https://www.abidjanprinciples.org/en/principles/overview}, language = {en}, urldate = {2021-04-08}, journal = {The principles}, author = {{The Abidjan Principles}}, year = {2019}, keywords = {Access to education, Availability of final grades, Budget allocation and financial incentives, Distribution of teaching and learning materials, Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Inclusive school enrolment practices, Insufficient budget for school construction, Logistic constraints in school construction, Resource allocation, School completion, School construction, School distribution, School infrastructure, School location, School supply, Teacher supply, School supply}, } @book{tournier_teacher_2019, address = {Paris}, series = {Management of teachers}, title = {Teacher career reforms: learning from experience}, isbn = {978-92-803-1419-9}, url = {http://www.iiep.unesco.org/en/publication/teacher-career-reforms-learning-experience}, publisher = {UNESCO}, author = {Tournier, Barbara and Chimier, Chloé and Childress, David and Raudonyte, Ieva}, year = {2019}, } @book{unesco_behind_2019, address = {Paris}, title = {Behind the numbers: ending school violence and bullying}, isbn = {978-92-3-100306-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366483}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2019}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{unesco_cali_2019, title = {Cali commitment to equity and inclusion in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370910}, urldate = {2021-04-08}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2019}, keywords = {Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Inclusive school enrolment practices, Monitoring system, Quality data}, } @techreport{unesco_enforcing_2019, address = {Paris}, title = {Enforcing the right to education of refugees: a policy perspective}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366839}, language = {en}, number = {8}, institution = {UNESCO}, author = {UNESCO}, year = {2019}, keywords = {Access to education, Classroom observation, Classroom practices, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Educational demand, Grade repetition, Individual learning difficulties, Instruction time, Language of instruction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School infrastructure, School readiness, School supply, Teacher absenteeism, Teacher supply, School supply, Teacher-related constraints, Teaching and learning}, } @book{unesco_promise_2019, address = {Paris}, title = {The promise of large-scale learning assessments: acknowledging limits to unlock opportunities}, isbn = {978-92-3-100333-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000369697.locale=fr}, urldate = {2021-04-11}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2019}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @techreport{unesco_right_2019, address = {Paris}, title = {The right to education for persons with disabilities}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000371249}, urldate = {2021-04-13}, institution = {UNESCO}, author = {UNESCO}, year = {2019}, keywords = {Access to education, Barriers to school attendance, Classroom practices, Curriculum development, Curriculum retention, Days of instruction (single shift), Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, School buildings are not ready, School completion, School infrastructure, School resources, School supply, School year calendar, Teacher content knowledge, Teacher guides and lessons plans, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills, Textbook availability and content}, } @book{unesco_bangkok_gender_2019, title = {Gender in {Education} {Network} in {Asia}-{Pacific} ({GENIA}) {Toolkit}: {Promoting} {Gender} {Equality} in {Education}}, isbn = {978-92-9223-639-7}, shorttitle = {Gender in {Education} {Network} in {Asia}-{Pacific} ({GENIA}) {Toolkit}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370875?posInSet=1&queryId=93355c3e-c838-496d-848d-c25e0725f9d6}, abstract = {Under the new Sustainable Development Goal agenda, gender equality and education are important concerns. The achievement of gender equality requires girls, boys, women and men to access their right to good quality education and training throughout their lives. Education can empower people to participate actively in their societies, access better economic opportunities and build healthy, happy lives and communities. This updated and expanded version of the Gender in Education Network in Asia-Pacific (GENIA) Toolkit is designed for use by gender focal points and education planners and implementers. It introduces key concepts and theoretical debates, and outlines practical approaches for mainstreaming gender equality throughout the education system, and within education policy. The toolkit is designed to be used selectively, depending on the user's needs. It can be used as a self-study tool. Readers can select topics that they have identified as priority learning areas to help them improve their own understanding and practical capacity. The toolkit can also be used by trainers to facilitate training sessions. Trainers can choose tools from the kit that best match the needs of their trainees. It may be useful to conduct a simple pre-training needs assessment to help you identify your trainees' experiences and strengths, and the areas they most want or need to learn about or gain confidence in. Trainers are encouraged to adapt the materials. Each tool provides useful information, suggested activities, and short recommended reading lists. References for sources cited in the training are provided in endnotes. Trainers will need to decide how much information to share with trainees, and design training sessions with a good mix of presentations and active learning, so that they demonstrate learner-centred, inclusive approaches to teaching and learning. This toolkit -- as the name suggests -- provides a collection of tools for trainers to dip into, rather than a prescriptive training course that needs to be followed step-by-step and word-for-word.}, language = {English}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2019}, note = {OCLC: 8599771426}, } @book{unesco_office_new_delhi_n_2019, address = {New Delhi}, title = {N for nose: state of the education report for {India} 2019: children with disabilities}, isbn = {978-81-89218-67-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000368780?posInSet=29&queryId=2f8aaaf5-3719-4fde-b471-321a56f7f8b9}, language = {en}, publisher = {UNESCO New Delhi}, author = {{UNESCO Office New Delhi}}, year = {2019}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School climate, School completion, School readiness, Teaching and learning}, } @book{unesco_teacher_2019, address = {Paris}, edition = {UNESCO}, title = {Teacher policy development guide}, isbn = {978-92-3-100318-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000370966/PDF/370966eng.pdf.multi}, author = {UNESCO and International Task Force on Teachers for Education 2030}, year = {2019}, } @techreport{unhcr_access_2019, title = {Access to {Education} for {Refugee} and {Migrant} {Children} in {Europe}}, url = {https://www.iom.int/sites/default/files/press_release/file/access-to-education-for-refugee-children.pdf}, language = {en}, institution = {UNHCR, UNICEF, IOM}, author = {{UNHCR} and {UNICEF} and IOM}, year = {2019}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{unicef-idmc_equitable_2019, title = {Equitable access to quality education for internally displaced children}, url = {https://www.internal-displacement.org/sites/default/files/publications/documents/Education%20for%20Internally%20Displaced%20Children_web.pdf}, language = {en}, institution = {UNICEF}, author = {{UNICEF-IDMC}}, year = {2019}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{who_school-based_2019, address = {Geneva}, title = {School-{Based} {Violence} {Prevention}: {A} practical handbook}, isbn = {978-92-4-151554-2}, url = {https://www.end-violence.org/sites/default/files/paragraphs/download/WHO%20Handbook.pdf}, language = {en}, publisher = {WHO}, author = {{WHO}}, year = {2019}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{world_bank_vietnameducation_2019, address = {Washington, DC}, title = {Vietnam—{Education} {Projects}: {School} {Readiness} and {Escuela} {Nueva}}, url = {https://documents1.worldbank.org/curated/en/254991560184295154/pdf/Vietnam-Education-Projects-School-Readiness-and-Escuela-Nueva.pdf}, language = {en}, number = {135418}, institution = {World Bank}, author = {{World Bank}}, year = {2019}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @misc{ackers_teacher_2018, title = {Teacher education and inclusive education}, url = {http://www.iiep.unesco.org/en/teacher-education-and-inclusive-education-4789}, language = {en}, journal = {IIEP-UNESCO}, author = {Ackers, Jim}, month = dec, year = {2018}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, Teacher content knowledge, Teacher training, Teaching and learning}, } @misc{tournier_reimagining_2018, title = {Reimagining teacher careers for the 21st century}, url = {http://www.iiep.unesco.org/en/reimagining-teacher-careers-21st-century-4786}, language = {en}, urldate = {2021-04-09}, journal = {IIEP-UNESCO}, author = {Tournier, Barbara}, month = dec, year = {2018}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{neu_national_education_union_gender_2018, title = {Gender pay gap}, url = {https://neu.org.uk/policy/gender-pay-gap}, language = {en}, journal = {NEU (National Education Union)}, author = {NEU (National Education Union)}, month = dec, year = {2018}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{hargreaves_status_2018, address = {Leicester}, title = {The status of teachers and the teaching profession in {England}: views from inside and outside the profession: {Synthesis} {Report}}, shorttitle = {The status of teachers and the teaching profession in {England}}, url = {https://www.educ.cam.ac.uk/research/programmes/teacherstatus/Summaryreport_25Jan07_print_ready_version.pdf}, abstract = {Synthesis report of the Teacher Status Project 2002-7 Conducted by the Faculty of Education University of Cambridge, with Anders Hansen, Department of Media and Communication, University of Leicester Funded by the Department of Education and Skills}, institution = {University of Leicester}, author = {Hargreaves, Linda and Cunningham, Mark and Hansen, Anders and McIintyre, Donald and Oliver, Caroline}, month = dec, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{james_effectiveness_2018, type = {Helpdesk report}, title = {The effectiveness of school grants in low- and middle-income contexts}, url = {https://assets.publishing.service.gov.uk/media/5c6ace4340f0b61a196aa83b/514__Evidence_of_Effectiveness_of_School_Grants.pdf}, institution = {K4D}, author = {James, Zoe and Joynes, Chris}, month = dec, year = {2018}, } @misc{wodon_price_2018, title = {The price of exclusion: {Disability} and education in {Africa}}, url = {https://blogs.worldbank.org/education/price-exclusion-disability-and-education-africa}, language = {en}, journal = {World Bank Blogs}, author = {Wodon, Quentin and Alasuutari, Hanna}, month = nov, year = {2018}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @incollection{oecd_adapting_2018, address = {Paris}, series = {{OECD} {Reviews} of {School} {Resources}}, title = {Adapting the school network to changing needs in urban, rural and remote areas}, isbn = {978-92-64-30669-1 978-92-64-30895-4 978-92-64-30670-7 978-92-64-30894-7}, url = {https://www.oecd-ilibrary.org/education/responsive-school-systems/adapting-the-school-network-to-changing-needs-in-urban-rural-and-remote-areas_9789264306707-7-en}, language = {en}, urldate = {2022-09-02}, booktitle = {Responsive {School} {Systems}: {Connecting} facilities, sectors and programmes for student success}, publisher = {OECD Publishing}, author = {{OECD}}, collaborator = {{OECD}}, month = oct, year = {2018}, doi = {10.1787/9789264306707-7-en}, note = {Series Title: OECD Reviews of School Resources}, pages = {121--218}, } @misc{ministere_de_leducation_nationale_et_de_la_jeunesse_international_2018, title = {International perspectives on inclusive education}, url = {https://www.education.gouv.fr/international-perspectives-inclusive-education-9734}, abstract = {On 18-19 October 2018, the French Ministry of Education organised a conference on inclusive education at the Cité des Sciences et de l'Industrie in Paris. The two-day event was an opportunity to compare approaches taken around the world, to exchange points of view, and to inform further discussion around inclusion of pupils with disabilities.}, language = {fr}, urldate = {2022-09-09}, journal = {Ministère de l'Education Nationale et de la Jeunesse}, author = {{Ministère de l'Education Nationale et de la Jeunesse}}, month = oct, year = {2018}, } @misc{mont_collecting_2018, title = {Collecting {Data} for {Inclusive} {Education}}, url = {https://learningportal.iiep.unesco.org/en/blog/collecting-data-for-inclusive-education}, language = {en}, journal = {IIEP-UNESCO Learning Portal}, author = {Mont, Daniel}, month = aug, year = {2018}, keywords = {Barriers to school attendance, Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Monitoring system, Obstacles to teaching and learning, Quality data, School completion}, } @misc{iiep-unesco_ghana_2018, title = {Ghana: making inclusive education a reality}, url = {http://www.iiep.unesco.org/en/ghana-making-inclusive-education-reality-4564}, author = {{IIEP-UNESCO}}, month = jul, year = {2018}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, Pedagogical management, School resources, Teacher content knowledge, Teaching and learning, Teaching materials}, } @article{salazar-morales_sermons_2018, title = {Sermons, carrots or sticks? {Explaining} successful policy implementation in a low performance institution}, volume = {33}, issn = {0268-0939, 1464-5106}, shorttitle = {Sermons, carrots or sticks?}, url = {https://www.researchgate.net/publication/320236756_Sermons_carrots_or_sticks_Explaining_successful_policy_implementation_in_a_low_performance_institution}, doi = {10.1080/02680939.2017.1378823}, language = {en}, number = {4}, urldate = {2022-08-18}, journal = {Journal of Education Policy}, author = {Salazar-Morales, Diego Alonso}, month = jul, year = {2018}, pages = {457--487}, } @misc{chimier_conversation_2018, title = {A conversation on the decentralization of education: pros, cons, risks and benefits}, shorttitle = {A conversation on the decentralization of education}, url = {http://learningportal.iiep.unesco.org/en/blog/a-conversation-on-the-decentralization-of-education-pros-cons-risks-and-benefits}, abstract = {“Countries across the world have adopted different models to structure and organize their education systems, as well as new approaches and processes in their management. The organizational structures of the central ministry of education, the degree of administrative decentralization and institutional autonomy vary from country to country.” (UNESCO International Institute for Educational Planning (IIEP) Advanced Training Programme 2017-2018 course outline, p. 65)}, language = {en}, urldate = {2022-08-01}, journal = {IIEP-UNESCO Learning Portal}, author = {Chimier, Chloé and Lugaz, Candy}, month = jun, year = {2018}, } @misc{ordway_four-day_2018, title = {A {Four}-{Day} {School} {Week}?}, url = {https://www.gse.harvard.edu/news/uk/18/06/four-day-school-week}, language = {en}, journal = {Harvard Graduate School of Education}, author = {Ordway, Denise-Marie}, month = jun, year = {2018}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @misc{shukla_teaching_2018, title = {Teaching aids and {Instructional} materials: tools for teachers and students}, shorttitle = {Teaching aids and {Instructional} materials}, url = {https://cognitiontoday.com/teaching-aids-and-instructional-materials-tools-for-teachers-and-students/}, abstract = {Psychologists, designers, educationalists, and many professors around the world work on improving the quality of education because a lot depends on the education of a}, language = {en-US}, urldate = {2022-08-10}, journal = {Cognition Today}, author = {Shukla, Aditya}, month = may, year = {2018}, } @misc{noauthor_strategic_2018, title = {Strategic {Debate}: {Three} surprises in the world’s top education systems}, url = {http://www.iiep.unesco.org/en/strategic-debate-three-surprises-worlds-top-education-systems-4494}, journal = {IIEP-UNESCO}, month = apr, year = {2018}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @misc{iiep-unesco_could_2018, title = {Could new career opportunities lead to greater teacher motivation?}, url = {http://www.iiep.unesco.org/en/could-new-career-opportunities-lead-greater-teacher-motivation-4454}, author = {{IIEP-UNESCO}}, month = mar, year = {2018}, } @misc{mizunoya_progress_2018, title = {Progress in measuring global school enrollment gaps for children with disabilities}, url = {https://blogs.unicef.org/evidence-for-action/progress-in-measuring-global-school-enrollment-gaps-for-children-with-disabilities/}, abstract = {Children with disabilities are much more likely to be out of school - new analysis based on national data from fifteen countries is now online}, language = {en-US}, urldate = {2022-09-09}, journal = {UNICEF Connect - Evidence for Action}, author = {Mizunoya, Suguru}, month = mar, year = {2018}, } @misc{watt_this_2018, title = {This amazing beehive building is a classroom for refugees, built by refugees}, url = {https://theirworld.org/news/beehive-classroom-for-syrian-refugee-children-jordan}, journal = {Theirworld}, author = {Watt, Ewan}, month = feb, year = {2018}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{buonomo_zapaleta_reconciling_2018, title = {Reconciling planning and budget cycles}, url = {http://www.iiep.unesco.org/en/reconciling-planning-and-budget-cycles}, abstract = {By Mariela Buonomo, IIEP For more predictable funding, technical cooperation is putting more focus on creating stronger linkages between planning and budgeting during plan implementation.It would seem fairly obvious to state that an education sector plan cannot be implemented and therefore cannot ac}, language = {en}, urldate = {2022-08-05}, journal = {IIEP-UNESCO}, author = {Buonomo Zapaleta, Mariela}, month = jan, year = {2018}, } @article{choi_de_mendizabal_predictors_2018, title = {Predictors and effects of grade repetition}, issn = {1576-0162, 1576-0162}, url = {http://www.uhu.es/publicaciones/ojs/index.php/REM/article/view/3882}, doi = {10.33776/rem.v0i48.3882}, language = {en}, number = {48}, urldate = {2022-09-15}, journal = {Revista de Economía Mundial}, author = {Choi de Mendizábal, Alvaro and Gil Izquierdo, María and Mediavilla Bordalejo, Mauro and Valbuena Gómez, Javier}, month = jan, year = {2018}, } @article{hodkinson_analysis_2018, title = {An analysis of the cultural representation of disability in school textbooks in {Iran} and {England}}, volume = {46}, issn = {0300-4279, 1475-7575}, url = {https://www.tandfonline.com/doi/full/10.1080/03004279.2016.1168861}, doi = {10.1080/03004279.2016.1168861}, language = {en}, number = {1}, urldate = {2021-06-08}, journal = {Education 3-13}, author = {Hodkinson, Alan and Ghajarieh, Amir and Salami, Ali}, month = jan, year = {2018}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, pages = {27--36}, } @article{ron_balsera_financing_2018, title = {Financing education: why should tax justice be part of the solution?}, volume = {48}, issn = {0305-7925, 1469-3623}, shorttitle = {Financing education}, url = {https://www.researchgate.net/publication/320910026_Financing_education_why_should_tax_justice_be_part_of_the_solution}, doi = {10.1080/03057925.2017.1394743}, language = {en}, number = {1}, urldate = {2022-08-19}, journal = {Compare: A Journal of Comparative and International Education}, author = {Ron Balsera, Maria and Klees, Steven J. and Archer, David}, month = jan, year = {2018}, pages = {147--162}, } @misc{african_union_nairobi_2018, title = {Nairobi {Declaration} and {Call} for {Action} on {Education}: {Bridging} continental and global education frameworks for the {Africa} {We} {Want}}, url = {http://www.education2030-africa.org/index.php/fr/ressources/publications-fr/441-nairobi-declaration-and-call-for-action-on-education}, language = {en}, author = {{African Union} and {UNESCO}}, year = {2018}, keywords = {Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion}, } @misc{best_topical_2018, title = {Topical questions on teacher management}, url = {http://www.iiep.unesco.org/sites/default/files/topical_questions_on_teacher_management_english.pdf}, language = {en}, publisher = {IIEP-UNESCO}, author = {Best, Alice and Barbara, Tournier and Chimier, Chloé}, year = {2018}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, Teacher absenteeism, Teacher content knowledge, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher training, Teacher-related constraints, Teaching and learning}, } @misc{cast_universal_2018, title = {Universal {Design} for {Learning} {Guidelines} version 2.2}, url = {https://udlguidelines.cast.org/}, urldate = {2019-05-08}, journal = {CAST}, author = {{CAST}}, year = {2018}, keywords = {Availability of teaching aids, Learning processes, Pedagogical management, School resources, Student learning assessments, Teacher guides and lessons plans, Teaching and learning, Teaching materials}, } @misc{charter_for_action_for_refugee_education_high-level_2018, title = {High-level {Meeting} on {Action} for {Refugee} {Education}}, url = {https://static1.squarespace.com/static/5b5b0e973917ee4023caf5f4/t/5b80788521c67c8d1fa19ebf/1535146118574/Charter+for+Action_HLM_on_AFRE.pdf}, language = {en}, author = {{Charter for Action for Refugee Education}}, year = {2018}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{chi_pathways_2018, address = {Washington, D.C.}, type = {Discussion {Paper}}, title = {Pathways for gender equality through early childhood teacher policy in {China}}, url = {https://learningportal.iiep.unesco.org/en/library/pathways-for-gender-equality-through-early-childhood-teacher-policy-in-china}, language = {en}, institution = {The Center for universal Education (CUE) Brookings Institution}, author = {Chi, Jin}, year = {2018}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{custer_towards_2018, address = {London}, title = {Towards data-driven education systems}, url = {https://www.brookings.edu/wp-content/uploads/2018/02/toward-data-driven-education-systems.pdf}, language = {en}, institution = {Center for Universal Education at Brookings; AidData}, author = {Custer, Samantha and King, Elizabeth M and Atinc, Tamar Manuelyan and Read, Lindsay and Sethi, Tanya}, year = {2018}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @book{european_agency_for_special_needs_and_inclusive_education_analysis_2018, address = {Odense}, title = {Analysis {Framework} for {Mapping} {Inclusive} {Education} {Policies}}, isbn = {978-87-7110-862-0}, url = {https://www.european-agency.org/sites/default/files/analysis_framework_for_mapping_inclusive_education_policies.pdf}, language = {en}, publisher = {European Agency for Special Needs and Inclusive Education}, author = {{European Agency for Special Needs and Inclusive Education}}, editor = {Soriano, Victoria and Watkins, Amanda and Kyriazopoulou, Mary and Donnelly, Verity and Kefallinou, Anthoula and Ebersold, Serge and Squires, Garry}, year = {2018}, keywords = {Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion}, } @misc{family_insights_how_2018, title = {How {Can} {Social} {Media} {Be} {Used} {In} {Education}?}, url = {https://knowledge-centre.familyinsights.net/knowledge-base/how-can-social-media-be-used-in-education/}, urldate = {2019-03-12}, journal = {Family Insights Keeping Your Family Safe Online}, author = {{Family Insights}}, year = {2018}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{gfdrr_global_facility_for_disaster_reduction_and_recovery_five_2018, address = {Washington, D.C}, title = {Five {Actions} for {Disability}-{Inclusive} {Disaster} {Risk} {Management}}, url = {https://www.gfdrr.org/en/publication/five-actions-disability-inclusive-disaster-risk-management}, language = {en}, institution = {GFDRR}, author = {{GFDRR (Global Facility for Disaster Reduction and Recovery)}}, year = {2018}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{girls_education_challenge_thematic_2018, address = {London}, title = {Thematic {Review}: {Economic} {Empowerment} {Interventions}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730858/TR-Economic-Empowerment-Interventions.pdf}, language = {en}, institution = {PwC}, author = {Girl’s Education Challenge}, year = {2018}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @techreport{global_partnership_for_education_disability_2018, address = {Washington, DC}, type = {Working {Paper}}, title = {Disability and {Inclusive} {Education}: {A} {Stocktake} of {Education} {Sector} {Plans} and {GPE}-{Funded} {Grants}}, url = {https://www.globalpartnership.org/sites/default/files/2018-07-gpe-disability-working-paper.pdf}, language = {en}, number = {3}, institution = {Global Partnership for Education}, author = {Global Partnership for Education}, year = {2018}, keywords = {Access to education, Drop-out/Push-out, Educational demand, Financial constraints in paying teachers, Insufficient budget for school construction, School community relationship, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{gray_why_2018, title = {Why legislation should ban schools from discriminating against {LGBTIQ}+ students and teachers}, url = {http://theconversation.com/why-legislation-should-ban-schools-from-discriminating-against-lgbtiq-students-and-teachers-104940}, abstract = {The current loophole for religious schools does not reflect what the majority of Australia thinks about education, religion and LGBTIQ+ people.}, language = {en}, urldate = {2021-04-09}, journal = {The Conversation}, author = {Gray, Emily}, year = {2018}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{ibe-unesco_handbook_2018, title = {Handbook on {Measuring} equity in education}, url = {http://uis.unesco.org/sites/default/files/documents/handbook-measuring-equity-education-2018-en.pdf}, language = {en}, publisher = {IBE-UNESCO}, author = {{IBE-UNESCO} and {Oxford Policy Management} and {REAL} and {FHI360}}, year = {2018}, keywords = {Budget allocation and financial incentives, Educational administration and school management, Equity and inclusion, Inclusive school enrolment practices, Monitoring system, Quality data, Resource allocation}, } @misc{iiep-unesco_designing_2018, title = {Designing and implementing a school grant policy}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265168/PDF/265168eng.pdf.multi}, publisher = {IIEP-UNESCO/GPE}, author = {IIEP-UNESCO}, year = {2018}, } @misc{iiep-unesco_learning_portal_brief_2018, title = {Brief 3: {Effective} and appropriate pedagogy}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/effective-and-appropriate-pedagogy}, urldate = {2018-04-02}, journal = {IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO Learning Portal}}, year = {2018}, keywords = {Availability of teaching aids, Classroom practices, Curriculum retention, Drop-out/Push-out, Grade repetition, Learning processes, Obstacles to teaching and learning, School climate, School completion, School resources, Teacher behaviour, Teacher-related constraints, Teaching and learning, Teaching materials}, } @techreport{le_roux_what_2018, type = {Research {Report}}, title = {What lies beneath? {Tackling} the roots of religious resistance to ending child marriage}, url = {https://www.girlsnotbrides.org/learning-resources/resource-centre/what-lies-beneath-tackling-the-roots-of-religious-resistance-to-ending-child-marriage-2/#resource-downloads}, institution = {Girls Not Brides}, author = {Le Roux, Elisabeth and Palm, Selina}, year = {2018}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{lee-rife_planning_2018, address = {Woking, UK}, title = {Planning for {Inclusions}: {How} {Education} {Budgets} and {Plans} target the {Most} {Marginalized}}, url = {https://plan-international.org/publications/planning-inclusion}, language = {en}, institution = {Plan International}, author = {Lee-Rife, Susan and Tanner, Sophie and Neste, Yona}, year = {2018}, keywords = {Access to education, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Financial constraints in paying teachers, Insufficient budget for school construction, Opportunity cost of schooling, School completion, School construction, School supply, Teacher supply, School supply}, } @book{male_disability_2018, address = {Washington, D.C.}, series = {The price of exclusion: disability and education}, title = {Disability gaps in educational attainment and literacy}, url = {http://documents.worldbank.org/curated/en/396291511988894028/pdf/121762-replacement-PUBLIC-WorldBank-GapsInEdAttainmentLiteracy-Brief-v6.pdf}, publisher = {World Bank}, author = {Male, Chata and Wodon, Quentin}, year = {2018}, } @book{malone_mtb_2018, address = {Bangkok}, edition = {2}, title = {{MTB} {MLE} resource kit: {Including} the excluded: promoting multilingual education}, isbn = {978-92-9223-557-4}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246278?posInSet=20&queryId=05b6cf41-d87a-4a5a-b88c-cbfed736b08e}, language = {en}, publisher = {UNESCO Bangkok Office}, author = {Malone, Susan}, editor = {Barron, Sandra Mary}, year = {2018}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @article{mckibben_creating_2018, title = {Creating a {Gender}-{Inclusive} {Classroom}}, volume = {60}, url = {http://www.ascd.org/publications/newsletters/education_update/apr18/vol60/num04/Creating_a_Gender-Inclusive_Classroom.aspx}, number = {4}, journal = {ASCD}, author = {McKibben, Sarah}, year = {2018}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @incollection{milner_confronting_2018, title = {Confronting {Inequity} / {Development} {Over} {Punishment}}, volume = {75}, url = {http://www.ascd.org/publications/educational-leadership/mar18/vol75/num06/Development-Over-Punishment.aspx}, language = {en}, number = {6}, booktitle = {Leading the {Energized} {School}}, author = {Milner, H. Richard}, year = {2018}, keywords = {Drop-out/Push-out, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints}, pages = {93--94}, } @techreport{ministry_of_education_of_kenya_sector_2018, address = {Nairobi}, title = {Sector {Policy} for {Learners} and {Trainees} with {Disabilities}}, url = {https://www.education.go.ke/index.php/downloads/file/510-sector-policy-for-learners-and-trainees-with-disabilities}, language = {en}, institution = {Ministry of Education of Kenya}, author = {Ministry of Education of Kenya}, year = {2018}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}: {Findings} from rural {India}}, volume = {23}, issn = {1360-2357, 1573-7608}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {http://link.springer.com/10.1007/s10639-017-9588-z}, doi = {10.1007/s10639-017-9588-z}, language = {en}, number = {1}, urldate = {2021-06-03}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {113--127}, } @incollection{nkengne_how_2018, address = {Paris}, title = {How to allocate teachers equitably?}, volume = {34}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366327}, language = {en}, number = {2}, booktitle = {The {IIEP} letter: news and analysis on educational planning and management,}, publisher = {IIEP-UNESCO}, author = {Nkengne, Patrick and Marin, Léonie}, year = {2018}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @book{northern_territory_government_department_of_education_remote_2018, address = {Darwin}, series = {Indigenous {Education} {Strategy}}, title = {Remote {Teacher} {Guide}: {Living} and teaching in remote {Northern} {Territory} {Communities}}, url = {https://www.teachintheterritory.nt.gov.au/guides/remote-teacher-guide}, publisher = {Northern Territory Government Department of Education}, author = {{Northern Territory Government Department of Education}}, year = {2018}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{nut_national_union_of_teachers_our_2018, address = {London}, title = {‘{Our} {Right} to {Stay} in {Work}!’ {Making} reasonable adjustments for disabled teachers}, url = {https://www.inclusivechoice.com/Making%20reasonable%20adjustments%20for%20disabled%20teachers%20(NUT).pdf}, language = {en}, publisher = {NUT (National Union of Teachers)}, author = {{NUT (National Union of Teachers)}}, year = {2018}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @incollection{oecd_chapter_2018, address = {Paris}, title = {Chapter {D}: {Teachers}, the {Learning} {Environment} and the {Organization} of {Schools}, {Indicator} {D1}: {How} much time do students spend in the classroom}, isbn = {978-92-64-31122-0 978-92-64-31121-3 978-92-64-30339-3}, shorttitle = {Education at a glance 2018}, url = {https://doi.org/10.1787/eag-2018-en}, language = {English}, urldate = {2021-06-03}, booktitle = {Education at a glance 2018: {OECD} indicators}, publisher = {OECD}, author = {{OECD}}, year = {2018}, note = {OCLC: 1101351797}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {333--349}, } @techreport{oecd_teachers_2018, address = {Paris}, title = {Teachers in {Ibero}-{America}: {Insights} from {PISA} and {TALIS}}, url = {https://www.oecd.org/pisa/Teachers-in-Ibero-America-Insights-from-PISA-and-TALIS.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @incollection{oecd_topic_2018, address = {Paris}, title = {Topic 2: {Giving} {Teachers} better {Feedback}}, isbn = {978-92-64-29324-3}, shorttitle = {Teaching for the future}, url = {https://www.oecd-ilibrary.org/education/teaching-for-the-future_9789264293243-en}, language = {English}, booktitle = {Teaching for the future: effective classroom practices to transform education}, publisher = {OECD}, author = {{OECD}}, year = {2018}, note = {OCLC: 1080884311}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, pages = {104--112}, } @book{ontario_human_rights_commission_accessible_2018, address = {Toronto}, title = {Accessible education for students with disabilities}, isbn = {978-1-4868-1871-6}, url = {http://www.ohrc.on.ca/sites/default/files/Policy%20on%20accessible%20education%20for%20students%20with%20disabilities_FINAL_EN.pdf}, publisher = {Government of Ontario}, author = {{Ontario Human Rights Commission}}, year = {2018}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @techreport{osher_school_2018, title = {School {Climate} and {Social} and {Emotional} {Learning}: {The} {Integration} of {Two} {Approaches}}, url = {https://www.prevention.psu.edu/uploads/files/rwjf443059.pdf}, language = {en}, institution = {Edna Bennet Pierce Prevention Research Center, The Pennsylvania State University}, author = {Osher, D. and Berg, J.}, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{payne_creating_2018, address = {Washington, DC}, title = {Creating and {Sustaining} a {Positive} and {Communal} {School} {Climate}: {Contemporary} {Research}, {Present} {Obstacles}, and {Future} {Directions}}, url = {ojp.gov/pdffiles1/nij/250209.pdf}, language = {en}, institution = {US National Institute of Justice}, author = {Payne, Allison Ann}, year = {2018}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, Teacher content knowledge, Teaching and learning}, } @book{ramirez_making_2018, address = {Montreal, Quebec}, series = {Quick {Guide}}, title = {Making the {Case} for a {Learning} {Assessment}}, isbn = {978-92-9189-229-7}, url = {http://uis.unesco.org/sites/default/files/documents/quick-guide2-making-case-learning-assessments-2018-en_2.pdf}, number = {2}, publisher = {UNESCO Institute for Statistics}, author = {Ramírez, María José}, year = {2018}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{republic_of_rwanda_-_mnistry_of_education_revised_2018, title = {Revised {Special} {Needs} and {Inclusive} {Education} {Policy}}, url = {https://www.mineduc.gov.rw/fileadmin/user_upload/Mineduc/Publications/POLICIES/Special_Needs_Strategic_Plan.pdf}, publisher = {Republic of Rwanda - Mnistry of Education}, author = {{Republic of Rwanda - Mnistry of Education}}, year = {2018}, keywords = {Availability of teaching aids, Learning processes, Pedagogical management, School resources, Student learning assessments, Teacher content knowledge, Teaching and learning, Teaching materials}, } @book{richardson_teachers_2018, title = {Teachers of refugees: a review of the literature}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of refugees}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/8e/8ebcf77f-4fff-4bba-9635-f40123598f22.pdf}, language = {English}, author = {Richardson, Emily and MacEwen, Leonora and Naylor, Ruth}, year = {2018}, note = {OCLC: 1181727050}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @misc{sarton_challenge_2018, title = {The challenge of inclusion for children with disabilities – experiences of implementation in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/EducationThinkPieces_7_DisabilityInclusion.pdf}, publisher = {United Nations Children’s Fund (UNICEF)}, author = {Sarton, Emma and Smith, Mark}, year = {2018}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{shreve_child-centred_2018, title = {Child-{Centred} {Risk} {Reduction} {Research}-into-{Action} {Brief}: {Gender} and {Disasters}: {Considering} {Children}}, url = {https://www.preventionweb.net/files/61526_genderr2abriefeng2018.pdf}, language = {en}, institution = {GADRRRES (The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector}, author = {Shreve, Cheney and Fordham, Maureen}, year = {2018}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @book{smart_textbook_2018, address = {Manila}, title = {Textbook policies in {Asia}: {Development}, publishing, printing, distribution, and future implications}, isbn = {978-92-9261-413-3}, url = {https://www.adb.org/sites/default/files/publication/478946/textbook-policies-asia.pdf}, publisher = {Asian Development Bank (ADB)}, author = {Smart, Andy and Jagannathan, Shanti}, year = {2018}, } @book{sphere_project_sphere_2018, address = {Geneva, Switzerland}, edition = {Fourth edition}, title = {The sphere handbook: humanitarian charter and minimum standards in humanitarian response}, isbn = {978-1-908176-40-0}, shorttitle = {The sphere handbook}, url = {https://www.spherestandards.org/handbook/editions/}, publisher = {Sphere Association}, editor = {{Sphere Project}}, year = {2018}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @misc{teachthought_staff_10_2018, title = {10 {Innovative} {Learning} {Strategies} {For} {Modern} {Pedagogy}}, url = {https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/}, urldate = {2019-03-20}, journal = {TeachThought}, author = {{TeachThought Staff}}, year = {2018}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @book{texas_comprehensive_center_at_american_institute_for_research_grow_2018, address = {Austin}, title = {Grow your own teachers initiatives resources}, url = {https://tea.texas.gov/sites/default/files/Additional%20Resource%20-%20Grow%20Your%20Own%20Teachers%20Initiatives%20Resources.pdf}, publisher = {Texas Comprehensive Center}, author = {{Texas Comprehensive Center at American Institute for Research}}, year = {2018}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{the_united_nations_educational_scientific_and_cultural_organization_unesco_international_2018, address = {Paris}, title = {International technical guidance on sexuality education: an evidence-informed approach}, isbn = {978-92-3-100259-5}, url = {https://www.unfpa.org/publications/international-technical-guidance-sexuality-education#:~:text=An%20evidence%2Dinformed%20approach&text=The%20International%20technical%20guidance%20on,the%20global%20Sustainable%20Development%20Goals.}, language = {en}, publisher = {UNESCO}, author = {{The United Nations Educational, Scientific and Cultural Organization (UNESCO)} and {UNAIDS} and {The United Nations Population Fund (UNFPA)} and {The United Nations Children’s Fund (UNICEF)} and {UN Women} and {The World Health Organization (WHO),}}, year = {2018}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, School violence, Teaching and learning, Teaching materials}, } @techreport{tiven_evaluating_2018, address = {New York}, title = {Evaluating {Global} {Digital} {Education}: {Student} {Outcomes} {Framework}}, url = {https://www.oecd.org/pisa/Evaluating-Global-Digital-Education-Student-Outcomes-Framework.pdf}, institution = {Bloomberg Philanthropies and the Organisation for Economic Co-operation and Development}, author = {Tiven, Marjorie B. and Fuchs, Ester R. and Bazari, Anissa and MacQuarrie, Ashley}, year = {2018}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @book{unesco_lifeline_2018, address = {Paris}, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees}, isbn = {978-92-3-100262-5}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, language = {en}, publisher = {UNESCO}, author = {UNESCO}, year = {2018}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @techreport{unesco_achieving_2018, address = {Paris}, type = {Policy {Paper}}, title = {Achieving gender equality in education: don't forget the boys}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000262714}, number = {35}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Grade repetition, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, School completion, Student learning assessments, Teaching and learning}, } @techreport{unesco_concept_2018, address = {Paris}, title = {Concept note for the 2020 {Global} education monitoring report on inclusion}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265329}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @techreport{unesco_ensuring_2018, address = {Paris}, title = {Ensuring the right to equitable and inclusive quality education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251463?posInSet%20=6&queryId=9e5cc75d-0a13-40b6-b696-45c01bdec668}, language = {en}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, keywords = {Access to education, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Equity and inclusion, Grade repetition, Individual learning difficulties, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School readiness, Teacher training, Teaching and learning}, } @techreport{unesco_gem_2018, address = {Paris}, title = {{GEM} {Report} summary on disabilities and education}, url = {https://gemreportunesco.files.wordpress.com/2018/07/education_and_disability_gem_summary.pdf}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School year calendar}, } @book{unesco_gender_2018, address = {Paris}, title = {Gender review: meeting our commitments to gender equality in education.}, shorttitle = {Gender review}, url = {http://unesdoc.unesco.org/images/0026/002615/261593E.pdf}, abstract = {This Gender review maintains the focus on a broad conception of gender equality that extends beyond counting boys and girls in classrooms. The review's first part examines disparities in participation and skills, in education and political leadership positions, and in selected aspects of infrastructure and curricula. It also examines gender issues in professional development by exploring the role of education in three other Sustainable Development Goals: those concerning agriculture, health, and water and sanitation. The second part of the review analyses institutions, laws and policies to explore ways to determine and enforce accountability for gender equality in education.}, language = {English}, urldate = {2021-06-02}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1029842682}, keywords = {Curriculum development, Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher behaviour, Teacher-related constraints, Teaching materials, Textbook availability and content}, } @techreport{unesco_global_2018, address = {Paris}, title = {Global education monitoring report summary 2019: {Migration}, displacement and education-building bridges, not walls}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265996}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, keywords = {Budget allocation and financial incentives, Drop-out/Push-out, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Resource allocation, School completion, School violence, Teaching and learning}, } @book{unesco_bangkok_connect_2018, address = {Paris}, title = {Connect with respect: preventing gender-based violence in schools- classroom programme for students in early secondary school (ages 11-14)}, isbn = {978-92-9223-590-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243252}, language = {en}, publisher = {UNESCO; UNESCO Bangkok}, author = {{UNESCO Bangkok}}, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{unesco_bangkok_unesco_2018, title = {{UNESCO} gender assessment platform for teacher education discussed by {Asia}-{Pacific} partners}, url = {https://en.unesco.org/news/unesco-gender-assessment-platform-teacher-education-discussed-asia-pacific-partners-1}, urldate = {2021-04-12}, journal = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{ungei_whole_2018, address = {New York}, title = {A whole school approach to prevent school-related gender-based violence: {Minimum} standards and monitoring framework}, url = {https://www.icmec.org/wp-content/uploads/2018/09/Whole-School-Approach-to-Prevent-SRGBV-Minimum-Standards-Framework-UNGEI.pdf}, language = {en}, institution = {UNGEI}, author = {{UNGEI}}, year = {2018}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{unicef_child_2018, title = {Child {Functioning}}, url = {https://data.unicef.org/topic/child-disability/module-on-child-functioning/}, language = {en}, author = {UNICEF}, year = {2018}, keywords = {Access to education, Barriers to school attendance, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, School buildings are not ready, School completion, School construction, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @book{unicef_learning_2018, address = {New York}, title = {Learning through play. {Strengthening} learning through play in early childhood education programmes}, url = {https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf}, language = {en}, publisher = {UNICEF}, author = {{UNICEF}}, year = {2018}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @techreport{unicef_drinking_2018, address = {New York}, title = {Drinking water, sanitation and hygiene in schools: global baseline report 2018}, url = {https://data.unicef.org/wp-content/uploads/2018/08/JMP-WASH-in-Schools-WEB.pdf}, language = {en}, institution = {UNICEF and WHO}, author = {UNICEF and World Health Organization (WHO)}, year = {2018}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Number of teaching hours, Resource allocation, School buildings are not ready, School completion, School distribution, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @misc{usaid_introduction_2018, address = {Washington}, title = {Introduction to {Gender}-{Responsive} {Teaching} {Methods}.}, url = {https://www.mcsprogram.org/wp-content/uploads/dlm_uploads/2018/11/PowerPoint-Introduction-to-Gender-Responsive-Teaching-Methods.pdf}, language = {en}, author = {{USAID}}, year = {2018}, keywords = {Access to education, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher behaviour, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{wagner_learning_2018, address = {Paris}, title = {Learning at the bottom of the pyramid: science, measurement, and policy in low-income countries}, isbn = {978-92-803-1420-5}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265581.}, language = {en}, publisher = {IIEP-UNESCO}, editor = {Wagner, Daniel A. and Sharon, Wolf and Boruch, Robert F.}, year = {2018}, keywords = {Access to education, Budget allocation and financial incentives, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Educational demand, Equitable and inclusive policies and legislation, Equitable school distribution, Equity and inclusion, Individual learning difficulties, Insclusive student assessment systems, Language of instruction, Learning processes, Monitoring system, Obstacles to teaching and learning, Pedagogical management, Quality data, Resource allocation, School climate, School community relationship, School completion, School infrastructure, School readiness, School supply, Student learning assessments, Teacher supply, School supply, Teacher training, Teaching and learning}, } @techreport{world_bank_learning_2018, address = {Washington, DC}, title = {Learning to realize education's promise}, institution = {World Bank}, author = {{World Bank}}, year = {2018}, } @misc{world_bank_saber_2018, title = {{SABER} in {Action}: {An} {Overview}. {Strengthening} education systems to achieve learning for all}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/in_actions/SABER_in_Action_Overview.pdf}, language = {en}, author = {{World Bank}}, year = {2018}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @article{sokal_pre-service_2017, title = {Pre-service {Teachers} with {Disabilities}: {Challenges} and {Opportunities} for {Directors} of {Student} {Teaching} in {Western} {Canada}}, volume = {8}, issn = {1918-2902}, shorttitle = {Pre-service {Teachers} with {Disabilities}}, url = {https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/7083}, doi = {10.5206/cjsotl-rcacea.2017.3.7}, abstract = {In response to the lack of Canadian research about the practicum experiences of pre-service teachers with disabilities, a survey of ten Directors of Student Teaching in Western Canadian universities was conducted and revealed both strengths and challenges in current practices. Recommendations for teacher education are explored, and several future research directions are highlighted. En réponse à l’absence de recherche sur les expériences de stage des enseignants en formation souffrant d’invalidité, un sondage a été effectué auprès de dix directeurs de stagiaires dans des universités de l’Ouest du Canada. Le sondage a révélé à la fois les points forts et les défis présentés par les pratiques actuelles. Des recommandations pour la formation des enseignants sont explorées et plusieurs futurs axes de recherche sont présentés.}, number = {3}, urldate = {2021-04-09}, journal = {The Canadian Journal for the Scholarship of Teaching and Learning}, author = {Sokal, Laura and Woloshyn, Debra and Wilson, Alina}, month = dec, year = {2017}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{cooper_technologies_2017, title = {Technologies to improve teacher attendance and motivation}, url = {https://learningportal.iiep.unesco.org/en/blog/technologies-to-improve-teacher-attendance-and-motivation}, language = {en}, journal = {IIEP-UNESCO Learning Portal}, author = {Cooper, Rachel and Jeevan, Sharath and Honeyman, Catherine}, month = nov, year = {2017}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @article{sonmark_understanding_2017, title = {Understanding teachers' pedagogical knowledge: report on an international pilot study}, shorttitle = {Understanding teachers' pedagogical knowledge}, url = {https://www.oecd-ilibrary.org/education/understanding-teachers-pedagogical-knowledge_43332ebd-en}, doi = {10.1787/43332ebd-en}, abstract = {What is the nature of teachers’ pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary, Israel and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base of teachers, teacher candidates and teacher educators. Pedagogical knowledge was broken down into the domains of assessment, instructional processes and learning processes. The link between teachers’ knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics was also examined. The ITEL TKS pilot demonstrated the feasibility of researching teachers’ pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way. It also allowed for reflection on potential adaptations to strengthen the design of future work. The results serve as a template for a larger-scale study to explore teacher knowledge and competences in nationally representative samples.}, language = {en}, urldate = {2021-09-15}, journal = {OECD Education Working Papers}, author = {Sonmark, Kristina and Révai, Nóra and Gottschalk, Francesca and Deligiannidi, Karolina and Burns, Tracey}, month = oct, year = {2017}, } @misc{iiep-unesco_dakar_teacher_2017, title = {Teacher deployment in basic education in {Africa}}, url = {https://learningportal.iiep.unesco.org/en/blog/teacher-deployment-in-basic-education-in-africa}, journal = {Blog IIEP-UNESCO Learning Portal}, author = {{IIEP-UNESCO Dakar}}, month = oct, year = {2017}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @misc{sellors_how_2017, title = {How {Do} {Year}-{Round} {School} {Calendars} {Affect} {Students} {With} a {Learning} {Disability}?}, url = {https://classroom.synonym.com/yearround-school-calendars-affect-students-learning-disability-16738.html}, urldate = {2019-07-20}, journal = {Classroom}, author = {Sellors, Alyssa}, month = sep, year = {2017}, keywords = {Availability of final grades, Double-shift schooling, Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School completion}, } @article{banks_if_2017, title = {“{If} he could speak, he would be able to point out who does those things to him”: {Experiences} of violence and access to child protection among children with disabilities in {Uganda} and {Malawi}}, volume = {12}, issn = {1932-6203}, shorttitle = {“{If} he could speak, he would be able to point out who does those things to him”}, url = {https://dx.plos.org/10.1371/journal.pone.0183736}, doi = {10.1371/journal.pone.0183736}, language = {en}, number = {9}, urldate = {2021-05-28}, journal = {PLOS ONE}, author = {Banks, Lena Morgon and Kelly, Susan A. and Kyegombe, Nambusi and Kuper, Hannah and Devries, Karen}, editor = {Federici, Stefano}, month = sep, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teacher behaviour, Teacher-related constraints, Teaching and learning}, pages = {e0183736}, } @inproceedings{murru_gender-responsive_2017, address = {Lusaka}, title = {Gender-responsive pedagogy for early childhood education ({GRP4ECE})}, url = {https://www.vvob.org/sites/belgium/files/2017-vvob-fawe_grp4ece_papervvob.pdf}, language = {en}, publisher = {FAWE (Forum for African Women Educationalists)}, author = {Murru, Anna C. and Nawa-Chimuka, Daphne and Vandenbosch, Tom and Doroba, Hendrina}, month = aug, year = {2017}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{hayes_disabilities_2017, title = {Disabilities {Inclusive} {Education} {Systems} and {Policies} {Guide} for {Low}- and {Middle}-{Income} {Countries}}, url = {http://www.rti.org/publication/disabilities-inclusive-education-systems-and-policies-guide-low-and-middle-income}, abstract = {Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.}, urldate = {2021-05-18}, institution = {RTI Press}, author = {Hayes, Anne M. and Bulat, Jennae}, month = jul, year = {2017}, doi = {10.3768/rtipress.2017.op.0043.1707}, keywords = {Access to education, Classroom practices, Curriculum development, Curriculum retention, Educational demand, Learning processes, School community relationship, School completion, School resources, Teacher guides and lessons plans, Teaching and learning, Teaching materials}, } @techreport{hayes_disabilities_2017, address = {Research Triangle Park, NC}, title = {Disabilities {Inclusive} {Education} {Systems} and {Policies} {Guide} for {Low}- and {Middle}-{Income} {Countries}}, url = {http://www.rti.org/publication/disabilities-inclusive-education-systems-and-policies-guide-low-and-middle-income}, abstract = {Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.}, urldate = {2022-09-12}, institution = {RTI Press}, author = {Hayes, Anne M. and Bulat, Jennae and Macon, Wykia and Tichá, Renáta and Abery, Brian H.}, month = jul, year = {2017}, doi = {10.3768/rtipress.2017.op.0043.1707}, } @misc{noauthor_usaid_2017, title = {{USAID} {Non}-{Formal} {Education} {Program}}, url = {https://www.usaid.gov/jordan/fact-sheets/usaid-non-formal-education-program}, journal = {USAID}, month = may, year = {2017}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @techreport{oecd_are_2017, type = {{PISA} in {Focus}}, title = {Are students happy?: {PISA} 2015 results: students’ well-being}, shorttitle = {Are students happy?}, url = {https://www.oecd-ilibrary.org/education/are-students-happy_3512d7ae-en}, language = {en}, number = {71}, urldate = {2021-05-27}, author = {{OECD}}, month = apr, year = {2017}, doi = {10.1787/3512d7ae-en}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @misc{world_bank_improving_2017, title = {Improving {Public} {Education} and the {Use} of {Public} {Resources} in {Education} in the {State} of {Pernambuco}, {Brazil}}, url = {https://www.worldbank.org/en/results/2017/04/11/improving-public-education-and-the-use-of-public-resources-in-education-in-the-state-of-pernambuco-brazil}, language = {en}, author = {{World Bank}}, month = apr, year = {2017}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @incollection{loreman_pedagogy_2017, title = {Pedagogy for {Inclusive} {Education}}, isbn = {978-0-19-026409-3}, url = {https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-148}, abstract = {A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.}, language = {en}, urldate = {2021-06-02}, booktitle = {Oxford {Research} {Encyclopedia} of {Education}}, publisher = {Oxford University Press}, author = {Loreman, Tim}, collaborator = {Loreman, Tim}, month = mar, year = {2017}, doi = {10.1093/acrefore/9780190264093.013.148}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher behaviour, Teacher guides and lessons plans, Teacher-related constraints, Teaching and learning, Teaching materials}, } @misc{preston_lessons_2017, title = {Lessons on {Inclusion} from {Uganda}}, url = {https://learningportal.iiep.unesco.org/en/blog/lessons-on-inclusion-from-uganda}, language = {en}, journal = {IIEP-UNESCO Learning Portal}, author = {Preston, Christa}, month = mar, year = {2017}, keywords = {Access to education, Educational demand, School completion, Socio-cultural barriers to schooling}, } @misc{namit_lessons_2017, title = {Lessons from {Ghana}: {A} cost-effective way to train teachers}, url = {https://blogs.worldbank.org/education/lessons-ghana-cost-effective-way-train-teachers}, urldate = {2021-04-11}, journal = {World Bank}, author = {Namit, Kabira}, month = mar, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @misc{dryden-peterson_how_2017, title = {How teachers use mobile phones as education tools in refugee camps}, url = {https://www.brookings.edu/blog/education-plus-development/2017/03/14/how-teachers-use-mobile-phones-as-education-tools-in-refugee-camps/}, language = {en}, journal = {Brookings}, author = {Dryden-Peterson, Sarah and Dahya, Negin and Douhaibi, Dacia}, month = mar, year = {2017}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @misc{santibanez_increasing_2017, title = {Increasing teachers’ gender awareness: {Examples} from policy and practice in three countries}, url = {https://learningportal.iiep.unesco.org/en/blog/increasing-teachers%e2%80%99-gender-awareness-examples-from-policy-and-practice-in-three-countries}, language = {en}, journal = {IIEP-UNESCO Learning Portal}, author = {Santibañez, Barbara and Honeyman, Catherine}, month = jan, year = {2017}, keywords = {Access to education, Educational demand, School completion, Socio-cultural barriers to schooling}, } @techreport{rti_international_school_2017, address = {Research Triangle Park, NC}, title = {School and {Classroom} {Disabilities} {Inclusion} {Guide} for {Low}- and {Middle}-{Income} {Countries}}, url = {http://www.rti.org/publication/school-and-classroom-disabilities-inclusion-guide-low-and-middle-income-countries}, abstract = {Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all children in quality education, including children with various types of disabilities or other learning challenges—has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.}, urldate = {2022-09-12}, institution = {RTI Press}, author = {{RTI International} and Bulat, Jennae and Hayes, Anne and Macon, Wykia and Tichá, Renáta and Abery, Brian}, month = jan, year = {2017}, doi = {10.3768/rtipress.2017.op.0031.1701}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: {The} case of {Uganda} and lessons for {Africa}}, volume = {75}, issn = {00349461, 21740909}, shorttitle = {Los {MOOC} para profesores en ejercicio}, url = {https://revistadepedagogia.org/lxxv/no-266/los-mooc-para-profesores-en-ejercicio-el-caso-de-uganda-y-las-lecciones-para-africa/101400005978/}, doi = {10.22550/REP75-1-2017-07}, number = {1}, urldate = {2021-06-02}, journal = {Revista Española de Pedagogía}, author = {Oyo, Benedict and Kalema, Billy Mathias and Byabazaire, John}, month = jan, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {121--141}, } @misc{noauthor_jordan_2017, title = {Jordan: {Further} {Expand} {Education} {Access} for {Syrian} {Refugees}}, url = {https://www.hrw.org/news/2016/08/16/jordan-further-expand-education-access-syrian-refugees}, journal = {Human Rights Watch}, year = {2017}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @book{abdul-hamid_lessons_2017, address = {Washington, D.C.}, title = {Lessons learned from {World} {Bank} education management information system operations: portfolio review, 1998-2014}, isbn = {978-1-4648-1057-2}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/607441491551866327/lessons-learned-from-world-bank-education-management-information-system-operations-portfolio-review-1998-2014}, abstract = {This report provides an overview of the World Bank’s portfolio in the area of Education Management Information Systems (EMISs) over 17 years from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. Although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that rangedfrom unclear definitions and understanding of EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers andprovide access to education (for example, Afghanistan); utilization of an EMIS as a management tool(for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to educationdata (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example,Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example,Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: (i) Misalignment of activities and unrealistic EMIS goals, (ii) Institutionalization of the EMIS, (iii) Sustainability challenges resulting from inconsistent leadership, (iv) Missed integration opportunities, (v) Private players in education, (vi) EMIS at the local level. Future projects could benefit from the SABER-EMIS Paper. The SABER-EMIS framework focuses on the need for (a) a strong enabling environment, (b) system soundness, (c) quality data, and (d) effective utilization as the key factors essential for the successful implementation of EMIS. This initial needs assessment of a country’s EMIS can play a critical role in benchmarking countries and provide a valuable foundation for the design of new projects.}, urldate = {2021-04-11}, publisher = {The World Bank}, author = {Abdul-Hamid, H and Saraogi, N and Mintz, S}, year = {2017}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @book{abdul-hamid_data_2017, address = {Washington DC}, title = {Data for {Learning}: {Building} a {Smart} {Education} {Data} {System}}, isbn = {978-1-4648-1100-5}, url = {https://openknowledge.worldbank.org/handle/10986/28336}, urldate = {2021-04-11}, publisher = {World Bank}, author = {Abdul-Hamid, Husein}, year = {2017}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @book{alama_teaching_2017, address = {Geneva}, title = {Teaching and learning to read in a multilingual context: ways forward for three sub-{Saharan} {African} countries: {Burkina} {Faso}, {Niger} and {Senegal}.}, isbn = {978-92-3-100198-7}, shorttitle = {Teaching and learning to read in a multilingual context}, url = {http://unesdoc.unesco.org/images/0024/002475/247533e.pdf}, language = {English}, urldate = {2021-05-19}, publisher = {UNESCO}, author = {Alama, Amapola and {Internationa Bureau of Education (IBE) and UNESCO}}, year = {2017}, note = {OCLC: 1008723459}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{barber_how_2017, address = {New York}, title = {How the world’s best-performing school systems come out on top}, url = {https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_world_s_best-performing_school_systems_come_out_on_top.pdf}, institution = {McKinsey and Company}, author = {Barber, M. and Mourshed, M.}, year = {2017}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teacher content knowledge, Teaching and learning}, } @techreport{bellis_preventing_2017, address = {London}, title = {Preventing violence and promoting peace: {A} policy toolkit for preventing interpersonal, collective and extremist violence}, url = {https://www.thecommonwealth-healthhub.net/wp-content/uploads/2017/05/Preventing-Violence-Main-Report.pdf}, language = {en}, institution = {Commonwealth Secretariat}, author = {Bellis, Mark A. and Hardcastle, Katie and Hughes, Karen and Wood, Sara and Nurse, Joanna}, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{bold_what_2017, type = {Policy {Research} {Working} {Paper}}, title = {What {Do} {Teachers} {Know} and {Do}? {Does} {It} {Matter}? {Evidence} from {Primary} {Schools} in {Africa}}, url = {https://documents1.worldbank.org/curated/en/882091485440895147/pdf/WPS7956.pdf}, number = {7956}, institution = {World Bank Group}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Rockmore, Christophe and Stacy, Brian and Svensson, Jakob and Wane, Waly}, year = {2017}, } @misc{building_peace_foundation_over_2017, title = {Over 3000 {Syrian} {Refugee} children will now have a school at {Za}’atari camp}, url = {http://www.buildingpeace-foundation.org/over-3000-syrian-refugee-children-will-now-have-a-school-at-zaatari-camp/}, language = {en}, author = {Building Peace Foundation}, year = {2017}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School supply, School year calendar, Teacher supply, School supply}, } @misc{bulat_school_2017, title = {School and classroom disabilities inclusion guide for low- and middle-income countries}, url = {https://www.rti.org/rti-press-publication/school-classroom-inclusion}, publisher = {RTI Press}, author = {Bulat, Jennae and Hayes, Anne M. and Ticha, Renata and Abery, Brian H.}, year = {2017}, keywords = {Access to education, Availability of teaching aids, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, School completion, School resources, Teacher deployment, Teacher retention, Teacher guides and lessons plans, Teacher supply, Teacher supply, School supply, Teaching and learning, Teaching materials}, } @techreport{care_international_in_vanuatu_cooperative_for_assistance_and_relief_everywhere_does_2017, address = {Port Vila}, title = {Does gender responsive disaster risk reduction make a difference? {A} comparative study of {Category} {Five} {Tropical} {Cyclone} {Pam} in {Vanuatu}}, url = {https://careclimatechange.org/wp-content/uploads/2019/06/CARE_Vanuatu_DRR_Impact_Study_Feb_2017-ilovepdf-compressed.pdf}, language = {en}, institution = {CARE International}, author = {{CARE International in Vanuatu (Cooperative for Assistance and Relief Everywhere)}}, year = {2017}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @article{cook_rural_2017, title = {Rural transport research in support of sustainable development goals}, volume = {87}, url = {https://www.unescap.org/sites/default/files/bulletin87_7%20Rural%20transport_JRCook.pdf}, journal = {Transport and Communications Bulletin for Asia and the Pacific}, author = {Cook, J.R. and Huizenga, C. and Petts, R. and Sampson, L.R. and Visser, C. and Yiu, A.}, year = {2017}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Equity and inclusion, Resource allocation, School completion, School distribution, School location, Teacher supply, School supply}, } @techreport{cruz-aguayo_tests_2017, title = {Do {Tests} {Applied} to {Teachers} {Predict} their {Effectiveness}?}, url = {https://publications.iadb.org/publications/english/document/Do-Tests-Applied-to-Teachers-Predict-their-Effectiveness.pdf}, number = {IDB-WP-821}, author = {Cruz-Aguayo, Yyannú and Ibarrarán, PAblo and Schady, Norbert}, year = {2017}, } @book{donnely_decentralisation_2017, address = {Denmark}, title = {Decentralisation in {Education} {Systems} – {Seminar} {Report}}, url = {https://www.european-agency.org/sites/default/files/Decentralisation%20in%20Education%20Systems_0.pdf}, publisher = {European Agency for Special Needs and Inclusive Education}, author = {Donnely, V. J. and Óskarsdóttir, E. and Watkins, A}, year = {2017}, keywords = {Autonomy and capacity at decentralised levels, Days of instruction (single shift), Educational administration and school management, Equity and inclusion, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{dooley_education_2017, address = {New York,}, title = {Education {Uprooted}, {For} every migrant, refugee and displaced child, education}, isbn = {978-92-806-4909-3}, url = {https://www.unicef.org/media/files/Education_Uprooted_DIGITAL.pdf}, language = {en}, publisher = {United Nations Children’s Fund (UNICEF)}, author = {Dooley, Tara}, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @article{doyle_close_2017, title = {‘{Close} the door on your way out’: parent perspectives on supported transition planning for young people with {Special} {Educational} {Needs} and {Disabilities} in {Ireland}}, volume = {17}, issn = {14713802}, shorttitle = {‘{Close} the door on your way out’}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12385}, doi = {10.1111/1471-3802.12385}, language = {en}, number = {4}, urldate = {2022-09-09}, journal = {Journal of Research in Special Educational Needs}, author = {Doyle, Alison and Mc Guckin, Conor and Shevlin, Michael}, month = oct, year = {2017}, pages = {274--281}, } @techreport{european_agency_for_special_needs_and_inclusive_education_decentralisation_2017, address = {Odense, Denmark}, title = {Decentralisation in education systems - {Seminar} report}, url = {https://www.european-agency.org/sites/default/files/Decentralisation%20in%20Education%20Systems_0.pdf}, author = {European Agency for Special Needs {and} Inclusive Education}, year = {2017}, } @book{european_commission_education_2017, address = {Luxembourg}, title = {Education and {Training} {Monitor} 2017}, isbn = {978-92-79-69624-4}, url = {https://op.europa.eu/en/publication-detail/-/publication/38e7f778-bac1-11e7-a7f8-01aa75ed71a1}, language = {en}, publisher = {European Union}, author = {{European Commission}}, year = {2017}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @misc{finley_teaching_2017, title = {Teaching {Performance} {Feedback} {With} {Video}: 21st-{Century} {Tools} and {Tips}}, url = {https://www.insightadvance.com/blog/teaching-performance-feedback-with-video-21st-century-tools-and-tips}, journal = {Insight Advance}, author = {Finley, Todd}, year = {2017}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @misc{global_education_monitoring_report_team_target_2017, title = {Target 4.{A} – {Education} facilities and learning environments}, url = {http://gem-report-2017.unesco.org/en/chapter/target-4-a-education-facilities-and-learning-environments-2/}, language = {en}, author = {Global Education Monitoring Report Team}, year = {2017}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{global_education_monitoring_report_team_lets_2017, address = {Paris}, type = {Policy {Paper}}, title = {Let's decide how to measure school violence}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246984}, language = {en}, number = {29}, institution = {UNESCO}, author = {{Global Education Monitoring Report Team} and United Nations Girls' Education Initiative (UNGEI)}, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{global_partnership_for_education_guidance_2017, title = {Guidance for developing gender-responsive education sector plans}, url = {https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans}, urldate = {2021-04-12}, journal = {GPE (Global Partnership for Education)}, author = {{Global Partnership for Education}}, year = {2017}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Curriculum development, Days of instruction (single shift), Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Equity and inclusion, Financial constraints in paying teachers, Grade repetition, High costs for school construction, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, Resource allocation, School buildings are not ready, School climate, School completion, School construction, School location, School resources, School supply, School violence, School year calendar, Teacher behaviour, Teacher content knowledge, Teacher incentives, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher training, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @misc{government_of_india_-_ministry_of_social_justice_and_empowerment_-_department_of_empowerment_of_persons_with_disabilities_divyangjan_scheme_2017, title = {Scheme of assistance to disabled persons for purchase/fitting of aids/appliances ({ADIP} {Scheme})}, url = {http://disabilityaffairs.gov.in/upload/uploadfiles/files/Adip%20scheme%20English%20version.pdf}, publisher = {Government of India - Ministry of Social Justice and Empowerment - Department of Empowerment of Persons with Disabilities (Divyangjan)}, author = {{Government of India - Ministry of Social Justice and Empowerment - Department of Empowerment of Persons with Disabilities (Divyangjan)}}, year = {2017}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @book{hayes_school_2017, address = {Research Triangle Park, NC}, series = {{RTI} {Press} {Publication}}, title = {School and classroom disabilities inclusion guide for low- and middle-income countries}, url = {https://www.rti.org/rti-press-publication/school-classroom-inclusion/fulltext.pdf}, number = {OP-0031-1701}, publisher = {RTI Press}, author = {Hayes, Anne M. and Macon, Wykia and Tichá, Renáta and Abery, Brian H.}, year = {2017}, } @book{hollenweger_teacher_2017, address = {Skopje}, title = {Teacher manual of school-based and classroom-based activities to support all learners}, isbn = {978-608-4787-26-6}, url = {https://www.unicef.org/serbia/sites/unicef.org.serbia/files/2018-10/Teacher_manual.pdf}, publisher = {UNICEF}, author = {Hollenweger, Judith and Krompák, Edina}, year = {2017}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @techreport{ibe-unesco_unesco_international_bureau_of_education_training_2017, address = {Geneva}, title = {Training tools for curriculum development: a resource pack}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000250420_eng?posInSet=6&queryId=dab9d9dc-dbda-4f17-b003-ad80a0fb5c70}, language = {en}, institution = {IBE-UNESCO}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, year = {2017}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @techreport{ibe-unesco_unesco_international_bureau_of_education_training_2017, address = {Geneva}, title = {Training {Tools} for {Curriculum} {Development}: {Inclusive} {Student} {Assessment}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000250054}, language = {en}, institution = {IBE-UNESCO}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, year = {2017}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{idea_individuals_with_disabilities_education_act_sec_2017, title = {Sec. 300.5 {Assistive} technology device}, url = {https://sites.ed.gov/idea/regs/b/a/300.5}, journal = {IDEA Individuals with Disabilities Education Act}, author = {{IDEA Individuals with Disabilities Education Act}}, year = {2017}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{iiep-unesco_how_2017, address = {Paris}, title = {How can we oversee the use of school grants?}, url = {https://www.youtube.com/watch?v=3aNhRDoMhsQ&t=223s}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO}, year = {2017}, } @article{iiep-unesco_improving_2017, title = {Improving school financing: {The} use and usefulness of school grants. {Lesson} from {Vanuatu}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000258770/PDF/258770eng.pdf.multi}, journal = {IIEP Research Brief}, author = {IIEP-UNESCO}, year = {2017}, } @book{ilo_international_labour_organization_ending_2017, address = {Geneva}, title = {Ending child labour by 2025: {A} review of policies and programmes}, isbn = {978-92-2-131400-4}, url = {http://www.ilo.org/ipecinfo/product/download.do?type=document&id=29875}, language = {en}, publisher = {ILO}, author = {ILO (International Labour Organization)}, year = {2017}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{ingersoll_minority_2017, address = {Palo Alto, CA}, title = {Minority teacher recruitment, employment, and retention: 1987 to 2013}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Minority_Teacher_Recruitment_REPORT.pdf}, institution = {Learning Policy Institute}, author = {Ingersoll, Richard and May, Henry and Collings, Greg}, year = {2017}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @article{karachiwalla_promotion_2017, title = {Promotion incentives in the public sector: {Evidence} from {Chinese} schools}, volume = {146}, issn = {00472727}, shorttitle = {Promotion incentives in the public sector}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0047272716302079}, doi = {10.1016/j.jpubeco.2016.12.004}, abstract = {We provide evidence that promotion incentives influence the effort of public employees by studying China’s system of promotions for teachers. Predictions from a tournament model of promotion are tested using retrospective panel data on primary and middle school teachers. Consistent with theory, high wage increases for promotion are associated with better performance, teachers increase effort in years leading up to promotion eligibility, and they reduce effort if they are repeatedly passed over for promotion. Evaluation scores are positively associated with teacher time use and with student test scores, diminishing concerns that evaluations are manipulated.}, language = {en}, urldate = {2021-04-11}, journal = {Journal of Public Economics}, author = {Karachiwalla, Naureen and Park, Albert}, month = feb, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {109--128}, } @techreport{m_india_2017, address = {New Delhi}, title = {The {India} {Early} {Childhood} {Education} {Impact} {Study}}, url = {https://www.unicef.org/india/media/2076/file}, institution = {UNICEF}, author = {M., , Nanda and M., , Banerji and P., , Ramanujan and Chaudhary, A. B. and S., , Bhattacharjea and Kaul, V.}, year = {2017}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @misc{martin_five_2017, title = {Five things to know about {Inclusive} {Education}}, url = {https://learningportal.iiep.unesco.org/en/blog/five-things-to-know-about-inclusive-education}, language = {en}, journal = {UNESCO IIEP Learning Portal}, author = {Martin, Anna and Josa, Joshua}, year = {2017}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @misc{mendenhall_urban_2017, title = {Urban {Refugee} {Education}: {Strengthening} {Policies} and {Practices} for {Access}, {Quality}, and {Inclusion}}, url = {https://www.tc.columbia.edu/media/centers/refugee-education-research-and-projects/Urban-Refugee-Education-Infographic.pdf}, publisher = {Teachers College, Columbia University}, author = {Mendenhall, Mary and Russell, Susan Garnett and Bruckner, Elizabeth}, year = {2017}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{ministry_of_education_of_jordan_program-_2017, address = {Amman}, title = {Program- for- results information {Document} ({PID}): {Appraisal} {Stage}}, url = {http://documents.worldbank.org/curated/en/584671508502812553/P162407-P4R-Appraisal-Revised-PID-for-disclosure.docx}, institution = {Ministry of Education of Jordan}, author = {{Ministry of Education of Jordan}}, year = {2017}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{ministry_of_education_research_and_religious_affairs_of_greece_refugee_2017, address = {Athens}, title = {Refugee {Education} {Project}}, url = {https://www.europarl.europa.eu/cmsdata/125422/refugee-education-project.pdf}, language = {en}, institution = {Ministry of Education Research and Religious Affairs of Greece}, author = {Ministry of Education Research {and} Religious Affairs of Greece}, year = {2017}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @techreport{ministry_of_education_rwanda_understanding_2017, title = {Understanding {Dropout} and {Repetition} in {Rwanda}: {Full} {Report}}, url = {http://www.rencp.org/wp-content/uploads/2018/09/DROPOUT-STUDY-FULL-REPORT.pdf}, language = {en}, author = {{Ministry of Education (Rwanda)} and {UNICEF}}, year = {2017}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{ministry_of_general_education_and_instruction_of_south_sudan_general_2017, address = {Juba}, title = {The {General} {Education} {Strategic} {Plan}, 2017-2022}, url = {https://www.globalpartnership.org/sites/default/files/general_education_strategic_plan_south_sudan_2017-2022.pdf}, publisher = {Ministry of General Education and Instruction of South Sudan}, author = {{Ministry of General Education and Instruction of South Sudan}}, year = {2017}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{moges_childrens_2017, title = {Children’s {Participation} in {Schooling} and {Education} in {Pastoralist} {Woredas} of {Afar} {Region}: {Prospects}, {Challenges} and {Policy} {Implications}}, volume = {5}, issn = {2321-9467}, url = {http://www.questjournals.org/jrhss/papers/vol5-issue2/J525063.pdf}, abstract = {Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.}, language = {en}, number = {2}, journal = {Journal of Research in Humanities and Social Science}, author = {Moges, Birhanu}, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {50--63}, } @techreport{mourshed_how_2017, address = {New-York}, title = {How to improve student educational outcomes: {New} insights from data analytics}, url = {https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20to%20improve%20student%20educational%20outcomes/How-to-improve-student-educational-outcomes-New-insights-from-data-analytics.ashx}, institution = {Mc Kinsey \& Company}, author = {Mourshed, Mona and Krawitz, Marc and Dorn, Emma}, year = {2017}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{muskin_continuous_2017, address = {Geneva}, title = {Continuous assessment for improved teaching and learning: a critical review to inform policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000255511}, language = {en}, institution = {IBE-UNESCO}, author = {Muskin, Joshua A.}, year = {2017}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{nasuwt_cymru_national_association_of_schoolmasters_union_of_women_teachers_gender_2017, title = {Gender {Pay} {Gap} {Reporting}}, url = {https://www.nasuwt.org.uk/uploads/assets/uploaded/f7eed017-130b-4ab5-8a51e4c1cd0dc389.pdf}, language = {en}, author = {NASUWT CYMRU (National Association of Schoolmasters Union of Women Teachers)}, year = {2017}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{national_teachers_institute_pivotal_2017, title = {Pivotal {Teacher} {Training} {Programme} {PTTP}}, url = {https://www.nti.edu.ng/programmes/pivotal-teacher-training-programme-pttp/}, abstract = {Applications are invited from suitably qualified candidates for admission into Pivotal Teacher Training Programme (PTTP) by Distance learning system (DLS) for 2017/2018. Introduction The Federal Ministry of Education in response to the shortage of professional teachers for the Universal Basic Education (UBE) programme of the Federal Government of Nigeria launched in 1999, mandated a Committee …}, language = {en-US}, urldate = {2021-04-14}, journal = {National Teachers Institute}, author = {{National Teachers Institute}}, year = {2017}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{oecd_funding_2017, address = {Paris}, series = {{OECD} reviews of school resources}, title = {The funding of school education: connecting resources and learning}, isbn = {9789264276147 9789264276130 9789264276185}, shorttitle = {The funding of school education}, url = {https://www.oecd-ilibrary.org/education/the-funding-of-school-education_9789264276147-en}, language = {eng}, publisher = {OECD}, editor = {{OECD}}, year = {2017}, note = {OCLC: 1013975794}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @techreport{plan_international_right_2017, address = {Woking}, title = {The right to inclusive, quality education}, url = {https://plan-international.org/publications/inclusive-quality-education}, language = {en}, institution = {Plan International}, author = {Plan International}, year = {2017}, keywords = {Access to education, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Grade repetition, Individual learning difficulties, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School readiness, Teaching and learning}, } @techreport{ramirez_implementing_2017, address = {Montreal}, title = {Implementing a {National} {Learning} {Assessment}}, url = {http://uis.unesco.org/sites/default/files/documents/quick-guide-3-implementing-national-learning-assessment.pdf}, number = {3}, institution = {UIS-UNESCO (UNESCO Institute for Statistics)}, author = {Ramírez, María José}, year = {2017}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{right_to_education_initiative_monitoring_2017, title = {Monitoring the {Right} to {Education} {Using} {Indicators}: {Repetition} {Rate}}, url = {https://www.right-to-education.org/monitoring/content/repetition-rate}, language = {en}, journal = {Right to Education}, author = {Right to Education Initiative}, year = {2017}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{robertson_girls_2017, title = {Girls primary and secondary education in {Malawi}: sector review}, isbn = {978-1-74286-494-5}, shorttitle = {Girls primary and secondary education in {Malawi}}, url = {https://research.acer.edu.au/cgi/viewcontent.cgi?article=1031&context=monitoring_learning}, abstract = {Enhancing girlsâ access to high-quality education is a global priority that is articulated in the Sustainable Development Goals (SDGs). It is also a national priority in Malawi. The Australian Council for Educational Research (ACER) was contracted by UNICEF, to conduct an education sector review of girlsâ primary and secondary education in Malawi. The review aimed to: outline the current context and challenges relating to girlsâ education in Malawi; identify the key factors contributing to gender inequalities in educational access and outcomes; provide an overview of the policies and strategies currently in place to enhance girlsâ education; provide recommendations to help feed into future policy and program decisions. A wide range of factors contribute to issues of access, quality and equity in girlsâ education in Malawi. Addressing the sociocultural factors, school infrastructure and facility factors, and economic factors that impact on girlsâ education has been a priority of the Malawi Government, along with many donors and non-governmental organisations (NGOs). Stakeholders from government, donor organisations, NGOs, United Nations (UN) organisations and community members were consulted as part of this research and were asked for their perspectives on the successes, challenges and future priorities for girlsâ education. Four overarching themes were identified from these consultations. The first theme was the need for a holistic approach to girlsâ education. The second theme was the need for processes and structures to facilitate a coordinated and collaborative approach to girlsâ education in Malawi. The third theme was funding. The fourth theme was evidence-based decision making. Seven priorities to further enhance girlsâ education in Malawi were identified as part of this research. [Abstract].}, language = {In English.}, author = {Robertson, Sally and Caddity, Elizabeth and Kunkwenzu, Esthery and {Australian Council for Educational Research (ACER)}}, year = {2017}, note = {OCLC: 1003297295}, keywords = {Access to education, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Grade repetition, Opportunity cost of schooling, School completion}, } @techreport{rohwerder_impact_2017, address = {Brighton, UK}, type = {{K4D} {Helpdesk} {Report} 219}, title = {Impact of childhood screening for disability/impairment on education and learning}, url = {https://assets.publishing.service.gov.uk/media/5a61d2e0e5274a0a1b111d2a/219_Impact_of_childhood_screening_for_disability_on_education_and_learning.pdf}, language = {en}, institution = {Institute of Development Studies}, author = {Rohwerder, Brigitte}, year = {2017}, keywords = {Barriers to school attendance, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Instruction time, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @misc{schwantner_ensuring_2017, title = {Ensuring learning data matters}, url = {https://learningportal.iiep.unesco.org/en/blog/ensuring-learning-data-matters}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {Schwantner, Ursula and Talia, Chaisemartin}, year = {2017}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @techreport{soriano_inclusive_2017, address = {Brussels}, title = {Inclusive education for learners with disabilities}, url = {https://www.europarl.europa.eu/RegData/etudes/STUD/2017/596807/IPOL_STU(2017)596807_EN.pdf}, language = {en}, institution = {European Union}, author = {Soriano, Victoria and Watkins, Amanda and Ebersold, Serge}, year = {2017}, keywords = {Access to education, Drop-out/Push-out, Educational administration and school management, Educational demand, Equitable and inclusive policies and legislation, Equity and inclusion, Learning processes, Obstacles to teaching and learning, School climate, School community relationship, School completion, Teaching and learning}, } @article{sunny_failing_2017, title = {Failing to progress or progressing to fail? {Age}-for-grade heterogeneity and grade repetition in primary schools in {Karonga} district, northern {Malawi}}, volume = {52}, issn = {07380593}, shorttitle = {Failing to progress or progressing to fail?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059316303637}, doi = {10.1016/j.ijedudev.2016.10.004}, language = {en}, urldate = {2022-09-15}, journal = {International Journal of Educational Development}, author = {Sunny, Bindu S. and Elze, Markus and Chihana, Menard and Gondwe, Levie and Crampin, Amelia C. and Munkhondya, Masoyaona and Kondowe, Scotch and Glynn, Judith R.}, month = jan, year = {2017}, pages = {68--80}, } @book{toh_global_2017, address = {Seoul}, title = {Global {Citizenship} {Education}: {A} {Guide} for {Policymakers}}, isbn = {979-11-87819-06-6}, url = {https://www.bridge47.org/sites/default/files/2018-12/global_citizenship_education_guide_for_policy_makers.pdf}, publisher = {APCEIU (Asia-Pacific Centre of Education for International Understanding)}, author = {Toh, Swee-Hin and Shaw, Gary and Padilla, Danilo}, year = {2017}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @techreport{uis-unesco_more_2017, type = {Fact {Sheet}}, title = {More {Than} {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, language = {en}, number = {46}, author = {{UIS-UNESCO}}, year = {2017}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{uis-unesco_unesco_institute_for_statistics_sdg_2017, address = {Montreal, Quebec}, title = {{SDG} 4 {Data} {Digest} 2017 – {The} {Quality} {Factor}: {Strengthening} {National} {Data} to {Monitor} {Sustainable} {Development} {Goal} 4}, isbn = {978-92-9189-217-4}, url = {http://uis.unesco.org/sites/default/files/documents/quality-factor-strengthening-national-data-2017-en.pdf}, language = {en}, publisher = {UIS-UNESCO}, author = {{UIS-UNESCO (UNESCO Institute for Statistics)}}, year = {2017}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Quality data, Student learning assessments, Teaching and learning}, } @book{unesco_guide_2017, address = {Paris}, title = {A guide for ensuring inclusion and equity in education.}, isbn = {978-92-3-100222-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000248254}, urldate = {2021-04-14}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2017}, keywords = {Access to education, Availability of final grades, Budget allocation and financial incentives, Classroom observation, Classroom practices, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Educational administration and school management, Educational demand, Equitable and inclusive policies and legislation, Equity and inclusion, Grade repetition, Inclusive school enrolment practices, Individual learning difficulties, Individual learning needs, Insclusive student assessment systems, Instruction time, Learning processes, Management shortcomings, Monitoring system, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, Quality data, Resource allocation, School climate, School community relationship, School completion, School location, School resources, School year calendar, Socio-cultural barriers to schooling, Student learning assessments, Teacher behaviour, Teacher provision, Teacher supply, School supply, Teacher training, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{unesco_accountability_2017, address = {Paris}, title = {Accountability in education: meeting our commitments}, isbn = {978-92-3-100239-7}, shorttitle = {Accountability in education}, url = {http://unesdoc.unesco.org/images/0025/002593/259338e.pdf}, language = {English}, urldate = {2021-06-10}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2017}, note = {OCLC: 1054116008}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{unesco_early_2017, address = {Paris}, title = {Early and unintended pregnancy and the education sector: evidence review and recommendations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251509}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2017}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{unesco_evaluation_2017, title = {Evaluation of {UNESCO}'s programme interventions on girls' and women's education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000258978?posInSet=22&queryId=df97886c-2701-4a75-bfdb-46986e8ebf8e}, urldate = {2021-04-12}, institution = {UNESCO}, author = {UNESCO}, year = {2017}, keywords = {Access to education, Curriculum development, Drop-out/Push-out, Educational demand, Learning processes, Obstacles to teaching and learning, Pedagogical management, School community relationship, School completion, School resources, Socio-cultural barriers to schooling, Teacher behaviour, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @misc{unesco_integration_2017, address = {Bangkok}, title = {Integration of {Gender}-{Responsive} {Pedagogy} in pre- and in-service teacher training courses in {Ethiopia}}, url = {https://bangkok.unesco.org/sites/default/files/assets/article/Teachers%20Education/GenderAssessment-May2017/Ethiopia_Demissew.pdf}, urldate = {2021-04-12}, author = {{UNESCO}}, year = {2017}, keywords = {Drop-out/Push-out, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher training, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{unesco_making_2017, address = {Paris}, series = {Education 2030}, title = {Making textbook content exclusive: a focus on religion, gender, and culture}, isbn = {978-92-3-100203-8}, shorttitle = {Making textbook content exclusive}, url = {https://www.unesco.de/sites/default/files/2018-09/Making%20textbook%20content%20inclusive.pdf}, language = {eng}, publisher = {United Nations Educational, Scientific and Cultural Organization}, editor = {UNESCO}, year = {2017}, note = {OCLC: 1004664275}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials, Textbook availability and content}, } @book{unesco_bangkok_analyzing_2017, address = {Bangkok}, title = {Analyzing and utilizing assessment data for better learning outcomes}, isbn = {978-92-9223-578-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000252975?posInSet=52&queryId=22d9d81e-8944-43a3-968f-9176a28e3a78}, urldate = {2021-04-11}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2017}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @misc{unesco_bangkok_ensuring_2017, title = {Ensuring adequate, efficient \& equitable financing in schools: school finance in the {Asia}-{Pacific} region}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246922}, language = {en}, author = {{UNESCO Bangkok}}, year = {2017}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @misc{unesco_bangkok_gender-responsive_2017, title = {Gender-{Responsive} {Classrooms} {Need} {Gender}-{Sensitive} {Teachers}}, url = {https://bangkok.unesco.org/content/gender-responsive-classrooms-need-gender-sensitive-teachers}, urldate = {2019-05-02}, journal = {UNESCO Bangkok}, author = {{UNESCO Bangkok}}, year = {2017}, keywords = {Availability of teaching aids, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher behaviour, Teacher-related constraints, Teaching materials}, } @techreport{unesco_bangkok_large-scale_2017, address = {Bangkok}, title = {Large-scale assessment data and learning outcomes: linking assessments to evidence-based policy making and improved learning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000247413?posInSet=7&queryId=31255ad8-80ba-48ea-a9a9-dd5a4f4e38c7}, institution = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2017}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{unesco_bangkok_preparation_2017, address = {Bangkok}, title = {Preparation of a comprehensive {Gender}-{Responsive} {Pedagogy} ({GRP}) {Toolkit}}, url = {https://bangkok.unesco.org/sites/default/files/assets/article/Teachers%20Education/GenderAssessment-May2017/Solomon-UNESCO_IICBA.pdf}, author = {{UNESCO Bangkok}}, year = {2017}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @book{unesco_bangkok_office_ensuring_2017, address = {Paris}, title = {Ensuring adequate, efficient and equitable finance in schools in the {Asia}-{Pacific} region}, isbn = {978-92-9223-575-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000248143}, author = {UNESCO Bangkok Office}, year = {2017}, } @techreport{unesco_iicba_international_institute_for_capacity_building_in_africa_teacher_2017, address = {Addis Ababa}, title = {Teacher support and motivation framework for {Africa}: emerging patterns}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000259935?posInSet=2&queryId=0312b808-667a-416e-bcd4-1d803bc235f8}, institution = {UNESCO-IICBA}, author = {{UNESCO IICBA (International Institute for Capacity Building in Africa)}}, year = {2017}, } @techreport{unhcr_other_2017, type = {{DAFI} {Annual} {Report}}, title = {The other one per cent – refugee students in higher education}, url = {https://www.unhcr.org/5bc4affc4.pdf}, institution = {UNHCR}, author = {UNHCR}, year = {2017}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @misc{unisdr_the_united_nations_office_for_disaster_risk_reduction_comprehensive_2017, title = {Comprehensive school safety}, url = {https://www.undrr.org/publication/comprehensive-school-safety}, language = {en}, author = {{UNISDR (The United Nations Office for Disaster Risk Reduction)} and {GADRRRES (The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector)}}, year = {2017}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @misc{wachiaya_innovation_2017, title = {Innovation transforms education for refugee students in {Africa}}, url = {https://www.unhcr.org/news/stories/2017/3/58c283da4/innovation-transforms-education-refugee-students-africa.html}, language = {en}, journal = {UNHCR}, author = {Wachiaya, Catherine}, year = {2017}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @techreport{world_bank_pre-primary_2017, address = {Washington D.C.}, title = {Pre-primary education in {Mongolia}: {Access}, quality of service delivery and child development outcomes}, url = {https://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf}, language = {en}, institution = {World Bank}, author = {World Bank}, year = {2017}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{world_bank_classroom_2017, title = {The {Classroom} {Assessment} {Scoring} {System} ({CLASS})}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/the-classroom-assessment-scoring-system-class}, author = {World Bank}, year = {2017}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @misc{world_bank_stallings_2017, title = {The {Stallings} classroom observation system}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/the-stallings-classroom-snapshot}, author = {{World Bank}}, year = {2017}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @article{bett_cascade_2016, title = {The cascade model of teachers’ continuing professional development in {Kenya}: {A} time for change?}, volume = {3}, issn = {2331-186X}, shorttitle = {The cascade model of teachers’ continuing professional development in {Kenya}}, url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1139439}, doi = {10.1080/2331186X.2016.1139439}, language = {en}, number = {1}, urldate = {2021-06-06}, journal = {Cogent Education}, author = {Bett, Harry Kipkemoi}, editor = {Boylan, Mark}, month = dec, year = {2016}, keywords = {Equity and inclusion, Resource allocation, Teacher training}, pages = {1139439}, } @article{mahuro_parental_2016, title = {Parental participation improves student academic achievement: {A} case of {Iganga} and {Mayuge} districts in {Uganda}}, volume = {3}, issn = {null}, shorttitle = {Parental participation improves student academic achievement}, url = {https://doi.org/10.1080/2331186X.2016.1264170}, doi = {10.1080/2331186X.2016.1264170}, abstract = {Educational research has linked parental participation in children’s schooling with a wide range of children’s academic outcomes. Parental involvement involves time and resource commitment towards children’s academic performance. This paper extracts data from a cross-sectional survey involving 2,669 grade six students attending public and private primary schools serving households located in Iganga–Mayuge health and demographic surveillance system in rural Eastern Uganda. The paper adopts two of the six types of parental involvement detailed in the Epstein parental involvement framework. This paper hypothesises that parental participation through parenting and communication types of involvement will give children an advantage towards academic achievement. Using a regression model and controlling for individual, school and household covariates, the results indicate that a unit increase in parental participation through parenting and communication types of involvement significantly increases students’ numeracy scores by 6 and 15 percentage points, respectively. Similarly, a unit increase in parental participation through parenting and communication types of involvement significantly increases students’ literacy scores, by 6 and 12 percentage points, respectively. This implies that parental participation plays a pivotal role in motivating children to improve their academic grades. For students to reap maximum benefits in an education system, the learning should not be solely left to the student–teacher relationship but should be extended to include active parental involvement among other education stakeholders.}, number = {1}, urldate = {2021-05-18}, journal = {Cogent Education}, author = {Mahuro, G. M. and Hungi, N.}, editor = {Lamb, Stephen}, month = dec, year = {2016}, keywords = {Access to education, Classroom practices, Curriculum retention, Educational demand, Learning processes, School community relationship, School completion, Teaching and learning}, pages = {1264170}, } @misc{world_bank_using_2016, title = {Using {Teacher} {Feedback} {Program} to {Improve} {Learning}: {A} {SIEF}-supported {Impact} {Evaluation} in {Brazil}}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/ceara-teacher-feedback-program}, author = {{World Bank}}, month = oct, year = {2016}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @misc{gce_financing_2016, title = {Financing matters: a toolkit on domestic financing for education}, url = {https://docs.campaignforeducation.org/resources/GCE%20Financing_Matters_EN_WEB.pdf}, publisher = {Global Campaign for Education}, author = {GCE and Education International and ActionAid}, month = sep, year = {2016}, } @article{dyer_approaches_2016, title = {Approaches to education provision for mobile pastoralists}, volume = {35}, issn = {0253-1933}, shorttitle = {Approaches to education provision for mobile pastoralists}, url = {https://doc.oie.int/dyn/portal/index.seam?page=alo&aloId=33857}, doi = {10.20506/rst.35.2.2525}, number = {2}, urldate = {2021-06-09}, journal = {Revue Scientifique et Technique de l'OIE}, author = {Dyer, C.}, month = aug, year = {2016}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, pages = {631--638}, } @article{buonomo_zapaleta_new_2016, title = {New goals, same challenges?}, volume = {XXXII}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245132/PDF/245132eng.pdf.multi}, number = {1}, journal = {The IIEP letter "Financing Education 2030"}, author = {Buonomo Zapaleta, Mariela}, month = jun, year = {2016}, pages = {1--3}, } @article{jourde_trade-offs_2016, title = {Trade-offs in education policy}, volume = {XXXII}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245132/PDF/245132eng.pdf.multi}, number = {1}, journal = {The IIEP letter "Financing Education 2030"}, author = {Jourde, Jonathan}, month = jun, year = {2016}, pages = {10}, } @article{poisson_public_2016, title = {Public expenditure tracking surveys: {Lessons} from experience}, volume = {XXXII}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245132/PDF/245132eng.pdf.multi}, number = {1}, journal = {The IIEP letter "Financing Education 2030"}, author = {Poisson, Muriel}, month = jun, year = {2016}, pages = {8--9}, } @article{wodon_what_2016, series = {Systems approach for better education results}, title = {What matters most for equity and inclusion in education systems: {A} framework paper}, url = {http://documents1.worldbank.org/curated/en/621711500379564153/pdf/117569-NWP-Framework-SABER-EAI.pdf}, language = {en}, number = {10}, journal = {SABER Working paper series - World Bank}, author = {Wodon, Quentin}, month = feb, year = {2016}, keywords = {Budget allocation and financial incentives, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Inclusive school enrolment practices, Monitoring system, Quality data, Resource allocation}, } @misc{patrinos_resilience_2016, title = {Resilience, refugees, and education for change}, url = {https://blogs.worldbank.org/education/resilience-refugees-and-education-change}, journal = {World Bank Blogs}, author = {Patrinos, Harry A. and Abdul-Hamid, Husein and Reyes, Joel}, month = feb, year = {2016}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @article{campbell_can_2016, title = {Can {Schools} {Support} {HIV}/{AIDS}-{Affected} {Children}? {Exploring} the ‘{Ethic} of {Care}’ amongst {Rural} {Zimbabwean} {Teachers}}, volume = {11}, issn = {1932-6203}, shorttitle = {Can {Schools} {Support} {HIV}/{AIDS}-{Affected} {Children}?}, url = {https://dx.plos.org/10.1371/journal.pone.0146322}, doi = {10.1371/journal.pone.0146322}, language = {en}, number = {1}, urldate = {2021-04-14}, journal = {PLOS ONE}, author = {Campbell, Catherine and Andersen, Louise and Mutsikiwa, Alice and Madanhire, Claudius and Nyamukapa, Constance and Gregson, Simon}, editor = {Zeeb, Hajo}, month = jan, year = {2016}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, pages = {e0146322}, } @techreport{gem_report_every_2016, type = {Policy paper}, title = {Every child should have a textbook}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243321/PDF/243321eng.pdf.multi}, number = {23}, institution = {UNESCO}, author = {GEM Report}, month = jan, year = {2016}, } @book{ainscow_primary_2016, address = {York}, series = {{CPRT} {Research} {Survey}}, title = {Primary {Schools} {Responding} to {Diversity}: barriers and possibilities}, url = {https://cprtrust.org.uk/wp-content/uploads/2016/05/Ainscow-report-160505.pdf}, number = {8}, publisher = {Cambridge Primary Review Trust}, author = {Ainscow, M and Dyson, A and Hopwood, L and Thompson, S}, year = {2016}, keywords = {Autonomy and capacity at decentralised levels, Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Grade repetition, School completion}, } @article{amua-sekyi_assessment_2016, title = {Assessment, {Student} {Learning} and {Classroom} {Practice}: {A} {Review}}, volume = {7}, url = {https://files.eric.ed.gov/fulltext/EJ1109385.pdf}, number = {21}, journal = {Journal of Education and Practice}, author = {Amua-Sekyi, Ekua Tekyiwa}, year = {2016}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, pages = {1--6}, } @techreport{banham_advancing_2016, address = {Washington D.C.}, type = {Policy {Berief}}, title = {Advancing {Gender} {Equality} in {Education} {Across} {GPE} {Countries}}, url = {https://files.eric.ed.gov/fulltext/ED574390.pdf}, language = {en}, institution = {Global Partnership for Education}, author = {Banham, Louise and Ahern, Meg}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion, Socio-cultural barriers to schooling}, } @techreport{benson_addressing_2016, type = {Background paper prepared for the 2016 {Global} {Education} {Monitoring} {Report}}, title = {Addressing language of instruction issues in education: {Recommendations} for documenting progress}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245575}, number = {ED/GEMR/MRT/2016/P1/6}, author = {Benson, Carol}, year = {2016}, } @book{bertram_early_2016, address = {Cham}, title = {Early {Childhood} {Policies} and {Systems} in {Eight} {Countries}}, isbn = {978-3-319-39846-4 978-3-319-39847-1}, url = {http://link.springer.com/10.1007/978-3-319-39847-1}, language = {en}, urldate = {2021-06-03}, publisher = {Springer International Publishing}, author = {Bertram, Tony and Pascal, Chris}, year = {2016}, doi = {10.1007/978-3-319-39847-1}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{bever_creating_2016, address = {Washington D.C.}, title = {Creating supportive learning environments for girls and boys: {A} guide for educators}, url = {https://www.irex.org/sites/default/files/node/resource/creating-supportive-learning-environments-girls-boys_2.pdf}, language = {en}, institution = {IREX}, author = {Bever, Sarah}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{burns_education_2016, address = {Paris}, series = {Educational research and innovation}, title = {Education governance in action: {Lessons} from case studies}, isbn = {978-92-64-26282-9 978-92-64-26265-2}, shorttitle = {Education governance in action}, url = {https://www.oecd-ilibrary.org/education/education-governance-in-action_9789264262829-en}, language = {eng}, publisher = {OECD Publishing}, author = {Burns, Tracey and Köster, Florian and Fuster, Marc}, year = {2016}, doi = {10.1787/9789264262829-en}, } @techreport{centre_for_international_teacher_education_rural_2016, address = {Geneva}, type = {Working {Paper}}, title = {Rural teachers in {Africa}: a report for {ILO}}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_543617.pdf}, number = {312}, institution = {International Labour Office}, author = {{Centre for International Teacher Education}}, year = {2016}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{cheng_promoting_2016, address = {Paris}, title = {Promoting transparency through information: {A} global review of school report cards}, isbn = {978-92-803-1404-5}, url = {http://www.iiep.unesco.org/sites/default/files/promoting_transparency_through_information.pdf}, language = {en}, publisher = {IIEP-UNESCO}, author = {Cheng, Xuejiao Joy and Moses, Kurt}, year = {2016}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{crehan_exploring_2016, address = {Paris}, series = {Management of teachers}, title = {Exploring the impact of career models on teacher motivation}, isbn = {978-92-803-1405-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246252}, publisher = {IIEP-UNESCO}, author = {Crehan, Lucy}, year = {2016}, } @techreport{croft_eastern_2016, title = {Eastern and {Southern} {Africa} regional study on the fulfilment of the right to education of children with disabilities}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/eastern-and-southern-africa-regional-study-on-the-}, urldate = {2021-04-13}, institution = {EDT (Education Development Trust), UNICEF (United Nations Children’s Fund)}, author = {Croft, Alison and Riggall, Anna}, year = {2016}, keywords = {Access to education, Barriers to school attendance, Curriculum retention, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Individual learning difficulties, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, School completion, School location, School readiness, School resources, Teacher content knowledge, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{drake_global_2016, address = {London}, title = {Global school feeding sourcebook: lessons from 14 countries}, isbn = {978-1-78326-911-2 978-1-78326-932-7}, shorttitle = {Global school feeding sourcebook}, url = {https://openknowledge.worldbank.org/handle/10986/24418}, publisher = {Imperial College Press}, editor = {Drake, Lesley J. and Woolnough, Alice}, year = {2016}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @misc{dryden-peterson_inside_2016, title = {Inside {Syrian} refugee schools: teachers struggle to create conditions for learning}, url = {https://www.brookings.edu/blog/education-plus-development/2016/02/10/inside-syrian-refugee-schools-teachers-struggle-to-create-conditions-for-learning/}, journal = {Brookings}, author = {Dryden-Peterson, Sarah and Adelman, Elizabeth}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{dutt_prathams_2016, address = {Washington, D.C.}, title = {Pratham’s {Read} {India} {Program}: {Taking} {Small} {Steps} in {Learning} at {Scale}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/FINAL-Read-India-Case-Study.pdf}, language = {en}, institution = {The Brookings Institution}, author = {Dutt, Shushmita Chatterji and Kwauk, Christina and Robinson, Jenny Perlman}, year = {2016}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @misc{feldman_actionable_2016, title = {Actionable {Feedback} for {Teachers}: {The} {Missing} {Element} in {School} {Improvement}}, url = {https://fdocuments.in/document/actionable-feedback-for-teachers-masa-1-actionable-feedback-for-teachers.html}, publisher = {Minnesota Association of School Administrators}, author = {Feldman, Kevin}, year = {2016}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @misc{florian_inclusive_2016, type = {Conference}, title = {Inclusive {Pedagogy} in {Scotland}: from theory to practice}, url = {http://www.cnesco.fr/wp-content/uploads/2015/12/10_Florian.pdf}, language = {en}, author = {Florian, Lani}, year = {2016}, keywords = {Drop-out/Push-out, Grade repetition, Individual learning difficulties, Individual learning needs, Obstacles to teaching and learning, School completion}, } @techreport{g-watch_mobilising_2016, address = {Brighton}, type = {Case study summary}, title = {Mobilising citizens for transparency and accountability in education through textbook count}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/12380/MAVC_CStudy_Philpp_Education_FivePager_FINAL2.03.pdf}, institution = {Institute of Development Studies (IDS)}, author = {G-Watch}, year = {2016}, } @techreport{glsen_gay_lesbian_and_straight_education_network_ready_2016, address = {New York}, title = {Ready, {Set}, {Respect}!: {GLSEN}’s {Elementary} {School} {Toolkit}}, url = {https://www.glsen.org/sites/default/files/GLSEN%20Ready%20Set%20Respect.pdf}, institution = {GLSEN}, author = {{GLSEN (Gay, Lesbian and Straight Education Network)}}, year = {2016}, keywords = {Classroom practices, Curriculum retention, Learning processes, School resources, Teacher guides and lessons plans, Teaching and learning, Teaching materials}, } @book{greytak_teasing_2016, title = {From {Teasing} to {Torment}: {School} {Climate} {Revisited}. {A} {Survey} of {U}.{S}. {Secondary} {School} {Students} and {Teachers}}, isbn = {978-1-934092-19-4}, shorttitle = {From {Teasing} to {Torment}}, url = {https://files.eric.ed.gov/fulltext/ED574777.pdf}, abstract = {For over 25 years, the Gay, Lesbian and Straight Education Network (GLSEN) has worked to promote safe and affirming schools for all students, regardless of their sexual orientation, gender identity, or gender expression. A significant part of this work has been to document the experiences of students, as well as to examine teacher beliefs and practices that can influence school climate. In 2005, GLSEN released "From Teasing to Torment: School Climate in America, A Survey of Students and Teachers." Findings from "From Teasing to Torment" reinforced awareness that bullying and harassment, especially those incidents which are based on bias and personal characteristics, are major challenges confronting all schools. Yet 10 years later, it is believed that bias-based bullying and harassment remain a significant concern of students, families, and schools all across the country. Furthermore, despite legal and cultural changes, it is seen that Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students continue to face hostile school climates, although there have been small, gradual improvements. However, there has been limited research that assesses how the school climate may have changed over the past decade for the general population of students in regards to bias, bullying, and LGBTQ issues. Furthermore, there is little information about the general population of teachers' beliefs and practices as related to bias, bullying, or LGBTQ issues, and no information about how these beliefs and practices may have shifted over time. For these reasons, the authors felt it was important to reexamine the issues they explored in the 2005 "From Teasing to Torment" report by conducting a similar survey in 2015, exactly a decade after the initial report. This report gives the authors the opportunity to document the current state of safety, bias, and bullying in schools and assess potential disparities based not only on LGBTQ status, but also on race/ethnicity, sex, gender expression, and socioeconomic status. As school climate is determined not only by the existence or absence of victimization, the authors also explore students' experiences with school disciplinary actions and extracurricular activities, seeking to develop a more complete picture of the student experience. In addition, they again document students' access to resources that may improve school climate, such as student clubs that address LGBTQ student issues, inclusive curriculum, and anti-bullying/harassment policies. Moreover, in this report, secondary school teachers offer their perceptions on bias, bullying, and LGBTQ students' safety, and provide valuable information about the preparation they may have received to address these issues. The authors also document teachers' practices in regards to combating bias and supporting LGBTQ students specifically, including the potential barriers to doing so. Lastly, they offer recommendations for both further research and specific programmatic and policy strategies that may help schools reduce the risk of peer victimization, counter the damaging effects of bias, and provide safe and supportive learning environments for all LGBTQ and non-LGBTQ students alike. (A list of notes and references is included.) [For the executive summary to this report, "From Teasing to Torment: School Climate Revisited. A Survey of U.S. Secondary School Students and Teachers. Executive Summary," see ED574777. For "From Teasing to Torment: School Climate in America, A Survey of Students and Teachers," see ED486343.].}, language = {English}, author = {Greytak, Emily A and Kosciw, Joseph G and Villenas, Christian and Giga, Noreen M and {Gay, Lesbian, and Straight Education Network}}, year = {2016}, note = {OCLC: 1066485338}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School resources, School violence, Teacher behaviour, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{heslop_technical_2016, address = {London}, title = {Technical brief: {Engaging} communities in dialogue on gender norms to tackle violence in and around schools}, url = {https://www.ungei.org/sites/default/files/2021-02/Technical-Brief-Engaging-communities-in-dialogue-on-gender-norms-to-tackle-sexual-violence-in-and-around-schools-2016-eng.pdf}, language = {en}, institution = {University College of London – Institute of Education}, author = {Heslop, Jo}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @article{hussein_effects_2016, title = {Effects of {Pastoralists} {Communtity} on {Quality} {Education} {In} {Mandera} {County}-{Kenya}.}, volume = {21}, issn = {22790845, 22790837}, url = {http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2021%20Issue9/Version-10/A2109100109.pdf}, doi = {10.9790/0837-2109100109}, number = {09}, urldate = {2021-06-09}, journal = {IOSR Journal of Humanities and Social Science}, author = {Hussein, Adan Maalim}, month = sep, year = {2016}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, pages = {01--09}, } @book{ibe-unesco_unesco_international_bureau_of_education_enhancing_2016, address = {Geneva}, title = {Enhancing the effectiveness of in-service teacher training}, url = {http://www.ibe.unesco.org/en/geqaf/annexes/promising-practices/enhancing-effectiveness-service-teacher-training}, urldate = {2021-04-11}, publisher = {IBE-UNESCO}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{ibe-unesco_unesco_international_bureau_of_education_training_2016, address = {Geneva}, title = {Training tools for curriculum development: reaching out to all learners: a resource pack for supporting inclusive education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243279?posInSet=26&queryId=583170d7-cb0d-430f-bc8e-c0ced5165649}, urldate = {2021-04-13}, publisher = {IBE-UNESCO}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, year = {2016}, keywords = {Classroom observation, Classroom practices, Curriculum development, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Equity-sensitive curriculum, Inclusive school enrolment practices, Individual learning difficulties, Individual learning needs, Insclusive student assessment systems, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, School resources, School violence, Student learning assessments, Teacher behaviour, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @techreport{iiep-unesco_decentralization_2016, address = {Paris}, type = {{IIEP} {Research} brief}, title = {Decentralization in {Education}: {Overcoming} challenges and achieving success – the experience of {Lesotho}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265388}, institution = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2016}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @article{iiep-unesco_decentralization_2016, title = {Decentralization in {Education}: {Overcoming} challenges and achieving success - the experience of {Lesotho}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265388}, journal = {IIEP Research Brief}, author = {IIEP-UNESCO}, year = {2016}, } @techreport{iiep-unesco_decentralization_2016, address = {Paris}, type = {{IIEP} {Research} brief}, title = {Decentralization in {Education}: {Overcoming} challenges and achieving success – the {Ugandan} experience}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265389}, institution = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2016}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @article{iiep-unesco_decentralization_2016, title = {Decentralization in education: {Overcoming} challenges and achieving success - the {Ugandan} experience}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265389/PDF/265389eng.pdf.multi}, journal = {IIEP Research Brief}, author = {IIEP-UNESCO}, year = {2016}, } @techreport{iiep-unesco_pole_de_dakar_experience_2016, address = {Dakar}, type = {Workshop {Report}, {Dakar}, 11-13 {July} 2016}, title = {Experience {Sharing} {Workshop} for {More} {Effective} {Management} of {Teacher} {Allocation}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000259345/PDF/259345eng.pdf.multi}, language = {en}, institution = {IIEP-UNESCO Pôle de Dakar}, author = {{IIEP-UNESCO Pôle de Dakar}}, year = {2016}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @article{iiep-unesco_pole_de_dakar_feature_2016, title = {Feature: {Teacher} {Allocation}}, url = {https://dakar.iiep.unesco.org/sites/default/files/ckeditor_files/pol-_polemag_n24_en_lowdef.pdf}, language = {en}, number = {24}, journal = {IIEP-UNESCO Pôle de Dakar Information Magazine}, author = {{IIEP-UNESCO Pôle de Dakar}}, year = {2016}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @techreport{iiep-unesco_pole_de_dakar_teacher_2016, address = {Dakar}, type = {Working {Paper}}, title = {Teacher allocation and utilization in {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000259340}, language = {en}, institution = {IIEP-UNESCO Pôle de Dakar}, author = {{IIEP-UNESCO Pôle de Dakar}}, year = {2016}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @book{iiep-unesco_rapport_2016, address = {Dakar – Sénégal}, title = {Rapport d'état du système éducatif national de la {Côte} d'{Ivoire}: pour une politique éducative plus inclusive et plus efficace}, isbn = {978-92-803-2407-5}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000247040}, language = {fr}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO and UNICEF and Government of Côte d'Ivoire}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{ilo_international_labour_organization_exploring_2016, type = {Policy {Brief}}, title = {Exploring the gender pay gap in {Occupied} {Palestinian} {Territory}: {A} qualitative study of the education sector}, url = {https://www.ilo.org/wcmsp5/groups/public/---arabstates/---ro-beirut/documents/publication/wcms_542472.pdf}, language = {en}, institution = {ILO (International Labour Organization)}, author = {ILO (International Labour Organization)}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{ilo_interim_2016, address = {Geneva}, title = {Interim report of the {Joint} {ILO}–{UNESCO} {Committee} of {Experts} on the {Application} of the {Recommendations} concerning {Teaching} {Personnel}}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/meetingdocument/wcms_450499.pdf}, language = {en}, author = {ILO and UNESCO}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{inee_inter-agency_network_for_education_in_emergencies_training_2016, address = {New York}, type = {Manual/{Handbook}/{Guide}}, title = {Training for {Primary} {School} {Teachers} - {Teachers} in {Crisis} {Contexts}}, url = {https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers}, language = {en}, institution = {INEE}, author = {INEE (Inter-agency Network for Education in Emergencies)}, year = {2016}, keywords = {Access to education, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{janta_education_2016, address = {Cambridge}, title = {Education of migrant children: {Education} policy responses for the inclusion of migrant children in {Europe}}, url = {https://www.rand.org/content/dam/rand/pubs/research_reports/RR1600/RR1655/RAND_RR1655.pdf}, language = {en}, institution = {The RAND Corporation}, author = {Janta, Barbara and Harte, Emma}, year = {2016}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{kuper_protect_2016, address = {Woking}, title = {Protect {Us}! {Inclusion} of children with disabilities in child protection}, url = {https://plan-international.org/publications/protect-us#download-options}, language = {en}, institution = {Plan International}, author = {Kuper, Hannah and Banks, Morgon and Kelly, Susan and Kyegombe, Nambusi and Devries, Karen}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{legrain_refugees_2016, title = {Refugees are not a burden but an opportunity}, url = {https://www.oecd.org/forum/oecdyearbook/refugees-are-not-a-burden-but-an-opportunity.htm}, language = {en}, journal = {OECD Yearbook 2016}, author = {Legrain, Philippe}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @techreport{legrain_refugees_2016, title = {Refugees {Work}: {A} {Humanitarian} {Investment} that {Yields} {Economic} {Dividens}}, url = {http://www.opennetwork.net/wp-content/uploads/2016/05/Tent-Open-Refugees-Work_V13.pdf}, institution = {OPEN and Tent}, author = {Legrain, Philippe}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @techreport{lubin_intentional_2016, address = {Geneva}, title = {Intentional {ICT}: {Curriculum}, education and development}, url = {http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf}, institution = {IBE- UNESCO (International Bureau of Education)}, author = {Lubin, Ian A.}, year = {2016}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @techreport{makarova_assessing_2016, title = {Assessing the focus of national education financing policies on equity}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245619}, language = {en}, institution = {UNESCO}, author = {Makarova, Yuliya}, year = {2016}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @book{mangiaracina_financing_2016, title = {Financing of {Inclusive} {Education}: {Background} {Information} {Report}}, isbn = {978-87-7110-569-8}, url = {https://www.european-agency.org/sites/default/files/Financing%20of%20Inclusive%20Education%20-%20Background%20Information%20Report.pdf}, language = {en}, publisher = {European Agency for Special Needs and Inclusive Education}, editor = {Mangiaracina, Antonella}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{meinck_measuring_2016, address = {Geneva}, title = {Measuring and monitoring national prevalence of child maltreatment}, url = {https://www.euro.who.int/__data/assets/pdf_file/0003/317505/Measuring-monitoring-national-prevalence-child-maltreatment-practical-handbook.pdf}, language = {en}, institution = {WHO}, author = {Meinck, Franziska and Steinert, Janina I. and Sethi, Dinesh and Gilbert, Ruth and Bellis, Mark A. and Mikton, Christopher and Alink, Lenneke and Baban, Adriana}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{ministry_of_education_and_training_of_government_of_lesotho_education_2016, title = {Education {Sector} {Plan} 2016 – 2026}, url = {https://www.globalpartnership.org/sites/default/files/education_sector_plan_2016-2026._lesotho_0.pdf}, language = {en}, author = {{Ministry of Education and Training of Government of Lesotho}}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @misc{ministry_of_education_guyana_why_2016, title = {Why {Are} {Teaching} {Aids} {Important}?}, url = {https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2143-why-are-teaching-aids-important}, journal = {Ministry of Education, Guyana}, author = {{Ministry of Education, Guyana}}, year = {2016}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{ministry_of_education_heritage_and_arts_policy_2016, title = {Policy on special and inclusive education}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/fiji_-_special_and_inclusive_education_policy_implementation_plan_-_2016.pdf}, institution = {Ministry of Education, Heritage and arts}, author = {Ministry of Education, Heritage {and} arts, Fidji}, year = {2016}, } @book{missouri_department_of_elementary_and_secondary_education_grow_2016, address = {Jefferson City}, title = {Grow your own: {A} resource guide to creating your own teacher pipeline}, url = {https://dese.mo.gov/sites/default/files/Grow-Your-Own-Resource-Guide.pdf}, publisher = {MoDESE}, author = {{Missouri Department of Elementary and Secondary Education}}, year = {2016}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{mizunoya_towards_2016, address = {Florence}, series = {Innocenti {Working} {Papers}}, title = {Towards inclusive education: the impact of disability on school attendance in developing countries}, url = {https://www.unicef-irc.org/publications/pdf/IWP3%20-%20Towards%20Inclusive%20Education.pdf}, number = {2016-03}, publisher = {UNICEF Office of research}, author = {Mizunoya, Suguru and Mitra, Sophie and Yamasaki, Izumi}, year = {2016}, } @article{msoffe_role_2016, title = {The {Role} of {Open} and {Distance} {Learning} in {Gender} {Equality} and {Women} {Empowerment}: – {A} {Case} of {Diploma} in {Primary} {Teacher} {Education} – {The} {Open} {University} of {Tanzania}}, volume = {6}, issn = {2225-0565}, url = {https://iiste.org/Journals/index.php/DCS/article/view/32948}, abstract = {Open and Distance Learning could not only help in gender equality and women empowerment, but also facilitate effectiveness of teaching and learning in primary schools. However there is little knowledge about the contribution of ODL to gender equality and women empowerment in Tanzania. The paper set out to examine the role of ODL in promoting gender equality and women empowerment focusing the Open University of Tanzania Diploma in Primary Teacher Education programme in particular. The study was carried out at Green Bird Teachers college during DPTE intensive face to face session. Students from the following Regional Centers: Kilimanjaro, Tanga, Arusha, Manyara, Dodoma, Dar es Salaam and Morogoro were involved.  Questionnaire survey and documentary review methods were employed in data collection. A quantitative data were analyzed using Statistical Package for Social Sciences (SPSS 16th version). While qualitative information was analyzed using content analysis.The study observed that majority of the respondents (96.6\%) recognized the benefits of DPTE in their economic, political and social wellbeing. The reasons associated with the benefits of DPTE are mostly attributed to the expected positive outcome such as expanding the level of education, increase income and leadership after completing the course.  Despite the observed benefits, increase in expenses, domestic echoes and distance reported as the most challenges that hinder the academic performance and progress of the course. The study concludes that studying through Open and Distance Learning provides student with flexibility of studying while working and handling family related matters. Thus, awareness about ODL should be provided regularly so as to attract a good number of Tanzanian to pursue their study at the Open University of Tanzania Keywords: Open and distance learning, contribution of Diploma in Primary Teachers Education, gender equality, and challenges of Open and Distance Learning}, language = {en}, number = {9}, urldate = {2021-04-12}, journal = {Developing Country Studies}, author = {Msoffe, Rahma Mohamed}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {86}, } @techreport{mulcahy-dunn_education_2016, address = {Research Triangle Park:}, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report}, url = {https://learningportal.iiep.unesco.org/en/library/education-data-for-decision-making-eddata-ii-key-achievements-and-lessons-learned-final}, urldate = {2021-04-11}, institution = {RTI International}, author = {Mulcahy-Dunn, Amy and Dick, Anna and Crouch, Luis and Newton, Erin}, year = {2016}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @techreport{myers_costing_2016, address = {Brussels}, title = {Costing {Equity}: {The} case for disability-responsive education financing}, url = {https://www.iddcconsortium.net/blog/librairie/costing-equity/}, language = {en}, institution = {IDDC, International Disability and Development Consortium}, author = {Myers, Juliette}, year = {2016}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @article{ngugi_challenges_2016, title = {Challenges {Facing} {Mobile} {Schools} among {Nomadic} {Pastoralists}: {A} {Case} {Study} of {Turkana} {County}, {Kenya}}, volume = {4}, url = {http://article.scieducationalresearch.com/pdf/education-4-1-6.pdf}, abstract = {As the universalization of primary education has become a central factor in countries’ global competitiveness, nations round the world are engaging in alternative approaches for educational provision initiatives aimed at reaching the disadvantaged nomadic pastoralist groups. Among the strategies in use are mobile schools, as a Non Formal Education (NFE) approach. Mobile schools are weighed down with challenges of implementation and its graduates being integrated into the formal system of education, hence threatening its survival. This study presents the findings of a qualitative multiple case study conducted on mobile schools aimed at exploring the challenges facing provision of education to the nomadic pastoralists of Turkana County, Kenya. This study used bottom-up policy implementation theoretical approach. The findings of this study indicate that inadequate number of teachers; lack of teacher motivation; lack of community awareness and sensitization on importance of schooling; lack of food and water for both human and livestock; and unavailability of health services as the key challenges. The study recommends more teachers to be employed, teachers motivation be improved and a multifaceted approach in education provision in order to promote the sustainability of this form of education provision through mobile schools.}, language = {en}, number = {1}, journal = {American Journal of Educational Research}, author = {Ngugi, Margaret}, year = {2016}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, pages = {22--32}, } @book{oecd_low-performing_2016, address = {Paris}, series = {{PISA}}, title = {Low-performing students: why they fall behind and how to help them succeed}, isbn = {978-92-64-25024-6 978-92-64-25023-9}, shorttitle = {Low-performing students}, url = {https://www.oecd-ilibrary.org/education/low-performing-students_9789264250246-en}, abstract = {Examines low performance at school by looking at low performers family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school}, language = {eng}, publisher = {OECD Publishing}, editor = {{OECD}}, year = {2016}, note = {OCLC: 947843104}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{oecd_oecd_2016, address = {Paris}, title = {{OECD} {Regions} at a {Glance} 2016}, isbn = {9789264252097 9789264256804 9789264258150 9789264256798}, url = {https://www.oecd-ilibrary.org/governance/oecd-regions-at-a-glance-2016_reg_glance-2016-en}, language = {en}, urldate = {2021-06-07}, publisher = {OECD}, author = {{OECD}}, year = {2016}, doi = {10.1787/reg_glance-2016-en}, keywords = {Equity and inclusion, Resource allocation, School distribution}, } @techreport{oecd_pisa_2016, address = {Paris}, title = {{PISA} 2015 {Results} in {Focus}}, url = {https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf}, language = {en}, institution = {OECD Publishing}, author = {{OECD}}, year = {2016}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{parkes_rigorous_2016, address = {New York}, title = {A rigorous review of global research evidence on policy and practice on school-related gender-based violence}, url = {https://www.globalpartnership.org/content/rigorous-review-global-research-evidence-policy-and-practice-school-related-gender-based}, language = {en}, institution = {UNICEF}, author = {Parkes, Jenny and Heslop, Jo and Ross, Freya Johnson and Westerveld, Rosie and Unterhalter, Elaine}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{patrinos_reducing_2016, address = {Washington, D.C.}, type = {Working {Paper}}, title = {Reducing early grade drop out and low learning achievement in {Lao} {PDR} : root causes and possible interventions}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/161641483590757065/reducing-early-grade-drop-out-and-low-learning-achievement-in-lao-pdr-root-causes-and-possible-interventions}, language = {en}, institution = {World Bank Group}, author = {Patrinos, Harry and Danchev, Plamen and Cerdan-Infantes, Pedro and Marshall, Jeffery H. and Naka, Emiko}, year = {2016}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{podolsky_solving_2016, address = {Palo Alto}, title = {Solving the teacher shortage how to attract and retain excellent educators}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Solving_Teacher_Shortage_Attract_Retain_Educators_REPORT.pdf}, publisher = {Learning Policy Institute}, author = {Podolsky, Anne and Kini, Tara and Bishop, Joseph and Harling-Hammond, Linda}, year = {2016}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{pouezevara_measurement_2016, address = {Research Triangle Park, North Carolina}, title = {Measurement and {Research} {Support} to {Education} {Strategy} {Goal} 1: {Boys}’ {Underachievement} in {Education}: {A} {Review} of the {Literature} with a {Focus} on {Reading} in the {Early} {Years}}, url = {https://pdf.usaid.gov/pdf_docs/PBAAF451.pdf}, publisher = {RTI International}, author = {Pouezevara, S and Jha, J}, year = {2016}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{pouezevara_measures_2016, address = {Paris}, title = {Measures of quality through classroom observation for the {Sustainable} {Development} {Goals}: lessons from low-and-middle-income countries - {UNESCO} {Bibliothèque} {Numérique}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245841}, urldate = {2021-04-13}, institution = {RTI International}, author = {Pouezevara, Sarah and Pflepsen, Alison and Nordstrum, Lee and King, Simon and Gove, Amber}, year = {2016}, keywords = {Classroom observation, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @article{rahman_investigating_2016, title = {Investigating {Pedagogical} {Techniques} in {Classroom} {Interactions} at a {CELTA} {Training} {Programme}}, volume = {9}, issn = {1916-4742}, url = {https://files.eric.ed.gov/fulltext/EJ1107146.pdf}, number = {9}, journal = {English Language Teaching}, author = {Rahman, Shidur}, year = {2016}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{read_measures_2016, type = {Paper commissioned for the {Global} {Education} {Monitoring} {Report} 2016, {Education} for people and planet: {Creating} sustainable futures for all}, title = {Measures of learning and teaching material availability and use in sub-{Saharan} {Africa} and other low-income countries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245569/PDF/245569eng.pdf.multi}, number = {ED/GEMR/MRT/2016/P1/1}, institution = {UNESCO}, author = {Read, Nicholas}, year = {2016}, } @misc{reimers_educating_2016, title = {Educating {Refugees}: an opportunity for teachers’ voice and leadership}, url = {https://www.education4refugees.org/blog/288-educating-refugees-an-opportunity-for-teachers-voice-and-leadership}, language = {en}, journal = {Teachers for Migrants’ and Refugees’ Rights}, author = {Reimers, Fernando M.}, year = {2016}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @misc{sargsyan_inclusive_2016, address = {Yerevan}, title = {Inclusive {Early} {Childhood} {Development} in {Armenia}}, url = {https://www.easpd.eu/sites/default/files/sites/default/files/Conferences/Chisinau/presentations/workshop_2_save_the_children_armenia.pdf}, language = {en}, author = {Sargsyan, Iren}, year = {2016}, keywords = {Barriers to school attendance, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Instruction time, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{save_the_children_inclusive_2016, address = {London}, title = {Inclusive {Education}: {What}, {Why}, and {How} – {A} {Handbook} for {Program} {Implementers}}, url = {https://www.savethechildren.it/sites/default/files/files/uploads/pubblicazioni/inclusive-education-what-why-and-how.pdf}, urldate = {2021-04-13}, publisher = {Save the Children}, author = {Save the Children}, year = {2016}, keywords = {Availability of final grades, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, School resources, Teacher behaviour, Teacher guides and lessons plans, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @book{schleicher_pisa_2016, address = {Paris}, series = {{PISA}}, title = {{PISA} 2015 results: {Students}' {Well}-{Being} ({Volume} {III})}, isbn = {978-92-64-26732-9 978-92-64-26749-7 978-92-64-27381-8 978-92-64-27023-7 978-92-64-28550-7}, url = {https://www.oecd.org/education/pisa-2015-results-volume-iii-9789264273856-en.htm}, publisher = {OECD}, editor = {Schleicher, Andreas and Belfali, Yuri and {Programme for International Student Assessment}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School improvement programs, School management and organization, Teaching and learning}, } @book{schleicher_pisa_2016, address = {Paris}, series = {{PISA}}, title = {{PISA} 2015 results: {Policies} and {Practices} for {Successful} {Schools} ({Volume} {II})}, isbn = {978-92-64-26732-9 978-92-64-26749-7 978-92-64-27381-8 978-92-64-27023-7 978-92-64-28550-7}, url = {https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-ii_9789264267510-en}, language = {en}, publisher = {OECD}, editor = {Schleicher, Andreas and Belfali, Yuri and {Programme for International Student Assessment} and {OECD}}, year = {2016}, keywords = {Equity and inclusion, Resource allocation, School distribution, School improvement programs, School management and organization}, } @article{shareefa_institutional_2016, title = {Institutional {And} {Teacher} {Readiness} {For} {Inclusive} {Education} {In} {Schools} {Of} {Hithadhoo}, {Addu}, {Maldives}: {A} {Study} {Of} {The} {Perceptions} {Of} {Teachers}}, volume = {5}, url = {http://www.ijstr.org/final-print/july2016/Institutional-And-Teacher-Readiness-For-Inclusive-Education-In-Schools-Of-Hithadhoo-Addu-Maldives-A-Study-Of-The-Perceptions-Of-Teachers.pdf}, number = {7}, journal = {International Journal of scientific \& technology research}, author = {Shareefa, Mariyam}, year = {2016}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {6--14}, } @techreport{souto_simao_education_2016, address = {Washington/Paris/Buenos Aires}, type = {Research report commissioned by the {International} {Commission} on {Financing} {Global} {Education} {Opportunity}}, title = {Education financing in decentralized systems: {Enquiries} into the allocative efficiency of educational investment and the effects on other dimensions of quality education policies}, url = {https://docs.iiep.unesco.org/E035921E.pdf}, institution = {Rockefeller Philanthropy Advisers/IIEP-UNESCO}, author = {Souto Simão, Marcelo and Millenaar, Verónica and Iñigo, Luisa}, year = {2016}, } @book{sperling_what_2016, address = {Washington, D.C.}, title = {What works in girl’s education: {Evidence} for the {World}’s {Best} {Investment}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/What-Works-in-Girls-Educationlowres.pdf}, publisher = {Brookings Institution Press}, author = {Sperling, Gene B. and Winthrop, Rebecca and Kwauk, Christina}, year = {2016}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Direct cost of schooling, Double-shift schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, School community relationship, School completion, School infrastructure, School location, School supply, Teacher supply, School supply}, } @techreport{stabback_what_2016, address = {Geneva}, title = {What makes a quality curriculum?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243975}, language = {en}, number = {2}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Stabback, Philip}, year = {2016}, keywords = {Curriculum development, Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @techreport{tedesco_ten_2016, address = {Geneva}, type = {In-{Progress} {Reflection}}, title = {Ten notes on learning assessment systems}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245774}, language = {en}, number = {5}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Tedesco, Juan Carlos}, year = {2016}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems}, } @techreport{the_division_for_social_policy_and_development_dspd_toolkit_2016, title = {Toolkit on disability for {Africa}: {Inclusive} education}, url = {https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Education.pdf}, language = {en}, institution = {DSPD; DESA}, author = {{The Division for Social Policy and Development (DSPD)} and Department of Economic {and} Social Affairs (DESA)}, year = {2016}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{the_republic_of_uganda_-_ministry_of_education_and_sports_gender_2016, address = {Kampala}, title = {Gender in {Education} {Sector} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/uganda_gender_in_education_sector_policy.pdf}, language = {en}, author = {The Republic of Uganda - Ministry of Education {and} Sports}, year = {2016}, keywords = {Access to education, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Individual learning difficulties, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, School buildings are not ready, School completion, School infrastructure, School readiness, School supply, School year calendar, Teacher supply, School supply, Teaching and learning}, } @techreport{the_us_department_of_education_office_of_safe_and_healthy_students_quick_2016, address = {Washington, DC}, title = {Quick guide on making school climate improvements}, url = {https://safesupportivelearning.ed.gov/sites/default/files/NCSSLE_SCIRP_QuickGuide508%20gdc.pdf}, language = {en}, institution = {The U.S. Department of Education, Office of Safe and Healthy Students}, author = {{The U.S. Department of Education, Office of Safe and Healthy Students}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{toulouse_what_2016, address = {Toronto}, title = {What {Matters} in {Indigenous} {Education}: {Implementing} a {Vision} {Committed} to {Holism}, {Diversity} and {Engagement}}, url = {https://peopleforeducation.ca/wp-content/uploads/2017/07/MWM-What-Matters-in-Indigenous-Education.pdf}, language = {en}, institution = {Measuring What Matters, People for Education}, author = {Toulouse, Pamela Rose}, year = {2016}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @incollection{trevino_44_2016, address = {Santiago de Chile}, title = {4.4. {Uso} del tiempo}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Recomendaciones-politicas-educativas-TERCE.pdf}, language = {en}, booktitle = {Recomendaciones de {Políticas} {Educativas} en {América} {Latina} en {Base} al {TERCE}}, publisher = {OREALC-UNESCO (Oficina Regional de Educación para América Latina y el Caribe)}, author = {Treviño, Ernesto and Villalobos, Cristóbal and Baez, Andrea}, year = {2016}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {122--132}, } @book{uis-unesco_understanding_2016, title = {Understanding {What} {Works} in {Oral} {Reading} {Assessments}: {Recommendations} from donors, implementers and practitioners}, isbn = {978-92-9189-187-0}, shorttitle = {Understanding {What} {Works} in {Oral} {Reading} {Assessments}}, url = {http://uis.unesco.org/sites/default/files/documents/understanding-what-works-in-oral-reading-assessments-recommendations-from-donors-2016-en_6.pdf}, urldate = {2021-05-26}, publisher = {UNESCO Institute for Statistics}, author = {{UIS-UNESCO}}, year = {2016}, doi = {10.15220/978-92-9189-187-0-en}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{uk_department_for_international_development_dfid_girls_2016, address = {London}, title = {Girls {Education} {Challenge}: {Thematic} {Review} ({Education} {Technology})}, shorttitle = {Girls {Education} {Challenge}}, url = {https://docs.edtechhub.org/lib/WQ3F6U6S}, institution = {DFID}, author = {{UK Department for International Development (DFID)}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @misc{unesco_review_2016, title = {A review of evaluative evidence on teacher policy}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000244373}, language = {en}, urldate = {2021-08-04}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2016}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{unesco_teachers_2016, address = {Paris}, title = {A teacher’s guide on the prevention of violent extremism}, url = {https://en.unesco.org/sites/default/files/lala_0.pdf}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{unesco_creating_2016, address = {Paris}, edition = {1}, series = {Global education monitoring report-gender review}, title = {Creating sustainable futures for all}, isbn = {978-92-3-100175-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246045}, language = {en}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, keywords = {Access to education, Classroom observation, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Educational demand, Grade repetition, Instruction time, Language of instruction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @misc{unesco_education_2016, title = {Education 2030: {Incheon} {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245656}, urldate = {2022-09-15}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2016}, } @book{unesco_education_2016, address = {Paris}, edition = {Second edition}, series = {Global education monitoring report}, title = {Education for people and planet: creating sustainable futures for all}, isbn = {978-92-3-100167-3}, shorttitle = {Education for people and planet}, url = {https://www.eda.admin.ch/dam/deza/en/documents/aktuell/news/20160923-weltbildungsbericht_EN.pdf}, abstract = {"Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars - Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. This edition of the Global Education Monitoring Report (GEM Report) is the first in a series that will assess the progress of education under the new Sustainable Development Goals (SDGs). The GEM Report provides evidence-based recommendations on the policies, strategies and programmes needed to meet the ambitious Education 2030 vision. It discusses the challenges of monitoring progress on the new global education goal and targets to ensure improvement in access, participation, completion, learning and reduced inequality. It provides readers with an authoritative source to enable them to argue for the value and importance of education at all levels of decision-making."--Back cover}, number = {2016}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2016}, note = {OCLC: ocn968898559}, keywords = {Access to education, Barriers to school attendance, Classroom observation, Days of instruction (single shift), Drop-out/Push-out, Educational demand, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Language of instruction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School buildings are not ready, School completion, School construction, School infrastructure, School resources, School supply, School year calendar, Teacher behaviour, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_every_2016, address = {Paris}, type = {Policy {Paper}}, title = {Every child should have a textbook}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243321}, language = {en}, number = {23}, institution = {UNESCO}, author = {{UNESCO}}, year = {2016}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @book{unesco_happy_2016, title = {Happy schools!: a framework for learner well-being in the {Asia}-{Pacific}}, isbn = {978-92-9223-541-3}, shorttitle = {Happy schools!}, url = {http://unesdoc.unesco.org/images/0024/002441/244140e.pdf}, language = {English}, publisher = {Paris: UNESCO;/ Bankok: UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO}}, year = {2016}, note = {OCLC: 1047957996}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School climate, School completion, School resources, School violence, Teacher behaviour, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_if_2016, address = {Paris}, type = {Policy {Paper}}, title = {If you don’t understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, language = {en}, number = {24}, institution = {UNESCO}, author = {UNESCO}, year = {2016}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @incollection{unesco_inequality_2016, address = {Paris}, series = {World social science report}, title = {Inequality in education: the challenge of measurement}, isbn = {9789231001642}, shorttitle = {Challenging inequalities}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245825}, language = {eng}, number = {2016}, booktitle = {Challenging inequalities: pathways to a just world}, publisher = {UNESCO Publishing}, editor = {{UNESCO}}, year = {2016}, keywords = {Equity and inclusion, Monitoring system, Quality data}, pages = {63--67}, } @techreport{unesco_leading_2016, address = {Paris}, title = {Leading better learning: {School} leadership and quality in the {Education} 2030 agenda: {Regional} reviews of policies and practices}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Abstract-Leadership.pdf}, institution = {UNESCO}, author = {UNESCO}, year = {2016}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{unesco_learning_2016, address = {Paris}, title = {Learning for {All}: {Guidelines} on the {Inclusion} of {Learners} with {Disabilities} in {Open} and {Distance} {Learning}}, isbn = {978-92-3-100156-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000244355}, urldate = {2021-04-13}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School location, School resources, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @book{unesco_out_2016, address = {Paris}, title = {Out in the open: education sector responses to violence based on sexual orientation and gender identity/expression}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000244756}, language = {en}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2016}, keywords = {Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{unesco_parity_2016, title = {Parity}, url = {http://gem-report-2016.unesco.org/en/chapter/parity/}, language = {en}, journal = {Global Education Monitoring Report}, author = {UNESCO}, year = {2016}, keywords = {Access to education, Educational demand, School completion, Socio-cultural barriers to schooling}, } @inproceedings{unesco_textbooks_2016, address = {Paris}, series = {Policy {Paper}}, title = {Textbooks pave the way to sustainable development}, volume = {28}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246777}, booktitle = {Global {Education} {Monitoring} {Report}}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2016}, keywords = {Curriculum development, Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @book{unesco_bangkok_office_school_2016, address = {Paris}, edition = {UNESCO}, series = {{ERI}-{Net} {Asia}-{Pacific} regional policy series}, title = {School and teaching practices for twenty-first century challenges: {Lessons} from the {Asia}-{Pacific} region. 2014 regional study on transversal competencies in education policy and practice ({Phase} {II})}, isbn = {978-92-9223-540-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000244022/PDF/244022eng.pdf.multi}, author = {UNESCO Bangkok Office}, year = {2016}, } @techreport{unesco_gender_2016, address = {Paris}, title = {Gender inequality in learning achievement in primary education: what can {TERCE} tell us?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000244349}, institution = {UNESCO}, author = {{UNESCO} and {OREALC (Regional Office for Education in Latin America and the Caribbean)}}, year = {2016}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{unesco_global_2016, address = {Paris}, title = {Global guidance on addressing school-related gender-based violence}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246651}, language = {en}, publisher = {UNESCO}, author = {{UNESCO} and {UNWOMEN}}, year = {2016}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, School violence, Teaching and learning, Teaching materials}, } @techreport{unhcr_global_2016, address = {Geneva}, title = {Global {Trends} – {Forced} {Displacement} in 2016}, url = {https://www.unhcr.org/statistics/unhcrstats/5943e8a34/global-trends-forceddisplacement-2016.html}, institution = {UNHCR}, author = {{UNHCR}}, year = {2016}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @book{unhcr_missing_2016, title = {Missing out: {Refugee} {Education} in {Crisis}}, url = {https://www.unhcr.org/57d9d01d0}, language = {en}, publisher = {UNHCR}, author = {UNHCR}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @incollection{unhcr_starting_2016, title = {Starting {Out} – {Why} education for refugees matters}, url = {https://www.unhcr.org/57d9d01d0}, booktitle = {Missing {Out}: {Refugee} education in crisis}, publisher = {UNHCR}, author = {UNHCR}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @misc{unhcr_unhcr_2016, title = {{UNHCR} review of gender {Equality} in operations: {Summary} version 2016}, url = {https://www.unhcr.org/57f3b9a74.pdf}, language = {en}, publisher = {UNHCR}, author = {{UNHCR}}, year = {2016}, keywords = {Educational administration and school management, Equity and inclusion, Inclusive school enrolment practices}, } @misc{unicef_module_2016, title = {Module on {Child} {Functioning}: {Questionnaires}}, url = {https://data.unicef.org/resources/module-child-functioning/}, language = {en}, author = {UNICEF}, year = {2016}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @misc{unicef_sudan_education_2016, title = {Education programme final - sector profiles (education)}, url = {https://www.unicef.org/infobycountry/files/Unicef_Sudan_EDUCATION_PROGRAMME_FINAL_(032016).pdf}, language = {en}, publisher = {UNICEF Sudan}, author = {UNICEF Sudan}, year = {2016}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{unicef_volume_2016, address = {Geneva}, series = {{UNICEF} {Series} on {Education} {Participation} and {Dropout} {Prevention}}, title = {Volume 1: {Monitoring} {Education} {Participation}. {Framework} for {Monitoring} {Children} and {Adolescents} who are {Out} of {School} or at {Risk} of {Dropping} {Out}}, isbn = {978-92-806-4860-7}, url = {http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf}, publisher = {UNICEF Regional Office for Centraland Eastern Europe and the Commonwealth of Independent States}, author = {{UNICEF} and {UIS-UNESCO}}, year = {2016}, } @techreport{walker_financing_2016, address = {Johannesburg}, title = {Financing matters: {A} toolkit on domestic financing for education}, url = {https://www.campaignforeducation.org/docs/resources/GCE%20Financing_Matters_EN_WEB.pdf}, language = {en}, institution = {Global Campaign for Education}, author = {Walker, Jo and Mowé, Kjersti Jahnsen}, year = {2016}, keywords = {Access to education, Budget allocation and financial incentives, Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, Insufficient budget for school construction, Resource allocation, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{wentzel_handbook_2016, address = {New York}, series = {Educational {Psychology} {Handbook} {Series}}, title = {Handbook of social influences in school contexts: social-emotional, motivation, and cognitive outcomes}, isbn = {978-1-138-78137-5 978-1-138-78140-5}, shorttitle = {Handbook of social influences in school contexts}, url = {https://www.routledgehandbooks.com/doi/10.4324/9781315769929.ch24}, publisher = {Routledge, Taylor \& Francis Group}, editor = {Wentzel, Kathryn R. and Ramani, Geetha}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{who_inspire_2016, address = {Geneva}, title = {{INSPIRE}: {Seven} strategies for ending violence against children}, url = {https://www.who.int/publications/i/item/inspire-seven-strategies-for-ending-violence-against-children}, language = {en}, institution = {WHO}, author = {{WHO}}, year = {2016}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{world_bank_assessment_2016, address = {Washington, DC}, title = {An {Assessment} of {Uganda}'s {Progressive} {Approach} to {Refugee} {Management}}, url = {http://hdl.handle.net/10986/24736}, language = {en}, urldate = {2021-05-22}, publisher = {World Bank}, author = {{World Bank}}, month = may, year = {2016}, doi = {10.1596/24736}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @techreport{world_bank_ict_2016, address = {Washington, DC}, title = {{ICT} and the {Education} of {Refugees}: {A} {Stocktaking} of {Innovative} {Approaches} in the {MENA} {Region}: {Lessons} of {Experience} and {Guiding} {Principles}}, url = {https://documents1.worldbank.org/curated/en/455391472116348902/pdf/107997-WP-P160311-PUBLIC-ICT-and-the-Education-of-Refugees-final.pdf}, institution = {World Bank}, author = {{World Bank}}, year = {2016}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @inproceedings{burns_governing_2015, address = {The Hague}, title = {Governing {Complex} {Education} {Systems}. {Trust} and {Education}}, url = {https://www.slideshare.net/OECDEDU/governing-complex-education-systems-overview-and-work-on-trust-the-hague?from_action=save}, publisher = {OECD}, author = {Burns, Tracey}, month = dec, year = {2015}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion, Resource allocation, School distribution}, } @incollection{orr_widening_2015, address = {Paris}, series = {Educational {Research} and {Innovation}}, title = {Widening the distribution of high quality educational resources}, isbn = {978-92-64-24753-6 978-92-64-24754-3}, url = {https://www.oecd-ilibrary.org/education/open-educational-resources/widening-the-distribution-of-high-quality-educational-resources_9789264247543-9-en}, language = {en}, urldate = {2022-08-29}, booktitle = {Open {Educational} {Resources}}, publisher = {OECD Publishing}, author = {Orr, Dominic and Rimini, Michele and Van Damme, Dirk}, month = dec, year = {2015}, doi = {10.1787/9789264247543-9-en}, note = {Series Title: Educational Research and Innovation}, pages = {73--80}, } @misc{unicef_good_2015, title = {Good data}, url = {https://sites.unicef.org/equity/85938_85949.html}, journal = {Equity: a fair chance for every child}, author = {{UNICEF}}, month = nov, year = {2015}, keywords = {Equity and inclusion, Monitoring system, Quality data}, } @misc{united_nations_transforming_2015, title = {Transforming our world: the 2030 {Agenda} for {Sustainable} {Development}}, url = {https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E}, language = {en}, author = {{United Nations}}, month = oct, year = {2015}, keywords = {Equity and inclusion, Monitoring system, Quality data}, } @misc{learning_portal_team_education_2015, title = {Education planners, search no more}, url = {https://learningportal.iiep.unesco.org/en/blog/education-planners-search-no-more}, journal = {IIEP-UNESCO Learning Portal}, author = {{Learning Portal Team}}, month = oct, year = {2015}, keywords = {Classroom practices, Curriculum retention, Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @misc{bloem_opportunity_2015, title = {The {Opportunity} {Cost} of {Refugee} {Resettlement}}, url = {https://jeffbloem.com/2015/09/25/opportunity-cost-of-refugee-resettlement/}, language = {en}, author = {Bloem, Jeffrey R.}, month = sep, year = {2015}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @article{mwoma_psychosocial_2015, title = {Psychosocial support for orphans and vulnerable children in public primary schools: {Challenges} and intervention strategies}, volume = {35}, issn = {02560100, 20763433}, shorttitle = {Psychosocial support for orphans and vulnerable children in public primary schools}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/1092/580}, doi = {10.15700/saje.v35n3a1092}, language = {en}, number = {3}, urldate = {2021-04-14}, journal = {South African Journal of Education}, author = {Mwoma, Teresa and Pillay, Jace}, month = aug, year = {2015}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, School violence, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, pages = {1--9}, } @book{read_where_2015, address = {Washington, DC}, title = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, isbn = {978-1-4648-0572-1 978-1-4648-0573-8}, shorttitle = {Where {Have} {All} the {Textbooks} {Gone}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0572-1}, language = {en}, urldate = {2021-06-07}, publisher = {The World Bank}, author = {Read, Tony}, month = jul, year = {2015}, doi = {10.1596/978-1-4648-0572-1}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @misc{noauthor_together_2015, title = {Together {We} {Learn} {Better}: {Inclusive} {Schools} {Benefit} {All} {Children}}, url = {https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/}, language = {en}, journal = {Inclusive Schools Network}, month = jun, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @article{oecd_embedding_2015, title = {Embedding {Professional} {Development} in {Schools} for {Teacher} {Success}}, url = {https://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en}, doi = {10.1787/5js4rv7s7snt-en}, abstract = {Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries. Teachers report more positive impacts on their classroom teaching from school than non-school embedded professional development.}, language = {en}, urldate = {2021-06-10}, author = {{OECD}}, month = mar, year = {2015}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{noauthor_haiti_2015, address = {Washington, D.C.}, type = {From evidence to policy}, title = {Haiti - {Can} smartphones make schools better?}, url = {https://documents1.worldbank.org/curated/en/908681468001491877/pdf/102710-BRI-E2P-Haiti-Ed-Read2-Box394838B-PUBLIC.pdf}, language = {en}, institution = {The World Bank}, year = {2015}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{abdul-hamid_learning_2015, title = {Learning in the {Face} of {Adversity}: {The} {UNRWA} {Education} {Program} for {Palestine} {Refugees}}, isbn = {978-1-4648-0706-0 978-1-4648-0707-7}, shorttitle = {Learning in the {Face} of {Adversity}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0706-0}, language = {en}, urldate = {2021-06-10}, publisher = {The World Bank}, author = {Abdul-Hamid, Husein and Patrinos, Harry and Reyes, Joel and Kelcey, Jo and Diaz Varela, Andrea}, month = nov, year = {2015}, doi = {10.1596/978-1-4648-0706-0}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @article{alabi_efficacy_2015, title = {Efficacy of {Client}-{Centred} and {Rational}-{Emotive} {Behaviour} {Therapies} in {Reducing} {Bullying} {Behaviour} among in-{School} {Adolescents} in {Ilorin}, {Nigeria}}, volume = {8}, url = {https://eric.ed.gov/?id=EJ1085293}, doi = {10.12973/iji.2015.815a}, language = {en}, number = {1}, journal = {International Journal of Instruction}, author = {Alabi, Yahaya Lasiele and Lami, Mustapha Mulikat}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{amelewonou_question_2015, address = {Dakar}, title = {La question enseignante dans la perspective de la scolarisation primaire universelle en 2015 dans les pays {CEDEAO}, {CEMAC}, {PALOP}}, url = {https://dakar.iiep.unesco.org/sites/default/files/fields/publication_files/la_question_enseignante_dans_la_perspective_de_scolarisation_primaire_universelle.pdf}, institution = {IIEP-Pôle de Dakar}, author = {Amelewonou, Kokou and Brossard, Mathieu and Gacougnolle, Luc-Charles}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{anderson_does_2015, title = {Does {Shortening} the {School} {Week} {Impact} {Student} {Performance}? {Evidence} from the {Four}-{Day} {School} {Week}}, volume = {10}, issn = {1557-3060, 1557-3079}, shorttitle = {Does {Shortening} the {School} {Week} {Impact} {Student} {Performance}?}, url = {https://direct.mit.edu/edfp/article/10/3/314-349/10233}, doi = {10.1162/EDFP_a_00165}, abstract = {School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student outcomes. We use school-level data from Colorado to investigate the relationship between the four-day week and academic performance among elementary school students. Our results generally indicate a positive relationship between the four-day week and performance in reading and mathematics. These findings suggest there is little evidence that moving to a four-day week compromises student academic achievement. This research has policy relevance to the current U.S. education system, where many school districts must cut costs.}, language = {en}, number = {3}, urldate = {2021-06-03}, journal = {Education Finance and Policy}, author = {Anderson, D. Mark and Walker, Mary Beth}, month = jul, year = {2015}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {314--349}, } @article{ayiro_provision_2015, title = {Provision of {Education} to the ‘{Hard} to {Reach}’ {Amidst} {Discontinuity} in {Nomadic} {Communities} in {Kenya}}, volume = {3}, url = {https://files.eric.ed.gov/fulltext/EJ1132890.pdf}, number = {3}, journal = {FIRE: Forum for International Research in Education}, author = {Ayiro, Laban P. and Sang, James K.}, year = {2015}, keywords = {Classroom practices, Curriculum retention, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, pages = {32--45}, } @book{batton_textbooks_2015, address = {Paris}, series = {Safety, resilience, and social cohesion: a guide for curriculum developers. {Booklet}, 6}, title = {Textbooks and other education materials: what key messages do we want to convey and how?}, isbn = {978-92-803-1393-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234817}, publisher = {UNESCO}, author = {Batton, Jennifer and Alama, Amapola and Sinclair, Margaret and Bethke, Lynne and Bernard, Jean}, year = {2015}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @article{behaghel_ready_2015, series = {Unpublished}, title = {Ready for boarding? {The} effects of a boarding school for disadvantaged students. {Working} paper}, volume = {2015}, url = {http://wrap.warwick.ac.uk/66210/1/WRAP_twerp_1059_chaisemartin.pdf}, number = {1059}, journal = {Warwick economics research papers series (TWERPS)}, author = {Behaghel, Luc and de Chaisemartin, Clément and Gurgand, Marc}, year = {2015}, note = {Unpublished}, } @book{benavot_education_2015, address = {Paris}, edition = {1. ed}, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Education for all 2000 - 2015: achievements and challenges}, isbn = {978-92-3-100085-0}, shorttitle = {Education for all 2000 - 2015}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232205}, abstract = {Literaturverz. S. 414 - 459}, language = {eng}, number = {12.2015}, publisher = {Unesco Publ}, editor = {Benavot, Aaron and {UNESCO}}, year = {2015}, note = {OCLC: 931908423}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Individual learning difficulties, Individual learning needs, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School climate, School completion, School location, School readiness, Teacher supply, School supply, Teaching and learning}, } @book{bethke_cost_2015, address = {IIEP-UNESCO: Paris; UNESCO IBE: Geneva; Education above all: Qatar}, series = {Safety, resilience and social cohesion}, title = {Cost and financing: how much will it cost and who will pay?}, isbn = {978-92-803-1391-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234798/PDF/234798eng.pdf.multi}, number = {5}, publisher = {IIEP-UNESCO; UNESCO International Bureau of Education; Education above all}, author = {Bethke, Lynne and Bird, Lyndsay and MacEwen, Leonora and Sigsgaard, Morten}, year = {2015}, } @techreport{bethke_teacher_2015, address = {Paris}, title = {Teacher development: how will we support and train teachers?}, url = {http://www.iiep.unesco.org/en/publication/teacher-development-how-will-we-support-and-train-teachers}, language = {en}, institution = {IIEP-UNESCO}, author = {Bethke, Lynne and Sinclair, Margaret}, year = {2015}, keywords = {Equity and inclusion, Learning processes, Resource allocation, School resources, Teacher guides and lessons plans, Teacher training, Teaching materials}, } @techreport{blumberg_eliminating_2015, address = {Paris}, title = {Eliminating gender bias in textbooks: pushing for policy reforms that promote gender equity in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232452?posInSet=3&queryId=5714e81f-8bf9-4437-a6de-5576ed89e5ad}, language = {en}, institution = {UNESCO}, author = {Blumberg, Rae Lesser}, year = {2015}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @techreport{boucher_what_2015, address = {Toronto}, title = {What {Matters} {In} {French}-{Language} {Schools}: {Implementing} {A} {Broader} {Vision} {For} {Student} {Achievement} {In} {A} {Minority} {Setting}}, url = {https://www.deslibris.ca/ID/248502}, language = {en}, institution = {Measuring What Matters, People for Education}, author = {Boucher, Michelle}, year = {2015}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{bruns_great_2015, address = {Washington, DC}, series = {Latin {American} development forum}, title = {Great teachers: how to raise student learning in {Latin} {America} and the {Caribbean}}, isbn = {978-1-4648-0151-8}, shorttitle = {Great teachers}, url = {https://openknowledge.worldbank.org/handle/10986/20488}, abstract = {The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms}, publisher = {World Bank Group}, author = {Bruns, Barbara and Luque, Javier A.}, year = {2015}, note = {OCLC: ocn896834936}, keywords = {Access to education, Appropriate teacher candidates, Classroom observation, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @misc{burns_where_2015, title = {Where it’s needed most: {Quality} professional development for all teachers}, url = {https://app.mhpss.net/?get=57/where_its_needed_most_-_teacher_professional_development__2015_lowres.pdf}, language = {en}, urldate = {2021-08-04}, publisher = {INEE}, author = {Burns, M and Lawrie, J}, year = {2015}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{carr-hill_effects_2015, address = {London}, title = {The effects of school-based decision making on educational outcomes in low and middle-income countries: {A} systematic review}, url = {https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.9}, institution = {International Initiative for Impact Evaluation (3ie)}, author = {Carr-Hill, J. Roy and Rolleston, Caine and Pherali, Tejendra and Schendel, Rebecca}, year = {2015}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{center_for_mental_health_in_schools_cultural_2015, address = {Los Angeles}, title = {Cultural {Concerns} in {Addressing} {Barriers} to {Learning}: {Introductory} packet}, url = {http://smhp.psych.ucla.edu/pdfdocs/cultural/culture.pdf}, publisher = {UCLA}, author = {{Center for Mental Health in Schools}}, year = {2015}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Educational demand, School completion, Socio-cultural barriers to schooling, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{chou_effectiveness_2015, title = {The effectiveness of teaching aids for elementary students' renewable energy learning and an analysis of their energy attitude formation}, volume = {10}, issn = {1306-3065}, url = {https://files.eric.ed.gov/fulltext/EJ1063003.pdf}, doi = {10.12973/ijese.2015.242a}, number = {2}, journal = {International Journal of Environmental \& Science Education}, author = {Chou, Ying-Chyi and Yen, Hsin-Yi and Yen, Hong-Wei and Chao, Yu-Long and Huang, Ying-Hsiu}, year = {2015}, pages = {219--233}, } @techreport{chowbey_preparing_2015, address = {London}, title = {Preparing minority ethnic children for starting primary school: {Integrating} health and education}, url = {https://raceequalityfoundation.org.uk/wp-content/uploads/2018/02/Health-Briefing-35.pdf}, language = {en}, institution = {Race Equality Foundation}, author = {Chowbey, Punita and Harrop, Deborah and Garrick, Ros}, year = {2015}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{christopherson_securing_2015, address = {New York}, title = {Securing {Education} for {Syrian} {Refugees} in {Jordan}}, url = {https://www.ipinst.org/wp-content/uploads/2015/05/IPI-E-pub-Securing-Education-for-Syrian-Refugees.pdf}, institution = {International Peace Institute}, author = {Christopherson, Mona}, year = {2015}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @techreport{costa-lascoux_comparative_2015, address = {Paris}, title = {Comparative study of textbooks: working document in the framework of the {Euro}-{Arab} {Dialogue}: summary report}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243181}, language = {en}, institution = {UNESCO}, author = {Costa-Lascoux, Jacqueline and Artois, Janine d'}, year = {2015}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @book{education_audiovisual_and_culture_executive_agency_eurydice_national_2015, address = {LU}, title = {National sheets on education budgets in {Europe}: 2015.}, shorttitle = {National sheets on education budgets in {Europe}}, url = {https://data.europa.eu/doi/10.2797/72089}, language = {eng}, urldate = {2021-05-24}, publisher = {Publications Office}, author = {{Education, Audiovisual and Culture Executive Agency. Eurydice.}}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{efa_global_monitoring_report_team_investing_2015, address = {Oslo}, title = {Investing in teachers is investing in learning: a prerequisite for the transformative power of education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000233897}, language = {en}, author = {{EFA Global Monitoring Report team}}, year = {2015}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, Teacher content knowledge, Teacher training, Teaching and learning}, } @techreport{elliott_gavi_2015, type = {Paper commissioned for the {Education} for {All} {Global} {Monitoring} {Report} 2015, {Education} for {All} 2000-2015: achievements and challenges}, title = {The {GAVI} approach to learning and teaching materials in sub-{Saharan} {Africa}}, number = {ED/EFA/MRT/2015/PI/50}, institution = {UNESCO}, author = {Elliott, Lorna and Corrie, Lisa}, year = {2015}, } @techreport{et2020_working_group_on_schools_policy_shaping_2015, address = {Brussels}, title = {Shaping career-long perspectives on teaching: {A} guide on policies to improve {Initial} {Teacher} {Education}}, url = {https://www.schooleducationgateway.eu/downloads/files/Shaping%20career-long%20perspectives%20on%20teaching.pdf}, language = {en}, institution = {European Union}, author = {{ET2020 Working Group on Schools Policy}}, year = {2015}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, Teacher content knowledge, Teacher training, Teaching and learning}, } @book{european_agency_for_special_needs_and_inclusive_education_empowering_2015, address = {Odense}, title = {Empowering {Teachers} to {Promote} {Inclusive} {Education}: {A} case study of approaches to training and support for inclusive teacher practice}, isbn = {978-87-7110-567-4}, url = {https://www.european-agency.org/sites/default/files/Empowering%20Teachers%20to%20Promote%20Inclusive%20Education.%20A%20case%20study.pdf}, language = {en}, publisher = {European Agency for Special Needs and Inclusive Education}, author = {{European Agency for Special Needs and Inclusive Education}}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher deployment, Teacher retention, Teacher provision, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @article{florian_inclusive_2015, title = {Inclusive {Pedagogy}: {A} transformative approach to individual differences but can it help reduce educational inequalities?}, volume = {47}, url = {https://www.scotedreview.org.uk/media/microsites/scottish-educational-review/other-docs/2015_47-1_May_03_Florian.pdf}, language = {en}, number = {1}, journal = {Scottish Educational Review}, author = {Florian, Lani}, year = {2015}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Equity and inclusion, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher behaviour, Teacher content knowledge, Teacher guides and lessons plans, Teacher training, Teacher-related constraints, Teaching and learning, Teaching materials}, pages = {5--14}, } @book{fredriksen_getting_2015, address = {Washington, DC}, series = {Directions in development {Human} development}, title = {Getting textbooks to every child in {Sub}-{Saharan} {Africa}: strategies for addressing the high cost and low availability problem}, isbn = {978-1-4648-0541-7 978-1-4648-0540-0}, shorttitle = {Getting textbooks to every child in {Sub}-{Saharan} {Africa}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21876/9781464805400.pdf?sequence=1&isAllowed=y}, abstract = {Abstract: Reports that data on textbook availability in Sub-Saharan Africa (SSA) remain patchy and often difficult to compare across countries. Even when textbooks physically exist in a school, they may not prove available for students to use. A 2008 survey of 19 SSA countries found (1) all but one country suffered from severe textbook shortages, (2) availability proved best for language and math, but very poor in noncore subjects; and (3) availability proved much worse in rural areas. The much higher growth in domestic and external education funding since 2000 has eased some public budget constraints on textbook provision, but this shift has also facilitated a strong (and welcomed) increase in enrollments and, thus, a sharp increase in the need for textbooks. To both cater to this rapid enrollment increase and to remedy the past low book provision necessitated a sharp increase in textbook provision, but most SSA countries did not respond adequately. (World Bank)}, language = {eng}, publisher = {World Bank Group}, author = {Fredriksen, Birger and Brar, Sukhdeep and Trucano, Michael}, year = {2015}, note = {OCLC: 914493826}, keywords = {Access to education, Direct cost of schooling, Distribution of teaching and learning materials, Economic barriers to schooling, Educational demand, Equity and inclusion, Learning processes, Resource allocation, School completion, School resources, Teaching materials, Textbook availability and content}, } @book{fyfe_child_2015, address = {Geneva}, title = {Child labour and education: {Progress}, challenges and future directions}, isbn = {978-92-2-129615-7}, url = {https://www.ilo.org/ipecinfo/product/download.do?type=document&id=26435}, publisher = {ILO (International Labour Organization)}, author = {Fyfe, Alec and Quinn, Patrick}, year = {2015}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{gennari_violence_2015, address = {Washington, D.C.}, type = {Working {Paper}}, title = {Violence against women and girls resource guide : education sector brief}, url = {https://documents1.worldbank.org/curated/en/874771468126896029/pdf/929680REVISED00tor0Brief0APRIL02015.pdf}, language = {en}, institution = {World Bank Group}, author = {Gennari, Floriza and Urban, Anne-Marie and McCleary-Sills, Jennifer and Arango, Diana and Kiplesund, Sveinung}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{gove_early_2015, address = {Paris}, title = {Early learning assessments: a retrospective}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232419}, institution = {UNESCO}, author = {Gove, Amber}, year = {2015}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{government_of_ghana_-_ministry_of_education_inclusive_2015, title = {Inclusive {Education} {Policy}}, url = {http://www.unesco.org/education/edurights/media/docs/8944e598003c27611db065f18c5f90d4681b190a.pdf}, publisher = {Government of Ghana - Ministry of Education}, author = {{Government of Ghana - Ministry of Education}}, year = {2015}, keywords = {Availability of teaching aids, Learning processes, Pedagogical management, School resources, Student learning assessments, Teacher content knowledge, Teaching and learning, Teaching materials}, } @techreport{government_of_ghana-ministry_of_education_standards_2015, address = {Accra}, title = {Standards and {Guidelines} for {Practice} of {Inclusive} {Education} {In} {Ghana}}, url = {http://www.unesco.org/education/edurights/media/docs/a4f4742655b4c9e084cc0cf353902c3c40d23107.pdf}, language = {en}, author = {{Government of Ghana-Ministry of Education}}, year = {2015}, keywords = {Access to education, Classroom practices, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School infrastructure, School supply, School year calendar, Teacher supply, School supply, Teaching and learning}, } @techreport{grimes_examination_2015, address = {Paris}, title = {An examination of the evolution of policies and strategies to improve access to education for children with disabilities, with a focus on inclusive education approaches, the success and challenges of such approaches and implications for the future policy direction}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232454?posInSet=5&queryId=68c7ad44-8000-4ed9-a08d-5d06872f3d58}, language = {en}, institution = {UNESCO}, author = {Grimes, Peter and Stevens, Marieke and Kumar, Kalpana}, year = {2015}, keywords = {Access to education, Educational demand, Equitable school distribution, Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, School community relationship, School completion, Teacher content knowledge, Teaching and learning}, } @misc{hough_does_2015, title = {Does {It} {Have} {To} {Be} {So} {Complicated}?}, url = {https://www.gse.harvard.edu/news/ed/15/05/does-it-have-be-so-complicated}, language = {en}, journal = {Harvard ED Magazine}, author = {Hough, Lory}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @misc{humanity__inclusion_education_2015, title = {Education for all? {This} is still not a reality for most children with disabilities}, url = {https://hi.org/sn_uploads/document/Education-pour-tous_un-mythe-pour-la-plupart-des-enfants-handicapes_en_1.pdf}, urldate = {2021-04-13}, publisher = {Humanity \& Inclusion}, author = {{Humanity \& Inclusion}}, year = {2015}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @misc{iglyo_international_lesbian_gay_bisexual_transgender_and_queer_youth_and_student_organisation_teachers_2015, title = {Teacher’s {Guide} to {Inclusive} {Education}}, url = {https://www.iglyo.com/wp-content/uploads/2012/04/IGLYO-Teachers-Guide-to-Inclusive-Education2.pdf}, publisher = {IGLYO}, author = {{IGLYO (International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation)}}, year = {2015}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @book{iiep-unesco_monitoring_2015, address = {Paris}, series = {Safety, resilience, and social cohesion – a guide for curriculum developers. {Booklet}, 6}, title = {Monitoring and evaluation: {How} will we know what we have done {In} {Safety}, {Resilience}, and {Social} {Cohesion} {A} {Guide} for {Curriculum} {Developers}}, isbn = {978-92-803-1400-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234818/PDF/234818eng.pdf.multi}, urldate = {2021-04-11}, publisher = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2015}, keywords = {Equity and inclusion, Monitoring system, Quality data, Use of data}, } @techreport{king_todays_2015, address = {Washington, D.C.}, title = {Today's {Challenges} for {Girls}' {Education}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/Todays-Challenges-Girls-Educationv6.pdf}, language = {en}, number = {90}, institution = {The Brookings}, author = {King, Elizabeth M. and Winthrop, Rebecca}, year = {2015}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @book{lewin_educational_2015, address = {Paris}, title = {Educational access, equity, and development: {Planning} to make rights realities. {Fundamentals} of {Educational} {Planning}.}, isbn = {978-92-803-1384-0}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235003/PDF/235003eng.pdf.multi}, urldate = {2021-04-11}, publisher = {IIEP-UNESCO}, author = {Lewin, Keith}, year = {2015}, keywords = {Budget allocation and financial incentives, Curriculum development, Educational administration and school management, Equitable and inclusive policies and legislation, Equitable school distribution, Equity and inclusion, Equity-sensitive curriculum, Learning processes, Monitoring system, Quality data, Resource allocation, School resources, Teaching materials, Use of data}, } @book{lietz_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, isbn = {978-1-74286-296-5}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235469}, urldate = {2021-04-11}, publisher = {ACER and UNESCO}, author = {Lietz, P and Nugroho, D and Tobin, M and Vivekanandan, R and Nyamkhuu, T}, year = {2015}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @article{marope_prospects_2015, title = {Prospects: {An} increasing focus on curriculum, learning, and assessment}, volume = {45}, issn = {0033-1538, 1573-9090}, shorttitle = {Prospects}, url = {http://link.springer.com/10.1007/s11125-015-9359-9}, doi = {10.1007/s11125-015-9359-9}, language = {en}, number = {2}, urldate = {2021-06-07}, journal = {IBE-UNESCO}, author = {Marope, P. T. M.}, month = jun, year = {2015}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, pages = {163--165}, } @book{masino_what_2015, address = {Helsinki}, series = {{WIDER} {Working} {Paper}}, title = {What works to improve the quality of student learning in developing countries?}, isbn = {978-92-9230-918-3}, url = {https://www.wider.unu.edu/node/513}, number = {2015/033}, urldate = {2022-08-26}, publisher = {United Nations University - World Institute for Development Economics Research (UNU-WIDER)}, author = {Masino, Serena and Niño-Zarazúa, Miguel}, year = {2015}, doi = {10.35188/UNU-WIDER/2015/918-3}, } @techreport{ministry_of_education_of_ethiopia_guideline_2015, address = {Addis Ababa}, title = {Guideline for establishing and managing inclusive education resource/support centers ({RCs})}, url = {https://planipolis.iiep.unesco.org/fr/node/6482}, language = {en}, institution = {Federal Ministry of Education}, author = {Ministry of Education of Ethiopia}, year = {2015}, keywords = {Access to education, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @article{mupa_factors_2015, title = {Factors contributing to ineffective teaching and learning in primary schools: {Why} are schools in decadence?}, volume = {6}, issn = {2222-288X}, url = {https://files.eric.ed.gov/fulltext/EJ1079543.pdf}, language = {en}, number = {19}, journal = {Journal of Education and Practice}, author = {Mupa, Paul and Chinooneka, Tendeukai Isaac}, year = {2015}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, pages = {125--132}, } @techreport{muskin_student_2015, address = {Paris}, title = {Student learning assessment and the curriculum: issues and implications for policy, design and implementation}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235489}, language = {en}, institution = {IBE-UNESCO}, author = {Muskin, Joshua A.}, year = {2015}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @article{nasab_use_2015, title = {The {Use} of {Teaching} {Aids} and {Their} {Positive} {Impact} on {Student} {Learning} {Elementary} {School}}, volume = {2}, url = {https://www.semanticscholar.org/paper/The-Use-of-Teaching-Aids-and-Their-Positive-Impact-Nasab-Esmaeili/d64178a68022a571a8339de061fb7d1b245a257b}, number = {11}, journal = {International Academic Journal for Social Sciences}, author = {Nasab, M.Z. and Esmaeili, R. and Sarem, N.S.Hamzeh Nazari}, year = {2015}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, pages = {22--27}, } @techreport{nusche_oecd_2015, address = {Paris}, title = {{OECD} {Reviews} of {School} {Resources}: {Flemish} {Community} of {Belgium}}, url = {https://www.oecd-ilibrary.org/education/oecd-reviews-of-school-resources_24133841}, abstract = {OECD, OCDE, OECD iLibrary, Organisation de coopération et de développement économiques, bibliothèque, livres, périodiques, statistiques, collections, journaux, articles, bases de données, indicateurs}, language = {en}, urldate = {2021-06-07}, institution = {OECD}, author = {Nusche, Deborah and Miron, Gary and Santiago, Paulo and Teese, Richard}, year = {2015}, keywords = {Equity and inclusion, Resource allocation, School distribution}, } @techreport{oecd_helping_2015, address = {Paris}, title = {Helping {Immigrant} students to succeed at schools-and beyond}, url = {https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, year = {2015}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @article{okongo_effect_2015, title = {Effect of {Availability} of {Teaching} and {Learning} {Resources} on the {Implementation} of {Inclusive} {Education} in {Pre}-{School} {Centers} in {Nyamira} {North} {Sub}-{County}, {Nyamira} {County}, {Kenya}}, volume = {6}, issn = {2222-288X}, url = {https://files.eric.ed.gov/fulltext/EJ1086389.pdf}, number = {35}, journal = {Journal of Education and Practice}, author = {Okongo, Rachel Bosibori and Ngao, Gladys and Rop, Naftal K. and Nyongesa, Wesonga Justus}, year = {2015}, pages = {132--141}, } @techreport{paci-green_towards_2015, title = {Towards {Safer} {School} {Construction}: {A} community-based approach}, url = {https://www.preventionweb.net/files/45179_towardssaferschoolconstruction2015.pdf}, language = {en}, institution = {GADRRRES (The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector)}, author = {Paci-Green, Rebekah and Pandey, Bishnu and Theberge, Julian}, year = {2015}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{pasec_confemen_programme_danalyse_des_systemes_educatifs_de_la_conference_des_ministres_de_leducation_des_etats_et_gouvernements_de_la_francophonie_pasec_2015, address = {Dakar}, title = {{PASEC} 2014 {Education} {System} {Performance} {In} {Francophone} {Sub}-{Saharan} {Africa}: {Competencies} and {Learning} {Factors} in {Primary} {Education}}, url = {https://www.pasec.confemen.org/wp-content/uploads/2015/12/Rapport_Pasec2014_GB_webv2.pdf}, author = {{PASEC CONFEMEN (Programme d’Analyse des Systèmes Éducatifs de la Conférence des ministres de l'Éducation des États et gouvernements de la Francophonie)}}, year = {2015}, keywords = {Availability of final grades, Double-shift schooling, Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School completion}, } @inproceedings{peeraer_conceptions_2015, address = {Oxford}, title = {Conceptions of learning and uptake of learner-centered pedagogy in initial teacher education in {Rwanda}}, url = {https://www.researchgate.net/publication/284171026_Conceptions_of_learning_and_uptake_of_learner-centered_pedagogy_in_initial_teacher_education_in_Rwanda}, author = {Peeraer, Jef and Dusabe, Chantal Kabanda and Kabanda, Chantal and Nizeyimana, Gabriel}, year = {2015}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{puryear_producing_2015, address = {Washington D.C.}, title = {Producing {High} {Quality} {Teachers} in {Latin}-{America}}, url = {http://www.thedialogue.org/wp-content/uploads/2015/04/Producing-High-Quality-Teachers-v.2.pdf}, institution = {Inter-American Dialogue}, author = {Puryear, Jeffrey}, year = {2015}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @article{ring_teacher_2015, title = {Teacher retention in refugee and emergency settings: {The} state of the literature}, volume = {14}, url = {https://openjournals.library.usyd.edu.au/index.php/IEJ/article/view/8506/10243#}, journal = {The International Education Journal: Comparative Perspectives}, author = {Ring, Hannah Reeves and West, Amy R.}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, pages = {106--121}, } @article{ronoh_children_2015, title = {Children with {Disabilities} and {Disaster} {Risk} {Reduction}: {A} {Review}}, volume = {6}, issn = {2095-0055, 2192-6395}, shorttitle = {Children with {Disabilities} and {Disaster} {Risk} {Reduction}}, url = {http://link.springer.com/10.1007/s13753-015-0042-9}, doi = {10.1007/s13753-015-0042-9}, language = {en}, number = {1}, urldate = {2021-05-25}, journal = {International Journal of Disaster Risk Science}, author = {Ronoh, Steve and Gaillard, J C and Marlowe, Jay}, month = mar, year = {2015}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, pages = {38--48}, } @techreport{rti_international_guide_2015, address = {Washington, DC}, title = {A {Guide} for {Strengthening} {Gender} {Equality} and {Inclusiveness} in {Teaching} and {Learning} {Materials}}, url = {https://shared.rti.org/content/guide-promoting-gender-equality-and-inclusiveness-teaching-and-learning-materials-2}, institution = {U.S. Agency for International Development}, author = {{RTI International}}, year = {2015}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Resource allocation, School completion, School violence, Teaching and learning, Teaching materials}, } @techreport{saito_assessing_2015, address = {Paris}, title = {Assessing {School} {Climate} towards {Sustainable} {Learning} for {All} in {Sub}-{Saharan} {Africa}: {Perspectives} from {Unstable} {Health} to {School}-{Related} {Gender}-{Based} {Violence} ({SRGBV})}, url = {https://healtheducationresources.unesco.org/sites/default/files/resources/assessing_school_climate_sacmeq_brief_6_ver3.pdf}, language = {en}, number = {6}, institution = {IIEP-UNESCO}, author = {Saito, Mioko}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @misc{saito_use_2015, title = {The use of learning assessments in policy and planning}, url = {https://learningportal.iiep.unesco.org/en/blog/the-use-of-learning-assessments-in-policy-and-planning}, urldate = {2021-04-11}, journal = {IIEP-UNESCO Learning Portal}, author = {Saito, Mioko}, year = {2015}, keywords = {Equity and inclusion, Learning processes, Monitoring system, Pedagogical management, Student learning assessments, Teaching and learning, Use of data}, } @techreport{scott_futures_2015, address = {Paris}, title = {The {Futures} of {Learning} 3: what kind of pedagogies for the 21st century?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243126}, institution = {UNESCO}, author = {Scott, Cynthia Luna}, year = {2015}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @inproceedings{skutil_teaching_2015, address = {Web}, title = {Teaching methods in primary education from the teacher’s point of view}, url = {https://www.shs-conferences.org/articles/shsconf/pdf/2016/04/shsconf_erpa2016_01001.pdf}, doi = {10.1051/shsconf/20162601001}, author = {Skutil, Martin and Havlíčková, Klára and Matějíčková, Renata}, year = {2015}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @book{symeonidis_status_2015, address = {Brussels}, title = {The {Status} of {Teachers} and the {Teaching} {Profession}: {A} study of education unions’ perspectives}, isbn = {978-92-95100-88-6}, url = {https://download.ei-ie.org/Docs/WebDepot/The%20Status%20of%20Teachers%20and%20the%20Teaching%20Profession.pdf}, language = {en}, publisher = {Education International}, author = {Symeonidis, Vasileios}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{saebones_towards_2015, title = {Towards a disability inclusive education}, url = {https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf}, author = {Sæbønes, Ann-Marit and Bieler,, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, year = {2015}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teacher content knowledge, Teaching and learning}, } @techreport{tournier_teacher_2015, address = {Paris}, title = {Teacher management : current challenges}, url = {http://www.iiep.unesco.org/sites/default/files/unit_1_eng.pdf}, language = {en}, institution = {IIEP-UNESCO}, author = {Tournier, Barbara}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{tournier_teacher_2015, address = {Paris}, title = {Teacher {Management} {Module} 4: {Teacher} allocation and utilisation}, url = {http://www.iiep.unesco.org/sites/default/files/unit_4_eng.pdf}, institution = {IIEP-UNESCO}, author = {Tournier, Barbara}, year = {2015}, } @book{uis-unesco_pacific_2015, address = {Apia, Samoa}, title = {Pacific {Education} for {All} 2015 review}, isbn = {978-982-225-017-6}, url = {http://uis.unesco.org/sites/default/files/documents/pacific-education-for-all-2015-review-en_1.pdf}, language = {en}, publisher = {UNESCO Office in Apia}, author = {{UIS-UNESCO}}, year = {2015}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{undrr_united_nations_office_for_disaster_risk_reduction_sendai_2015, address = {Geneva}, title = {Sendai {Framework} for {Disaster} {Risk} {Reduction} 2015 – 2030}, url = {https://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf}, language = {en}, institution = {UNDRR}, author = {{UNDRR (United Nations Office for Disaster Risk Reduction)}}, year = {2015}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @book{unesco_guide_2015, address = {Paris}, title = {A {Guide} for gender equality in teacher education policy and practices}, isbn = {978-92-3-100069-0}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000231646}, language = {en}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2015}, keywords = {Access to education, Classroom practices, Curriculum development, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Educational demand, Equity and inclusion, Equity-sensitive curriculum, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Student learning assessments, Teacher behaviour, Teacher-related constraints, Teaching and learning, Teaching materials, Textbook availability and content}, } @book{unesco_education_2015, address = {Paris}, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Education for all 2000 - 2015: achievements and challenges}, isbn = {978-92-3-100085-0}, shorttitle = {Education for all 2000 - 2015}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232205/PDF/232205eng.pdf.multi}, language = {eng}, number = {12.2015}, publisher = {UNESCO}, editor = {UNESCO}, year = {2015}, } @book{unesco_global_2015, address = {Paris}, title = {Global citizenship education: {Topics} and {Learning} {Objectives}}, isbn = {978-92-3-100102-4}, url = {http://unesdoc.unesco.org/images/0023/002329/232993e.pdf}, language = {English}, urldate = {2021-06-07}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2015}, note = {OCLC: 911569569}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @techreport{unesco_humanitarian_2015, address = {Paris}, type = {Policy {Paper}}, title = {Humanitarian aid for education: why it matters and why more is needed}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000233557}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{unesco_challenge_2015, address = {Paris}, series = {Education for {All} {Global} {Monitoring} {Report}}, title = {The challenge of teacher shortage and quality: {Have} we succeeded in getting enough quality teachers into classrooms?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232721}, number = {Policy Paper 19}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2015}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Financial constraints in paying teachers, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{unesco_right_2015, address = {Paris}, title = {The {Right} to education for persons with disabilities: overview of the measures supporting the right to education for persons with disabilities reported on by {Member} {States}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232592}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2015}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, Student learning assessments, Teaching and learning}, } @book{unesco_bangkok_embracing_2015, address = {Paris}, edition = {3}, title = {Embracing diversity: toolkit for creating inclusive, learning-friendly environments}, isbn = {92-9223-032-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000137522}, publisher = {UNESCO}, author = {{UNESCO Bangkok}}, year = {2015}, keywords = {Curriculum development, Learning processes, Pedagogical management, School resources, Student learning assessments, Teacher guides and lessons plans, Teaching and learning, Teaching materials}, } @book{unesco_bangkok_teaching_2015, address = {Paris}, edition = {2}, title = {Teaching children with disabilities in inclusive settings}, isbn = {978-92-9223-244-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000182975}, language = {en}, number = {Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2015}, keywords = {Access to education, Curriculum retention, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints, Teaching and learning}, } @book{unesco_international_bureau_of_education_education_2015, address = {Paris}, title = {Education for peace: planning for curriculum reform; guidelines for integrating an {Education} for {Peace} curriculum into education sector plans and policies}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000233601}, publisher = {UNESCO}, author = {{UNESCO International Bureau of Education} and {IIEP-UNESCO}}, year = {2015}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @techreport{unesco_gender_2015, address = {Paris}, title = {Gender and {EFA} 2000-2015, {Achievements} and {Challenges}: {Gender} {Summary}}, url = {https://www.womenforwater.org/uploads/7/7/5/1/77516286/efa_global_montoring_report_gender_and_efa_2000-2015.pdf}, language = {en}, number = {13}, institution = {UNESCO}, author = {{UNESCO} and {UNGEI}}, year = {2015}, keywords = {Access to education, Appropriate teacher candidates, Classroom practices, Curriculum development, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, Grade repetition, Instruction time, Insufficient budget for school construction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School buildings are not ready, School completion, School construction, School infrastructure, School resources, School supply, School year calendar, Teacher behaviour, Teacher content knowledge, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills, Textbook availability and content}, } @book{unicef_for_2015, address = {New York}, title = {For every child a fair chance: the promise of equity}, isbn = {978-92-806-4817-1}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/For_every_child_a_fair_chance.pdf}, language = {en}, publisher = {UNICEF}, author = {{UNICEF}}, year = {2015}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{unicef_investment_2015, address = {New York}, title = {The {Investment} {Case} for {Education} and {Equity}}, url = {https://www.unicef.org/reports/investment-case-education-and-equity}, institution = {United Nations Children’s Fund (UNICEF)}, author = {UNICEF}, year = {2015}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School infrastructure, School location, School supply, Teacher supply, School supply}, } @techreport{unisdr_the_united_nations_office_for_disaster_risk_reduction_disaster_2015, address = {Geneva}, title = {Disaster {Risk} {Reduction} {And} {Resilience} {In} {The} 2030 {Agenda} {For} {Sustainable} {Development}}, url = {https://www.undrr.org/publication/disaster-risk-reduction-and-resilience-2030-agenda-sustainable-development}, language = {en}, institution = {UNISDR}, author = {{UNISDR (The United Nations Office for Disaster Risk Reduction)}}, year = {2015}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @article{west_under-resourced_2015, title = {Under-resourced, undervalued, and underutilized: {Making} the case for teachers in refugee and emergency contexts}, volume = {14}, url = {https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/8502/10246}, journal = {The International Education Journal: Comparative Perspectives}, author = {West, Amy R. and Ring, Hannah Reeves}, year = {2015}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, pages = {150--164}, } @techreport{who_preventing_2015, address = {Geneva}, title = {Preventing youth violence: an overview of the evidence}, url = {https://apps.who.int/iris/bitstream/handle/10665/181008/9789241509251_eng.pdf?sequence=1}, language = {en}, institution = {WHO}, author = {{WHO}}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{who_assistive_2015, title = {Assistive {Technology} for {Children} with {Disabilities}: {Creating} {Opportunities} for {Education}, {Inclusion} and {Participation}. {A} discussion paper.}, url = {https://sites.unicef.org/disabilities/files/Assistive-Tech-Web.pdf}, publisher = {World Health Organization (WHO)}, author = {{WHO} and {UNICEF}}, year = {2015}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{woldesenbet_provision_2015, address = {Tampere}, title = {Provision of and {Participation} in {Primary} {Education} in the {Pastoralist} {Regions} of {Afar} and {Somali} of {Ethiopia}}, url = {https://trepo.tuni.fi/bitstream/handle/10024/98033/978-951-44-9942-5.pdf?sequence=1&isAllowed=y}, language = {en}, institution = {Tampere University Press}, author = {Woldesenbet, Petros Woldegiorgis}, year = {2015}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{world_bank_conducting_2015, address = {Washington, D.C.}, type = {User {Guide}}, title = {Conducting {Classroom} {Observations}: {Analyzing} {Classrooms} {Dynamics} and {Instructional} {Time}, {Using} the {Stallings} “{Classroom} {Snapshot}” {Observation} {System}}, url = {https://documents1.worldbank.org/curated/en/790221467997639302/pdf/97904-WP-Box391498B-PUBLIC-WB-Stallings-web.pdf}, institution = {The World Bank}, author = {{World Bank}}, year = {2015}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, pages = {19--28}, } @misc{iiep-unesco_costs_2014, title = {Costs and financing of education}, url = {http://www.iiep.unesco.org/en/our-expertise/costs-and-financing-education}, abstract = {Financing quality education for all is still far from guaranteed across the world. Maximizing the use of available resources is therefore crucial to reach the fourth Sustainable Development Goal (SDG 4).}, language = {en}, urldate = {2022-08-18}, journal = {IIEP-UNESCO}, author = {IIEP-UNESCO}, month = nov, year = {2014}, } @misc{iiep-unesco_decentralized_2014, title = {Decentralized governance}, url = {http://www.iiep.unesco.org/en/our-mission/decentralized-governance}, abstract = {Decentralization is a popular reform but one that is complicated to implement.}, language = {en}, urldate = {2022-08-03}, journal = {IIEP-UNESCO}, author = {IIEP-UNESCO}, month = nov, year = {2014}, } @misc{iiep-unesco_school_2014, title = {School grants}, url = {http://www.iiep.unesco.org/en/our-expertise/school-grants}, abstract = {A growing number of studies demonstrate that the management of a school, the relationships between the different school actors (principal, teachers, community), and the school’s own involvement in defining and evaluating its improvement, all have a profound impact on the quality of education.This ha}, language = {en}, urldate = {2022-08-24}, journal = {IIEP-UNESCO}, author = {IIEP-UNESCO}, month = nov, year = {2014}, } @misc{starkey_poverty_2014, title = {Poverty and sustainable transport: {How} transport affects poor people with policy implications for poverty reduction. {A} literature review}, url = {https://sustainabledevelopment.un.org/content/documents/1767Poverty%20and%20sustainable%20transport.pdf}, publisher = {UN Habitat; SLoCaT; Overseas Development Institute (ODI)}, author = {Starkey, Paul and Hine, John}, month = oct, year = {2014}, } @misc{afridi_parent_2014, title = {Parent and community involvement in education: {A} rapid review of the literature}, url = {https://www.oise.utoronto.ca/oldcidec/UserFiles/File/Website/Rapid_Review_-_Parent_Community_June_30_final_2.pdf}, publisher = {Ontario Institute for Studies in Education, University of Toronto}, author = {Afridi, Momina and Anderson, Stephen and Mundy, Karen}, month = jun, year = {2014}, } @article{gudyanga_visual_2014, title = {Visual {Participatory} {Approach} to {Violent} {Behaviour} amongst {Zimbabwean} {Students}: {Forms} and {Prevalence}}, volume = {10}, issn = {1911-2025, 1911-2017}, shorttitle = {Visual {Participatory} {Approach} to {Violent} {Behaviour} amongst {Zimbabwean} {Students}}, url = {http://www.ccsenet.org/journal/index.php/ass/article/view/36487}, doi = {10.5539/ass.v10n10p30}, number = {10}, urldate = {2021-05-31}, journal = {Asian Social Science}, author = {Gudyanga, Ephias and Matamba, Nomsa and Gudyanga, Anna}, month = apr, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, pages = {p30}, } @techreport{andersen_role_2014, address = {Harare}, type = {Monograph}, title = {The role of schools in supporting children affected by {HIV}: stakeholder report 2014}, shorttitle = {The role of schools in supporting children affected by {HIV}}, url = {http://www.brti.co.zw/}, language = {en}, urldate = {2021-04-14}, institution = {Biomedical Research and training Institute}, author = {Andersen, Louise and Nyamukapa, Constance and Gregson,, Simon and Pufall, Erica and Mandanhire, Claudius and Mutsikiwa, Alice and Gawa, Ralph and Skovdala, Morten and Campbell, Catherine}, month = mar, year = {2014}, note = {Num Pages: 26 Place: Harare, Zimbabwe Publisher: Biomedical Research and Training Institute}, keywords = {Barriers to school attendance, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Student learning assessments, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @article{ikeda_grade_2014, title = {Grade repetition: {A} comparative study of academic and non-academic consequences}, volume = {2013}, issn = {19952856}, shorttitle = {Grade repetition}, url = {https://www.oecd-ilibrary.org/economics/grade-repetition_eco_studies-2013-5k3w65mx3hnx}, doi = {10.1787/eco_studies-2013-5k3w65mx3hnx}, language = {en}, number = {1}, urldate = {2022-09-15}, journal = {OECD Journal: Economic Studies}, author = {Ikeda, Miyako and García, Emma}, month = feb, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, pages = {269--315}, } @article{rotter_iep_2014, title = {{IEP} {Use} by {General} and {Special} {Education} {Teachers}}, volume = {4}, issn = {2158-2440, 2158-2440}, url = {http://journals.sagepub.com/doi/10.1177/2158244014530410}, doi = {10.1177/2158244014530410}, abstract = {The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.}, language = {en}, number = {2}, urldate = {2021-06-03}, journal = {SAGE Open}, author = {Rotter, Kathleen}, month = jan, year = {2014}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher guides and lessons plans, Teacher provision}, pages = {215824401453041}, } @misc{noauthor_build_2014, title = {Build {Connections}}, url = {https://www.teachingrefugees.com/wp-content/uploads/2014/02/Build-Connections-Tips-for-Teachers.pdf}, language = {en}, publisher = {TeachingRefugees.com}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @misc{noauthor_thoughtful_2014, title = {The {Thoughtful} {Classroom} {Teacher} {Effectiveness} {Framework}: {Basic} {Rubric}}, url = {https://thoughtfulclassroom.com/wp-content/uploads/2019/12/4-TCTEF_Quick_Guide_071819.pdf}, publisher = {Silver Strong \& Associates Thoughtful Education Press}, year = {2014}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @misc{noauthor_what_2014, title = {What is {Universal} {Design}}, url = {http://universaldesign.ie/What-is-Universal-Design/}, language = {en}, journal = {Centre for Excellence in Universal Design NDA (National Education Authority)}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @book{abdul-hamid_saber_2014, address = {Washington, DC}, series = {Working {Paper} {Series}}, title = {{SABER}: {What} matters for most education management information systems – a framework paper}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/543401468329077038/saber-what-matters-for-most-education-management-information-systems-a-framework-paper}, urldate = {2021-04-11}, publisher = {World Bank}, author = {Abdul-Hamid, Hamid}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Equity and inclusion, Logistic constraints in paying teachers, Monitoring system, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply, Use of data}, } @book{afridi_parent_2014, address = {Toronto}, title = {Parent and community involvement in education: {A} rapid review of the literature}, url = {https://www.oise.utoronto.ca/cidec/UserFiles/File/Website/Rapid_Review_-_Parent_Community_June_30_final_2.pdf}, publisher = {Ontario Institute for Studies in Education, University of Toronto}, author = {Afridi, Momina and Anderson, Stephen and Mundy, Karen}, year = {2014}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Educational administration and school management, Educational demand, Equity and inclusion, School community relationship, School completion}, } @article{alhassan_teacher_2014, title = {Teacher {Behaviour} and its effects on pupils’ attendance in {Basic} {Schools} in the {Northern} {Region} of {Ghana}}, issn = {2354-2942}, url = {https://www.academia.edu/31827537/Teacher_Behaviour_and_its_effects_on_pupils_attendance_in_basic_schools_in_the_Northern_Region_of_Ghana}, language = {en}, journal = {International Journal of Innovative Education Research}, author = {Alhassan, Eliasu and Odame, Felicia Safoa}, year = {2014}, keywords = {Drop-out/Push-out, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints}, } @misc{arnot_migrant_2014, title = {Migrant children: the litmus test of our education system}, url = {https://www.cam.ac.uk/research/features/migrant-children-the-litmus-test-of-our-education-system}, journal = {University of Cambridge}, author = {Arnot, Madeleine and Gelsthorpe, Loraine}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{barasa_successful_2014, address = {Paris}, title = {Successful decentralization: the roles and challenges of {DEOs} in {Kenya}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000228291}, language = {en}, institution = {IIEP-UNESCO}, author = {Barasa, Tiberius}, year = {2014}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @book{barasa_roles_2014, address = {Paris}, series = {{IIEP}'s {Country} {Notes}}, title = {The roles and challenges of {DEOs} in {Kenya}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000228291}, publisher = {IIEP-UNESCO}, author = {Barasa, Tiberius}, year = {2014}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @techreport{bramwell_teachers_2014, address = {Toronto}, title = {Teachers and teacher development: {A} rapid review of the literature}, url = {https://www.oise.utoronto.ca/cidec/UserFiles/File/Website/Rapid_Review-teacher_development_June_30_final_2.pdf}, institution = {Ontario Institute for Studies in Education University of Toronto}, author = {Bramwell, Daniela and Anderson, Stephen and Mundy, Karen}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints}, } @techreport{browne_gender_2014, address = {Birmingham, UK}, type = {Helpdesk {Research} {Report}}, title = {Gender in community-driven development}, url = {https://assets.publishing.service.gov.uk/media/57a089a6ed915d3cfd000372/hdq1079.pdf}, language = {en}, institution = {GSDRC (Governance and Social Development Resource Centre), University of Birmingham}, author = {Browne, Evie}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @article{bruwer_inclusive_2014, title = {Inclusive education and insufficient school readiness in {Grade} 1: {Policy} versus practice}, volume = {4}, url = {https://files.eric.ed.gov/fulltext/EJ1187185.pdf}, doi = {10.4102/sajce.v4i2.202}, language = {en}, number = {2}, journal = {South African Journal of Childhood Education4}, author = {Bruwer, Marietjie and Hartell, Cycil and Steyn, Miemsie}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {18--35}, } @mastersthesis{casey_understanding_2014, address = {Växjö, Sweden}, title = {Understanding {High} {Dropout} rates in {Primary} {School} {Education} in {Mozambique}}, url = {https://www.diva-portal.org/smash/get/diva2:732524/FULLTEXT01.pdf}, language = {en}, school = {Linnnaeus University}, author = {Casey, Jonathan Paul}, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @inproceedings{centre_hubertine_auclert_manuels_2014, address = {Paris}, title = {Manuels scolaires, genre et égalité}, url = {https://www.centre-hubertine-auclert.fr/sites/default/files/fichiers/actes-04-manuelscolaire-22122014-web.pdf}, language = {fr}, booktitle = {Proceedings of 2 {July} 2014 symposium}, publisher = {Centre Hubertine Auclert}, author = {{Centre Hubertine Auclert}}, year = {2014}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @book{crabbe_textbook_2014, address = {Washington, D.C.}, title = {Textbook development in low income countries: {A} guide for policy and practice}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/18667/873000WP0Textb0Box385186B000PUBLIC0.pdf?sequence=1&isAllowed=y}, publisher = {World Bank; GPE}, author = {Crabbe, Richard A. B. and Nyingi, Mary}, collaborator = {Abadzi, Helen}, year = {2014}, } @techreport{darling-hammond_one_2014, address = {Washington D.C.}, title = {One {Piece} of the {Whole}: {Teacher} {Evaluation} as {Part} of a {Comprehensive} {System} for {Teaching} and {Learning}}, url = {https://files.eric.ed.gov/fulltext/EJ1023870.pdf}, language = {en}, institution = {American Educator}, author = {Darling-Hammond, Linda}, year = {2014}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, Teacher content knowledge, Teacher training, Teaching and learning}, } @misc{dedman_financing_2014, title = {Financing of {Inclusive} {Education}}, url = {http://www.inclusive-education.org/sites/default/files/uploads/booklets/IE_Webinar_Booklet_8.pdf}, language = {en}, publisher = {UNICEF}, author = {Dedman, Crawford}, year = {2014}, keywords = {Access to education, Availability of final grades, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @article{devries_violence_2014, title = {Violence against primary school children with disabilities in {Uganda}: a cross-sectional study}, volume = {14}, issn = {1471-2458}, shorttitle = {Violence against primary school children with disabilities in {Uganda}}, url = {https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-14-1017}, doi = {10.1186/1471-2458-14-1017}, language = {en}, number = {1}, urldate = {2021-05-28}, journal = {BMC Public Health}, author = {Devries, Karen M and Kyegombe, Nambusi and Zuurmond, Maria and Parkes, Jenny and Child, Jennifer C and Walakira, Eddy J and Naker, Dipak}, month = dec, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teacher behaviour, Teacher-related constraints, Teaching and learning}, pages = {1017}, } @book{education_audiovisual_and_culture_executive_agency_eurydice_brussels_belgium_financing_2014, address = {LU}, title = {Financing schools in {Europe} :mechanisms, methods and criteria in public funding.}, shorttitle = {Financing schools in {Europe}}, url = {https://data.europa.eu/doi/10.2797/7857}, language = {eng}, urldate = {2021-05-23}, publisher = {Publications Office}, author = {{Education, Audiovisual and Culture Executive Agency. Eurydice (Brussels, Belgium).}}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{farkas_conceptualizing_2014, address = {New York}, title = {Conceptualizing­ {Inclusive} {Education} and {Contextualizing}­ it within the {UNICEF} {Mission}: {Webinar} 1 – {Companion} {Technical} {Booklet}.}, url = {https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_1_0.pdf}, language = {en}, institution = {UNICEF}, author = {Farkas, Amy}, year = {2014}, keywords = {Barriers to school attendance, Curriculum development, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Individual learning difficulties, Individual learning needs, Instruction time, Learning processes, Obstacles to teaching and learning, School climate, School completion, School readiness, School resources, Teaching and learning, Teaching materials}, } @techreport{gershberg_educational_2014, address = {Atlanta, GA}, type = {International {Center} for {Public} {Policy} ({ICEPP}) {Working} {Papers}}, title = {Educational infrastructure, school construction, \& decentralization in developing countries: {Key} issues for an understudied area}, url = {https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1020&context=icepp}, language = {en}, number = {27}, institution = {Georgia State University}, author = {Gershberg, Alec Ian}, year = {2014}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @techreport{gill_conceptual_2014, address = {Princeton}, title = {A {Conceptual} {Framework} for {Data}-{Driven} {Decision} {Making}}, url = {https://www.mathematica.org/our-publications-and-findings/publications/a-conceptual-framework-for-data-driven-decision-making}, abstract = {The Bill \& Melinda Gates Foundation, which has funded four initiatives promoting strategic use of data at the state and district levels, requested that Mathematica develop a conceptual framework for data-driven decision making (DDDM) based upon knowledge generated from Mathematica’s evaluation of the strategic data use initiatives and from existing literature on data use in education. The framework, encompassed in this document as two key figures, aims to provide a comprehensive picture of the DDDM process in education. Separately, we also include an annotated bibliography of the literature we used to inform the framework.}, urldate = {2021-04-11}, institution = {Mathematica Policy Research}, author = {Gill, Brian and Borden, Brandon and Hallgren, Kristin}, year = {2014}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @book{global_education_monitoring_report_team_teaching_2014, address = {Paris}, series = {{EFA} global monitoring report 2013-2014}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000225660}, language = {en}, publisher = {UNESCO}, author = {{Global Education Monitoring Report Team}}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, School violence, Teacher behaviour, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{goodspeed_how_2014, address = {Washington, D.C.}, title = {How {Effectively} do {Latin} {American} {Teachers} {Manage} their {Classrooms} to {Support} {Learning}?}, url = {https://prealblog.files.wordpress.com/2014/07/final-time-on-task-brief-7-23-14-pdf.pdf}, institution = {Inter-American Dialogue}, author = {Goodspeed, Tamara Ortega}, year = {2014}, keywords = {Classroom observation, Learning processes, Pedagogical management, Teaching and learning}, } @techreport{howgego_inclusive_2014, address = {Oxford}, title = {Inclusive {Learning}: {Children} with disabilities and difficulties in learning}, url = {http://www.heart-resources.org/wp-content/uploads/2014/09/Inclusive-Learning-Topic-Guide.pdf?9d29f8=.}, institution = {Health \& Education Advice \& Resource Team}, author = {Howgego, Catherine and Miles, Susie and Myers, Juliette}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Availability of final grades, Classroom practices, Curriculum development, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Educational demand, Equity and inclusion, Equity-sensitive curriculum, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, School community relationship, School completion, School location, School resources, Student learning assessments, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @techreport{iiep-unesco_decentralization_2014, address = {Paris}, type = {{IIEP} {Research} brief}, title = {Decentralization in {Education}: {Overcoming} challenges and achieving success – the {Kenyan} experience}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000229832}, institution = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2014}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @article{iiep-unesco_decentralization_2014, title = {Decentralization in {Education}: {Overcoming} challenges and achieving success – the {Kenyan} experience}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000229832/PDF/229832eng.pdf.multi}, journal = {IIEP Research Brief}, author = {IIEP-UNESCO}, year = {2014}, } @misc{inee_inter-agency_network_for_education_in_emergencies_inee_2014, title = {{INEE} {Good} {Practice} {Guide}: {Shelter} and {School} {Construction}}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/doc_1_shelter_and_school_construction.pdf}, publisher = {INEE}, author = {{INEE (Inter-Agency Network for Education in Emergencies)}}, year = {2014}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School year calendar}, } @book{inee_inter-agency_network_for_education_in_emergencies_mapping_2014, title = {Mapping the education response to the {Syrian} crisis}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Mapping_the_Education_Response_to_the_Syrian_Crisis_FINAL.pdf}, urldate = {2021-04-14}, publisher = {INEE}, author = {{INEE (Inter-agency Network for Education in Emergencies)}}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{jordan_ministry_2014, address = {Jordan}, title = {Ministry of {Planning} and {International} {Cooperation}. {National} resilience {Plan} 2014-2016.}, url = {http://www.jordanembassyus.org/sites/default/files/NRP_FinalDraft_08.29.2014_MOPIC.pdf}, urldate = {2021-04-14}, publisher = {HASHEMITE KINGDOM OF JORDAN MINISTRY OF PLANNING AND INTERNATIONAL COOPERATION}, author = {Jordan}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{joseph_roll_2014, address = {Washington, D.C.}, title = {Roll call: {The} importance of teacher attendance}, url = {https://www.nctq.org/dmsView/RollCall_TeacherAttendance}, language = {en}, institution = {NCTQ (The National Council on Teacher Quality)}, author = {Joseph, Nithya and Waymack, Nancy and Zielaski, Daniel}, year = {2014}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{lansdown_legislation_2014, address = {New York}, title = {Legislation and {Policies} for {Inclusive} {Education}: {Webinar} 3 – {Companion} {Technical} {Booklet}}, url = {https://www.unicef.org/northmacedonia/media/3961/file/MK_InclusiveEducationLegislation_Report_ENG.pdf}, publisher = {UNICEF}, author = {Lansdown, Gerison}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Inclusive school enrolment practices, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{leach_schoolrelated_2014, type = {Background research paper prepared for {UNESCO}}, title = {School‐related {Gender}‐based {Violence}: {A} global review of current issues and approaches in policy, programming and implementation responses to {School}-{Related} {Gender}-{Based} {Violence} ({SRGBV}) for the {Education} {Sector}}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/HIV-AIDS/pdf/SRGBV_UNESCO_Global_ReviewJan2014.pdf}, language = {en}, institution = {UNESCO}, author = {Leach, Fiona and Dunne, Máiréad and Salvi, Francesca}, year = {2014}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, School violence, Teaching and learning, Teaching materials}, } @book{lefoka_successful_2014, address = {Paris}, series = {{IIEP}'s {Country} {Notes}}, title = {Successful decentralization: the roles and challenges of {DEOs} in {Lesotho}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000228292}, publisher = {IIEP-UNESCO}, author = {Lefoka, Pulane J. and Tsepa, Mathabo}, year = {2014}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @article{leowinata_gender_2014, title = {Gender {Mainstreaming} {Toolkit} for {Teachers} and {Teacher} {Educators}}, url = {http://oasis.col.org/bitstream/handle/11599/566/Gender-Mainstreaming-Toollkit%5b1%5d%20Copy.pdf?sequence=1&isAllowed=y}, language = {en}, journal = {Burnaby: Commonwealth of Learning}, author = {Leowinata, Sevilla and Frei, Sibyl}, year = {2014}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching materials, Teaching skills}, pages = {190}, } @techreport{lopez_education_2014, address = {Santiago de Chile}, type = {Notes}, title = {Education and {Development} {Post}-2015: {School} {Climate}}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/APUNTE04-ING.pdf}, language = {en}, number = {4}, institution = {OREALC-UNESCO (Regional Bureau for Education in Latin America and the Caribbean)}, author = {López, Verónica}, year = {2014}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School climate, School completion, School violence, Teaching and learning}, } @article{makoelle_multi-grade_2014, title = {Multi-{Grade} {Teaching} and {Inclusion}: {Selected} {Cases} in the {Free} {State} {Province} of {South} {Africa}}, volume = {7}, url = {https://www.tandfonline.com/doi/abs/10.1080/09751122.2014.11890171}, journal = {International Journal of Educational Sciences}, author = {Makoelle, T.M. and Malindi, M.C.}, year = {2014}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, pages = {77--86}, } @phdthesis{mantey_accessibility_2014, address = {Siegen, Germany}, title = {Accessibility to inclusive education for children with disabilities: a case of two selected areas in {Ghana}.}, url = {https://d-nb.info/1068362936/34}, language = {en}, school = {University of Siegen}, author = {Mantey, Efua Esaaba}, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{mariga_inclusive_2014, address = {Oxford}, title = {Inclusive education in low-income countries}, isbn = {978-0-9870203-4-5}, url = {https://www.eenet.org.uk/resources/docs/Inclusive_Education_in_Low_Income_Countries.pdf}, abstract = {The history of people with disabilities has been dominated by their isolation and exclusion. The long fight towards inclusion - and inclusive education in particular - started not many years ago. Most were powerless to control their own destiny. Their participation in society has been the object of others actions. In many countries their disability policies have a substantial element of protection and charity but not the right to equalisation of opportunities. This book highlights the process of change that is underway internationally. The equalisation of opportunities requires new processes t}, language = {eng}, publisher = {Disability Innovations Africa}, author = {Mariga, Lilian and MacConkey, Roy and Myezwa, Hellen}, year = {2014}, note = {OCLC: 935464321}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @book{maynooth_university_guidelines_2014, address = {Maynooth}, title = {Guidelines for {Student} {Teachers} with {Disabilities}}, url = {https://www.maynoothuniversity.ie/sites/default/files/assets/document/Guidelines_for_supporting_SWD_0.pdf}, publisher = {National University of Ireland Maynooth}, author = {{Maynooth University}}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{mckenzie_study_2014, address = {Jakarta}, title = {Study on {Teacher} {Absenteeism} in {Indonesia} 2014}, url = {https://www.adb.org/sites/default/files/publication/176315/ino-study-teacher-absenteeism-2014.pdf}, language = {en}, institution = {Education Sector Analytical and Capacity Development Partnership (ACDP)}, author = {McKenzie, Phillip and Nugroho, Dita and Ozolins, Clare and McMillan, Julie and Sumarto, Sudarno and Toyamah, Nina and Febriany, Vita and Sodo, R. Justin and Bima, Luhur and Sim, Arief Armand}, year = {2014}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @misc{meresman_parents_2014, title = {Parents, {Family} and {Community} {Participation} in {Inclusive} {Education}: {Webinar} 13 – {Companion} {Technical} {Booklet}}, url = {https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_13.pdf}, language = {en}, publisher = {UNICEF}, author = {Meresman, Sergio}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar, Socio-cultural barriers to schooling}, } @misc{ministry_of_education_of_government_of_nepal_consolidated_2014, title = {Consolidated {Equity} {Strategy} for the {School} {Education} {Sector} in {Nepal}}, url = {http://www.doe.gov.np/assets/uploads/files/47441f6a3f1e62dedb7bb91655b8df92.pdf}, language = {en}, author = {Ministry of Education of Government of Nepal}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Educational demand, Language of instruction, School completion, School infrastructure, School supply, Socio-cultural barriers to schooling, Teacher supply, School supply}, } @misc{ministry_of_planning_and_international_cooperation_of_hashemite_kingdom_of_jordan_national_2014, title = {National resilience {Plan} 2014-2016: {Proposed} {Priority} {Responses} to {Mitigate} the impact of the {Syrian} {Crisis} on {Jordan} and {Jordanian} {Host} {Communities}}, url = {http://www.jordanembassyus.org/sites/default/files/NRP_FinalDraft_08.29.2014_MOPIC.pdf}, language = {en}, author = {Ministry of Planning {and} International Cooperation of Hashemite Kingdom of Jordan}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher deployment, Teacher retention, Teacher provision, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @techreport{mont_education_2014, address = {New York}, title = {Education {Management} {Information} {Systems} and {Children} with {Disabilities}: {Webinar} 6 – {Companion} {Technical} {Booklet}}, url = {inclusive-education.org/sites/default/files/uploads/booklets/IE_Webinar_Booklet_6.pdf}, language = {en}, institution = {UNICEF}, author = {Mont, Daniel}, year = {2014}, keywords = {Barriers to school attendance, Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Monitoring system, Obstacles to teaching and learning, Quality data, School completion}, } @techreport{mont_planning_2014, address = {New York}, title = {Planning, {Monitoring} and {Evaluation}: {Webinar} 14 – {Companion} {Technical} {Booklet}}, url = {https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_14.pdf}, language = {en}, institution = {UNICEF}, author = {Mont, Daniel}, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{moran_inclusive_2014, address = {New York}, title = {Inclusive {Pre}-{School} {Programmes}: {Webinar} 9 – {Companion} {Technical} {Booklet}}, url = {https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_9.pdf}, language = {en}, institution = {UNICEF}, author = {Moran, Mary}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{oecd_education_2014, address = {Paris}, title = {Education {Policy} {Outlook}: {Portugal}}, url = {https://www.oecd.org/education/EDUCATION%20POLICY%20OUTLOOK_PORTUGAL_EN.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{oecd_effectiveness_2014, type = {Draft}, title = {Effectiveness, efficiency and sufficiency: an {OECD} framework for a physical learning environments module}, url = {https://www.oecd.org/education/LEEP-Conceptual-Framework-2014.pdf}, language = {en}, author = {OECD}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School infrastructure, School supply, Teacher supply, School supply}, } @book{oecd_talis_2014, address = {Paris}, title = {{TALIS} 2013 results: an international perspective on teaching and learning}, isbn = {978-92-64-19626-1 978-92-64-21133-9}, shorttitle = {{TALIS} 2013 results}, url = {https://www.oecd-ilibrary.org/education/talis-2013-results_9789264196261-en}, language = {eng}, publisher = {OECD}, author = {OECD}, year = {2014}, note = {OCLC: 931621411}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher absenteeism, Teacher behaviour, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{oecd_teacher_2014, address = {Paris}, title = {Teacher renumeration in {Lativa}: an {OECD} perspective}, url = {https://www.oecd.org/education/OECD%20Review%20of%20Teacher%20Remuneration%20in%20Latvia_OPS_FINAL.pdf}, language = {en}, institution = {OECD}, author = {OECD}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{pekrun_emotions_2014, address = {Geneva}, title = {Emotions and {Learning}}, url = {http://www.ibe.unesco.org/sites/default/files/resources/edu-practices_24_eng.pdf}, language = {en}, number = {24}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Pekrun, Reinhard}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{pepler_bullying_2014, address = {Kingston}, title = {Bullying {Prevention} and {Intervention} in the {School} {Environment}: {Factsheets} and {Tools}}, url = {https://www.prevnet.ca/sites/prevnet.ca/files/prevnet_facts_and_tools_for_schools_rev_apr2021.pdf}, language = {en}, institution = {PREVNet (Canada’s authority on research and resources for bullying prevention)}, author = {Pepler, Debra J. and Craig, Wendy}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @book{petty_teaching_2014, address = {Oxford}, edition = {5th ed}, title = {Teaching today: a practical guide}, isbn = {978-1-4085-2314-8}, shorttitle = {Teaching today}, language = {eng}, publisher = {Oxford University Press}, author = {Petty, Geoffrey}, year = {2014}, } @book{poisson_achieving_2014, address = {Paris}, series = {Ethics and corruption in education}, title = {Achieving {Transparency} in {Pro}-poor {Education} {Incentives}}, isbn = {978-92-803-1371-0}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000226982/PDF/226982eng.pdf.multi}, language = {English}, publisher = {IIEP-UNESCO}, editor = {Poisson, Muriel}, year = {2014}, note = {OCLC: 900473951}, } @techreport{rao_early_2014, address = {London}, title = {Early childhood development and cognitive development in developing countries}, url = {http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/ECD%202014%20Rao%20report.pdf?ver=2014-10-02-145634-017}, language = {en}, institution = {DFID (Department for International Development)}, author = {Rao, Nirmala and Sun, Jin and Wong, Jessie M.S. and Weekes, Brendan and Ip, Patrick and Shaeffer, Sheldon and Young, Mary and Bray, Mark and Chen, Eva and Lee, Diana}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{republic_of_namibia_of_ministry_of_education_learning_2014, address = {Okahandja}, edition = {2}, title = {Learning {Support} {Teachers}’ {Manual}}, url = {http://www.nied.edu.na/assets/documents/02Syllabuses/06InclusiveEducation/Learningsupport/IE_TeachersManual_Apr2015.pdf}, publisher = {Ministry of Education NIED (The National Institute for Educational Development)}, author = {{Republic of Namibia of Ministry of Education}}, year = {2014}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @techreport{roy_integration_2014, address = {Bruxelles}, title = {The {Integration} of {Children} and {Families} with a {Migration} {Background}: {An} overview of projects among {Eurodiaconia} members}, url = {https://eurodiaconia.org/wordpress/wp-content/uploads/2015/08/mapping-document-on-child-and-family-integration1.pdf}, language = {en}, institution = {Eurodiaconia}, editor = {Roy, Heather}, year = {2014}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{save_the_children_save_2014, title = {Save the {Children} {Stands} for {Inclusive} {Education}}, url = {https://www.savethechildren.org/content/dam/global/reports/education-and-child-protection/incl-ed-pos-ppr.pdf}, language = {en}, institution = {Education Global Initiative}, author = {Save the Children}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{shodhganga_chapter_2014, title = {Chapter 4: {Teaching} {Aids} in {Geography}}, url = {http://shodhganga.inflibnet.ac.in/bitstream/10603/142170/11/11_chapter%204.pdf}, author = {{Shodhganga}}, year = {2014}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @article{smith_increasing_2014, title = {Increasing {Teacher} {Attendance}}, volume = {2}, url = {http://88pqz2md3zt3enasj4b54xk180s.wpengine.netdna-cdn.com/wp-content/uploads/2014/08/IncreasingTeacherAttendance.pdf}, language = {en}, number = {1}, journal = {SubJournal}, author = {Smith, Geoffrey G.}, year = {2014}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {8--17}, } @techreport{starkey_poverty_2014, title = {Poverty and sustainable transport {How} transport affects poor people with policy implications for poverty reduction}, url = {https://sustainabledevelopment.un.org/content/documents/1767Poverty%20and%20sustainable%20transport.pdf}, institution = {UN-Habitat; the Overseas Development Institute (ODI); SLoCaT}, author = {Starkey, Paul and Hine, John}, year = {2014}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Equity and inclusion, Resource allocation, School completion, School distribution, School location, Teacher supply, School supply}, } @techreport{state_education_resource_center_minority_2014, address = {Middletown}, title = {Minority teachers in {Connecticut}: {A} {Durational} {Shortage} {Area}, {Technical} {Report}}, url = {https://ctserc.org/documents/misc/equity-2017-09-20-minority-teachers.pdf}, institution = {State Education Resource Center}, author = {{State Education Resource Center}}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{topping_access_2014, address = {New York}, type = {Webinar 10 – {Companion} {Technical} {Booklet}}, title = {Access to {School} and the {Learning} {Environment} {I} - {Physical}, {Information} and {Communication}}, url = {https://www.unicef.org/northmacedonia/media/4101/file/MK_AccessToLearning_I_Report_ENG.pdf}, language = {en}, institution = {UNICEF}, author = {Topping, Bob}, year = {2014}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School buildings are not usable, School completion, School construction, School infrastructure, School resources, School supply, School year calendar, Teacher supply, School supply, Teaching materials, Textbook availability and content}, } @techreport{undesa_united_nations_department_of_economic_and_social_affairs_electricity_2014, address = {New York}, title = {Electricity and education: {The} benefits, barriers, and recommendations for achieving the electrification of primary and secondary schools}, url = {https://sustainabledevelopment.un.org/content/documents/1608Electricity%20and%20Education.pdf}, language = {en}, institution = {UNDESA}, author = {UNDESA (United Nations Department of Economic {and} Social Affairs)}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{unesco_developing_2014, address = {Paris}, title = {Developing an education sector response to early and unintended pregnancy: discussion document for a global consultation}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000230510}, language = {en}, institution = {UNESCO}, author = {UNESCO}, year = {2014}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{unesco_increasing_2014, address = {Paris}, type = {{EFA} {Global} {Monitoring} {Report}}, title = {Increasing tax revenues to bridge the education financing gap}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227092}, language = {en}, institution = {UNESCO}, author = {UNESCO}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{unesco_stay_2014, address = {Paris}, title = {Stay safe and be prepared: a teacher's guide to disaster risk reduction}, isbn = {978-92-3-000015-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000228963?posInSet=5&%20queryId=cc26e6ee-a50f-4af8-b99e-80bf736deed0}, language = {en}, publisher = {UNESCO}, author = {UNESCO}, year = {2014}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @book{unesco_teaching_2014, address = {Paris}, title = {Teaching respect for all: implementation guide}, isbn = {978-92-3-100025-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227983}, language = {en}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2014}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{unesco_textbooks_2014, address = {Paris}, title = {Textbooks and learning resources: guidelines for developers and users}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000226135_eng}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2014}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @techreport{unesco_unesco_2014, address = {Paris}, title = {{UNESCO} education strategy 2014-2021}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000231288}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2014}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @techreport{unesco_bangkok_lesson_2014, address = {Bangkok}, title = {Lesson plans for teaching about sexual and gender diversity in {Thailand}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227707}, institution = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2014}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @book{unesco_teaching_2014, address = {Paris}, edition = {2nd printing}, series = {{EFA} global monitoring report - {Gender} summary}, title = {Teaching and {Learning}: {Achieving} {Quality} for {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000226662}, number = {2013/14}, urldate = {2021-08-04}, publisher = {UNESCO}, editor = {{UNESCO} and {Education for All}}, year = {2014}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion, School resources, Teacher deployment, Teacher retention, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @misc{unicef_teachers_2014, title = {Teachers, {Inclusive}, {Child}-{Centred} {Teaching} and {Pedagogy}: {Webinar} 12 – {Companion} {Technical} {Booklet}}, url = {https://www.unicef.org/eca/education}, abstract = {Read how we are working to get all children in school and learning.}, language = {en}, urldate = {2021-04-13}, journal = {UNICEF}, author = {{UNICEF}}, year = {2014}, keywords = {Access to education, Availability of teaching aids, Classroom practices, Curriculum development, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Educational demand, Equity and inclusion, Equity-sensitive curriculum, Grade repetition, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School community relationship, School completion, School resources, Teacher behaviour, Teacher content knowledge, Teacher provision, Teacher training, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @book{unicefsouth_asia_all_2014, title = {All children in school by 2015: global initiative on out-of-school children : {South} {Asia} regional study : covering {Bangladesh}, {India}, {Pakistan} and {Sri} {Lanka}.}, isbn = {978-9937-8215-6-8}, shorttitle = {All children in school by 2015}, url = {http://www.indianet.nl/pdf/GlobalInitiativeOnOut-Of-SchoolChildren.pdf}, language = {English}, author = {{UNICEF/South Asia}}, year = {2014}, note = {OCLC: 1119557913}, keywords = {Access to education, Availability of final grades, Double-shift schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Number of teaching hours, Opportunity cost of schooling, School completion}, } @book{unicef_financing_2014, address = {New York}, title = {Financing of {Inclusive} {Education} {Webinar} 8 - {Companion} {Technical} {Booklet}}, url = {http://www.inclusive-education.org/sites/default/files/uploads/booklets/IE_Webinar_Booklet_8.pdf}, publisher = {UNICEF}, author = {{UNICEF} and Dedman, Crawford}, year = {2014}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School location, School supply, Teacher supply, School supply}, } @techreport{united_nations_inter-agency_support_group_iasg_education_2014, type = {Thematic {Paper} towards the preparation of the 2014 {World} {Conference} on {Indigenous} {Peoples}}, title = {Education and indigenous peoples : priorities for inclusive education}, url = {un.org/en/ga/69/meetings/indigenous/pdf/IASG%20Thematic%20Paper_%20Education%20-%20rev1.pdf}, language = {en}, author = {{United Nations Inter-Agency Support Group (IASG)}}, year = {2014}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @article{vrasmas_curriculum_2014, title = {Curriculum for {Children} with {Disabilities} in {Inclusive} {Education}. {A} {Literature} {Review}}, volume = {127}, issn = {18770428}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1877042814023581}, doi = {10.1016/j.sbspro.2014.03.267}, language = {en}, urldate = {2021-06-07}, journal = {Procedia - Social and Behavioral Sciences}, author = {Vrasmas, Traian}, month = apr, year = {2014}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, pages = {336--341}, } @techreport{wales_improvements_2014, address = {London}, title = {Improvements in the quality of basic education: {Chile}’s experience}, url = {https://cdn.odi.org/media/documents/9067.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Wales, Joseph and Ali, Ahmed and Nicolai, Susan}, year = {2014}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{watkins_model_2014, address = {Paris}, title = {Model policy for inclusive {ICTs} in education for persons with disabilities}, isbn = {978-92-3-100005-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227229?posInSet=1&queryId=af22a9ad-f5dd-42f0-aaae-c59bdb44da2b}, language = {en}, publisher = {UNESCO}, author = {Watkins, Amanda and Leblois, Axel}, year = {2014}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{yasunaga_non-formal_2014, address = {Paris}, title = {Non-formal education as a means to meet learning needs of out-of-school children and adolescents}, url = {http://ais.volumesquared.com/wp-content/uploads/2015/01/OOSC-2014-Non-formal-education-for-OOSC-final.pdf}, language = {en}, institution = {Out-of-School Children Initiative}, author = {Yasunaga, Mari}, year = {2014}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @misc{nhan-oreilly_it_2013, title = {It {Takes} {A} {Community} to {Learn}!}, url = {https://www.globalpartnership.org/blog/it-takes-community-learn}, language = {en}, journal = {Education for All blog}, author = {Nhan-O'Reilly, Joseph}, month = dec, year = {2013}, keywords = {Access to education, Educational demand, School community relationship, School completion}, } @incollection{chang_teachers_2013, address = {Washington, DC}, title = {Teachers as the {Cornerstone} of {Educational} {Quality} {\textbar} {Teacher} {Reform} in {Indonesia}: {The} {Role} of {Politics} and {Evidence} in {Policy} {Making}}, isbn = {978-0-8213-9829-6 978-0-8213-9960-6}, url = {http://elibrary.worldbank.org/doi/10.1596/978-0-8213-9829-6_ch2}, language = {en}, urldate = {2021-04-08}, booktitle = {Teacher {Reform} in {Indonesia}: {The} {Role} of {Politics} and {Evidence} in {Policy} {Making}}, publisher = {World Bank}, author = {Chang, Mae Chu and Shaeffer, Sheldon and Al-Samarrai, Samer and Ragatz, Andrew B. and de Ree, Joppe and Stevenson, Ritchie}, month = dec, year = {2013}, doi = {10.1596/978-0-8213-9829-6_ch2}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, pages = {39--58}, } @article{campos_escaping_2013, title = {Escaping the capability trap: turning "small" development into "big" development}, url = {https://documents1.worldbank.org/curated/en/620511468020943572/pdf/WPS6717.pdf}, number = {6717}, journal = {Policy research working paper}, author = {Campos, J. Edgardo and Randrianarivelo, Benjamina and Winning, Kay}, month = dec, year = {2013}, } @misc{gpe_secretariat_books_2013, title = {Books for {All}: {Rwanda}’s innovative textbook distribution program {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {Books for {All}}, url = {https://www.globalpartnership.org/blog/books-all-rwandas-innovative-textbook-distribution-program}, abstract = {Rwanda is leading the way to ensure that textbooks are getting into every classroom in the country.}, language = {en}, urldate = {2022-08-29}, journal = {Education for All blog}, author = {{GPE secretariat}}, month = nov, year = {2013}, } @techreport{dang_incentives_2013, address = {Washington D.C.}, type = {Policy {Research} {Working} {Paper}}, title = {Incentives and teacher effort: {Further} evidence from a developing country}, url = {https://documents1.worldbank.org/curated/en/951821468046796738/pdf/Incentives-and-teacher-effort-further-evidence-from-a-developing-country.pdf}, number = {6694}, institution = {World Bank}, author = {Dang, Hai-Anh H. and King, Elizabeth M.}, month = nov, year = {2013}, } @misc{patrinos_hidden_2013, type = {World {Bank} {Blogs}}, title = {The {Hidden} {Cost} of {Corruption}: {Teacher} {Absenteeism} and {Loss} in {Schools}}, url = {https://blogs.worldbank.org/education/hidden-cost-corruption-teacher-absenteeism-and-loss-schools}, author = {Patrinos, Harry A.}, month = oct, year = {2013}, } @misc{gpe_global_partnership_for_education_secretariat_books_2013, title = {Books for {All}: {Rwanda}’s innovative textbook distribution program}, url = {https://www.globalpartnership.org/blog/books-all-rwandas-innovative-textbook-distribution-program}, journal = {Global Partnership for Education}, author = {{GPE (Global Partnership for Education) Secretariat}}, month = jul, year = {2013}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @article{andrianalizandry_school_2013, title = {School mapping tools in {Madagascar}}, volume = {XXXI}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223453/PDF/223453eng.pdf.multi}, number = {1}, journal = {IIEP newsletter "Tools and planning support systems"}, author = {Andrianalizandry, Joël Sabas and Rabenandrasana, Téophil}, month = jun, year = {2013}, pages = {4--5}, } @article{sylla_benefits_2013, title = {The benefits of school mapping}, volume = {XXXI}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223453/PDF/223453eng.pdf.multi}, number = {1}, journal = {IIEP newsletter "Tools and planning support systems"}, author = {Sylla, Khadim and Tournier, Barbara}, month = jun, year = {2013}, pages = {4--5}, } @misc{cakici_improving_2013, title = {Improving the {Quality}, {Efficiency} and {Access} to {Basic} {Education} in {Djibouti}}, url = {https://www.worldbank.org/en/results/2013/05/20/improving-the-quality-efficiency-and-access-to-basic-education-in-djibouti}, journal = {World Bank}, author = {Cakici, Kamel}, month = may, year = {2013}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{oecd_synergies_2013, series = {{OECD} {Reviews} of {Evaluation} and {Assessment} in {Education}}, title = {Synergies for {Better} {Learning}: {An} {International} {Perspective} on {Evaluation} and {Assessment}}, isbn = {978-92-64-19064-1 978-92-64-19065-8}, shorttitle = {Synergies for {Better} {Learning}}, url = {https://www.oecd-ilibrary.org/education/synergies-for-better-learning-an-international-perspective-on-evaluation-and-assessment_9789264190658-en}, language = {en}, urldate = {2021-04-11}, publisher = {OECD}, author = {{OECD}}, month = apr, year = {2013}, doi = {10.1787/9789264190658-en}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @misc{mendick_assessment_2013, title = {Assessment}, url = {http://www.genderandeducation.com/resources-2/pedagogies/assessment/}, journal = {GEA- Gender and Education Association}, author = {Mendick, Heather}, month = jan, year = {2013}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @techreport{noauthor_what_2013, address = {Washington, DC.}, title = {What matters most for teacher policies? {A} framework for building a more effective teaching profession}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/20143/901820NWP0no4000Box385307B00PUBLIC0.pdf?sequence=1&isAllowed=y}, number = {4}, institution = {World Bank}, year = {2013}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @misc{american_federation_of_teachers_creating_2013, title = {Creating a {Positive} {Work} {Environment} for {LGBT} {Faculty}: {What} {Higher} {Education} {Unions} {Can} {Do}}, url = {https://www.aft.org/sites/default/files/wysiwyg/genderdiversity_lgbt0413.pdf}, language = {en}, publisher = {American Federation of Teachers}, author = {{American Federation of Teachers}}, year = {2013}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{ausaid_australian_agency_for_international_development_accessibility_2013, address = {Canberra}, title = {Accessibility {Design} {Guide}: {Universal} design principles for {Australia}’s aid program – {A} companion volume to {Development} for {All}: {Towards} a disability-inclusive {Australian} aid program 2009–2014}, url = {https://g3ict.org/publication/accessibility-design-guide-universal-design-principles-for-australias-aid-program}, language = {en}, institution = {AusAID}, author = {AusAID (Australian Agency for International Development)}, year = {2013}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @article{baird_relative_2013, title = {Relative {Effectiveness} of {Conditional} and {Unconditional} {Cash} {Transfers} for {Schooling} {Outcomes} in {Developing} {Countries}: {A} {Systematic} {Review}}, url = {https://onlinelibrary.wiley.com/doi/epdf/10.4073/csr.2013.8}, doi = {DOI:10.4073/csr.2013.8}, journal = {Campbell Systematic Reviews}, author = {Baird, Sarah and Ferreira, Francisco H. G. and Ozler, Berk and Woolcock, Michael}, year = {2013}, } @misc{banerjee_expanding_2013, title = {Expanding access and increasing student learning in post-primary education in developing countries: {A} review of the evidence}, url = {https://assets.publishing.service.gov.uk/media/5877af04ed915d0aeb00014b/PPE_Review_Paper_April_2013.pdf}, publisher = {Abdul Latif Jameel Poverty Action Lab (J-Pal)}, author = {Banerjee, Abhijit and Glewwe, Paul and Powers, Shawn and Wasserman, Melanie}, year = {2013}, } @techreport{bolton_helpdesk_2013, title = {Helpdesk {Report}: {Universal} design of schools and classrooms}, url = {https://www.heart-resources.org/wp-content/uploads/2013/08/Universal-design-of-schools-and-classrooms.pdf}, language = {en}, institution = {Health \& Education Advice \& Resource Team (HEART)}, author = {Bolton, L.}, year = {2013}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @article{burde_bringing_2013, title = {Bringing {Education} to {Afghan} {Girls}: {A} {Randomized} {Controlled} {Trial} of {Village}-{Based} {Schools}}, volume = {5}, url = {http://www.leighlinden.com/Afghanistan_Girls_Ed.pdf}, doi = {10.1257/app.5.3.27}, number = {3}, journal = {American Economic Journal: Applied Economics}, author = {Burde, Dana and Linden, Leigh L.}, year = {2013}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion, School location, Teacher supply, School supply}, pages = {27--40}, } @techreport{chang_teacher_2013, address = {Washington, DC}, title = {Teacher {Reform} in {Indonesia}: {The} {Role} of {Politics} and {Evidence} in {Policy} {Making}}, url = {https://openknowledge.worldbank.org/handle/10986/16355}, language = {en}, institution = {World Bank}, author = {Chang, Mae Chu and Shaeffer, Sheldon and Al-Samarrai, Samer and Ragatz, Andrew B. and de Ree, Joppe and Stevenson, Ritchie}, year = {2013}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{cooper_teacher_2013, address = {New York}, title = {Teacher {Absenteeism} and {Accountability} in {Southern} {Rural} {Gujarat}}, url = {https://nanubhai.org/wp-content/uploads/2014/07/Teacher-Absenteeism-and-Accountability-in-Southern-Rural-Gujarat.pdf}, language = {en}, institution = {International and Transcultural Studies Department: Teachers College, Columbia University}, author = {Cooper, Rachel}, year = {2013}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @misc{directorate_of_education_of_india_guidelines_2013, title = {Guidelines for composition of {School} {Management} {Committee} under the {RTE} {Act} and its functions}, url = {http://righttoeducation.in/sites/default/files/Delhi-smc-guideline_march-2013.pdf}, language = {en}, author = {Directorate of Education of India}, year = {2013}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @book{dumcius_study_2013, address = {LU}, title = {Study on educational support for newly arrived migrant children.}, isbn = {978-92-79-27950-8}, url = {https://data.europa.eu/doi/10.2766/41204}, language = {eng}, urldate = {2021-06-03}, publisher = {Publications Office}, author = {Dumčius, Rimantas and Siarova, Hanna and Nicaise, Idesbald and Huttova, Jana and Balčaitė, Indrė}, year = {2013}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School readiness, Teacher content knowledge, Teaching and learning}, } @misc{european_commission_briefing_2013, title = {Briefing {Paper} on {Inclusive} {Education}}, url = {https://europa.eu/capacity4dev/file/17526/download?token=XVmuxiyt.}, language = {en}, author = {European Commission}, year = {2013}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @book{greene_girls_2013, address = {Woking}, title = {A girl's right to learn without fear: working to end gender-based violence at school}, isbn = {978-1-906273-34-7}, shorttitle = {A girl's right to learn without fear}, url = {https://plan-uk.org/file/plan-report-learn-without-fearpdf/download?token=HMORNNVk}, language = {English}, publisher = {Plan Limited}, author = {Greene, Margaret E and Robles, Omar and Stout, Krista and Suvilaakso, Tanja and Sussman, Amanda and Mandhane, Renu}, year = {2013}, note = {OCLC: 1062187736}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @phdthesis{haidary_controversy_2013, address = {Karlstad, Sweden}, title = {Controversy over {Grade} {Repetition}: {Afghan} teachers’ {View} on {Grade} {Repetition}}, url = {https://www.diva-portal.org/smash/get/diva2:695166/FULLTEXT01.pdf}, language = {en}, school = {Karlstads University}, author = {Haidary, Anita}, year = {2013}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{ho_student_2013, address = {Bangkok}, series = {Asia-{Pacific} {Education} {System} {Review} {Series}}, title = {Student learning assessment}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000217816}, publisher = {UNESCO}, author = {Ho, Esther Sui-chu}, year = {2013}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @techreport{iddc_international_disability_and_development_consortium_every_2013, address = {Brussels}, title = {Every child needs a quality, inclusive teacher}, url = {https://www.eenet.org.uk/resources/docs/IDDC_Every_Child_Needs_a_Teacher_leaflet.pdf}, urldate = {2021-04-13}, institution = {IDDC}, author = {{IDDC (International Disability and Development Consortium)}}, year = {2013}, keywords = {Drop-out/Push-out, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher behaviour, Teacher content knowledge, Teacher provision, Teacher training, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{kaplan_promoting_2013, address = {Bangkok}, edition = {1}, title = {Promoting inclusive teacher education: methodology}, isbn = {978-92-9223-448-5,}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000221037?posInSet=22&queryId=0700f7f3-6882-4c53-9643-c821fb952ace}, publisher = {UNESCO Bangkok}, author = {Kaplan, Ian and Lewis, Ingrid}, year = {2013}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{kingdon_are_2013, address = {London}, title = {Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes?}, isbn = {978-1-907345-47-0}, url = {https://genbase.iiep.unesco.org/epidoc/notice33175}, language = {English}, publisher = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Kingdon, Geeta Gandhi and Aslam, Monazza and Rawal, Shenila and Das, Sushmita}, year = {2013}, note = {OCLC: 1064447467}, } @techreport{lehman_access_2013, address = {Waltham}, title = {Access to {Education} in {Rural} {Areas} of {Mali}: {Shortening} the {Distance} to {Education} for {All} ({EFA})}, url = {http://idd.edc.org/sites/idd.edc.org/files/Mali%20Rural%20Ed%20EDC_0.pdf}, language = {en}, institution = {Education Development Center, Inc.}, author = {Lehman, Douglas}, year = {2013}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @book{lewis_teachers_2013, address = {Brussels}, title = {Teachers for {All}: {Inclusive} {Teaching} for {Children} with {Disabilities}}, url = {https://www.eenet.org.uk/resources/docs/IDDC_Paper_Teachers_for_all.pdf}, publisher = {Internal Disability and Development Consortium}, author = {Lewis, Ingrid and Bagree, Sunit}, year = {2013}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{mackenzie_mother-tongue_2013, address = {Johannesburg}, type = {Policy brief}, title = {Mother-tongue education: policy lessons for quality and inclusion}, url = {https://campaignforeducation.org/en/2013/03/05/mother-tongue-education-policy-lessons-for-quality-and-inclusion/}, language = {en}, institution = {Global Campaign for Education}, author = {Mackenzie, Pamela J and Walker, Jo}, year = {2013}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @incollection{marinelli_first_2013, address = {Washington D.C.}, series = {{GPE} {Working} {Paper} {Series} on {Learning}}, title = {First {Part}: {Textbook} format and visual effects on learning to read in young children}, url = {https://openknowledge.worldbank.org/handle/10986/16244}, language = {en}, number = {2}, booktitle = {Visual and {Linguistic} {Factors} in {Literacy} {Acquisition} : {Instructional} {Implications} for {Beginning} {Readers} in {Low}-income {Countries}}, publisher = {The World Bank}, author = {Marinelli, Chiara Valeria and Martelli, Marialuisa and Praphamontripong, Prachayani and Zoccolotti, Pierluigi and Abadzi, Helen}, year = {2013}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @incollection{mcilwraith_part_2013, address = {London}, title = {Part 1: {Perspectives} of multilingual education}, isbn = {978-0-86355-703-3}, url = {https://www.teachingenglish.org.uk/sites/teacheng/files/C413%20Juba%20Publication_FINAL_WEB%20ONLY%20v3.pdf}, language = {en}, booktitle = {Multilingual education in {Africa}: {Lessons} from the {Juba} language-in-education conference}, publisher = {British Council}, editor = {McIlwraith, Hamish}, year = {2013}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{ministry_of_education_of_sri_lanka_education_2013, address = {Colombo}, title = {Education {First}: {Sri} {Lanka}}, isbn = {978-955-28-0041-2}, url = {https://moe.gov.lk/wp-content/uploads/2020/06/Education_First_SL.pdf}, publisher = {Ministry of Education of Sri Lanka}, author = {{Ministry of Education of Sri Lanka}}, year = {2013}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{mojtahedzadeh_rule_2013, title = {The rule of {School}-{Based} {Management} in developing countries}, volume = {3}, url = {http://www.aensiweb.com/old/GJBSM/2013/169-174.pdf}, number = {2}, journal = {Global Journal Of Biodiversity Science And Management}, author = {Mojtahedzadeh, Rouhollah and Sayadmanesh, Fatemeh}, year = {2013}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, pages = {169--174}, } @phdthesis{moniz_how_2013, address = {Vancouver}, title = {How {Indigenous} {Teachers} {Incorporate} {Traditional} {Worldviews} and {Practices} into {Classroom} {Behaviour}}, url = {https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0058464}, language = {en}, school = {The University of British Columbia}, author = {Moniz, Christina}, year = {2013}, keywords = {Drop-out/Push-out, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints}, } @misc{nordstrum_teacher_2013, title = {Teacher supply, training and cost in the context of rapidly expanding enrolment: {Ethiopia}, {Pakistan} and {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000225952}, language = {en}, urldate = {2021-08-04}, publisher = {UNESCO}, author = {Nordstrum, Lee}, year = {2013}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{oecd_pisa_2013, title = {{PISA} in {Focus}: {What} do students think about school?}, url = {https://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa%20in%20focus%20n24%20%28eng%29--FINAL.pdf}, language = {en}, publisher = {OECD}, author = {{OECD}}, year = {2013}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @book{oecd_teachers_2013, address = {Paris}, title = {Teachers for the 21st century: using evaluation to improve teaching}, isbn = {978-92-64-19386-4 978-92-64-19385-7}, shorttitle = {Teachers for the 21st century}, url = {https://www.oecd-ilibrary.org/education/teachers-for-the-21st-century_9789264193864-en}, language = {eng}, publisher = {OECD}, editor = {{OECD}}, year = {2013}, note = {OCLC: 872626759}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @incollection{oecd_fiscal_2013, address = {Paris}, title = {The fiscal impact of immigration in {OECD} countries}, isbn = {978-92-64-20015-9 978-92-64-20016-6}, url = {https://www.uio.no/studier/emner/sv/oekonomi/ECON1730/h14/pensumliste/intmigroutlook2013ch3.pdf}, language = {English}, booktitle = {International {Migration} {Outlook} 2013}, publisher = {OECD Publishing}, author = {OECD}, year = {2013}, note = {OCLC: 874253290}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{pro-femmes_twese_hamwe_gender_2013, address = {Kigali}, title = {Gender {Equality} in {Teaching} and {Education} {Management}}, url = {https://www.vsointernational.org/sites/default/files/vso-rwanda-gender-equality-in-teaching-education-report_tcm76-40787.pdf}, publisher = {VSO Rwanda}, author = {{Pro-Femmes Twese Hamwe} and {VSO Rwanda}}, year = {2013}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{rose_financing_2013, address = {Paris}, title = {Financing for global education: {Opportunities} for multilateral action}, url = {https://www.brookings.edu/wp-content/uploads/2016/06/Basic-Education-Financing-Final-webv2.pdf}, language = {en}, institution = {UNESCO}, author = {Rose, Pauline and Steer, Liesbet}, year = {2013}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{rti_international_literature_2013, address = {Washington, DC:}, title = {Literature review on the intersection of safe learning environments and educational achievement}, url = {https://www.globalreadingnetwork.net/resources/literature-review-intersection-safe-learning-environments-and-educational-achievement}, language = {en}, institution = {USAID (U.S. Agency for International Development)}, author = {{RTI International}}, year = {2013}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{shaeffer_identifying_2013, address = {New York}, title = {Identifying and {Promoting} {Good} {Practice} in {Equity} and {Child}-{Friendly} {Education}}, url = {https://docplayer.net/12505323-Identifying-and-promoting-good-practice-in-equity-and-child-friendly-education.html}, language = {en}, institution = {United Nations Children’s Fund (UNICEF)}, author = {Shaeffer, Sheldon}, year = {2013}, keywords = {Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion, Inclusive school enrolment practices}, } @inproceedings{sommer_wash_2013, address = {New York}, title = {{WASH} in schools empowers girls’ education: {Proceedings} of the menstrual hygiene management in schools virtual conference 2012}, url = {https://www.thehinducentre.com/multimedia/archive/03226/WASH_in_Schools_Em_3226429a.pdf}, language = {en}, publisher = {UNICEF}, author = {Sommer, Marni and Vasquez, Emily and Worthington, Nancy and Sahin, Murat}, year = {2013}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @article{spratt_applying_2013, title = {Applying the principles of inclusive pedagogy in initial teacher education: from university based course to classroom action}, volume = {11}, url = {http://thesendhub.co.uk/wp-content/uploads/2016/09/applying-principles-of-inclusive-pedagogy-in-itt.pdf}, number = {3}, journal = {Revista de Investigación en Educación}, author = {Spratt, Jennifer and Lani, Florián}, year = {2013}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Equity and inclusion, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher behaviour, Teacher content knowledge, Teacher guides and lessons plans, Teacher provision, Teacher training, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, pages = {133--140}, } @techreport{suryahadi_assessment_2013, address = {Jakarta}, type = {Working {Paper}}, title = {Assessment of {Policies} to {Improve} {Teacher} {Quality} and {Reduce} {Teacher} {Absenteeism}}, url = {https://media.neliti.com/media/publications/51116-EN-assessment-of-policies-to-improve-teacher-quality-and-reduce-teacher-absenteeism.pdf}, language = {en}, institution = {The SMERU Research Institute}, author = {Suryahadi, Asep and Sambodho, Prio}, year = {2013}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{themelis_education_2013, address = {Paris}, title = {Education for {Roma}: the potential of inclusive, curriculum-based innovation to improve learning outcomes}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000225955}, language = {en}, institution = {UNESCO}, author = {Themelis, S. and Foster, B.}, year = {2013}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @techreport{unesco_bangkok_flexible_2013, address = {Thailand}, title = {Flexible learning strategies: country case report}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223325}, language = {en}, institution = {UNESCO BangkokAsia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2013}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @techreport{unesco_bangkok_flexible_2013, address = {Thailand}, title = {Flexible {Learning} {Strategies} for out-of-school children and youth}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223023}, language = {en}, institution = {UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific}, author = {UNESCO Bangkok}, year = {2013}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @book{unesco_bangkok_practical_2013, address = {Paris}, series = {Embracing {Diversity}: {Toolkit} for {Creating} {Inclusive}, {Learning}-{Friendly} {Environments}}, title = {Practical tips for teaching multigrade classes}, isbn = {978-92-9223-453-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220101}, number = {Specialized Booklet 4}, publisher = {UNESCO; UNESCO Bangkok}, author = {{UNESCO Bangkok}}, year = {2013}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @misc{unhcr_review_2013, title = {A review of {UNHCR} {Participatory} {Assessments} in 2012}, url = {https://www.refworld.org/docid/530c4aa74.html}, language = {en}, author = {{UNHCR}}, year = {2013}, keywords = {Educational administration and school management, Equity and inclusion, Inclusive school enrolment practices}, } @techreport{unicef_call_2013, title = {Call for {Action}. {Education} {Equity} {Now}: {Including} all children in quality learning}, url = {https://www.unicef.org/turkey/en/reports/call-action-education-equity-now}, language = {en}, institution = {UNICEF}, author = {UNICEF}, year = {2013}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{unicef_children_2013, address = {New York, NY}, series = {The state of the world's children}, title = {Children with disabilities}, isbn = {978-92-806-4656-6 978-92-806-4662-7}, url = {https://violenceagainstchildren.un.org/sites/violenceagainstchildren.un.org/files/documents/other_documents/sowc_2013-main_report_en.pdf}, language = {eng}, number = {2013}, publisher = {UNICEF}, editor = {{UNICEF}}, year = {2013}, note = {OCLC: 931347946}, keywords = {Access to education, Barriers to school attendance, Curriculum retention, Days of instruction (single shift), Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Individual learning difficulties, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, School climate, School completion, School readiness, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{unicef_improving_2013, address = {New York}, title = {Improving child nutrition: the achievable imperative for global progress}, isbn = {978-92-806-4686-3 978-92-806-4689-4}, shorttitle = {Improving child nutrition}, url = {https://reliefweb.int/report/world/improving-child-nutrition-achievable-imperative-global-progress#:~:text=Improving%20Child%20Nutrition%3A%20The%20achievable%20imperative%20for%20global%20progress%20confirms,years%20of%20a%20child's%20life.&text=One%20in%20four%20of%20all,in%20crucial%20periods%20of%20growth.}, abstract = {"UNICEF's 2009 report Tracking Progress on Child and Maternal Nutrition drew attention to the impact of high levels of undernutrition on child survival, growth and development and their social and economic toll on nations. It described the state of nutrition programmes worldwide and argued for improving and expanding delivery of key nutrition interventions during the critical 1,000-day window covering a woman's pregnancy and the first two years of her child's life, when rapid physical and mental development occurs. This report builds on those earlier findings by highlighting new developments and demonstrating that efforts to scale up nutrition programmes are working, benefiting children in many countries."--Page 1}, publisher = {United Nations Children's Fund}, editor = {{UNICEF}}, year = {2013}, note = {OCLC: ocn847679768}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{unicef_transitional_2013, address = {New York}, title = {Transitional learning spaces ({TLS}) {Resilient} design and construction in emergencies}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/TLS_2013A1.pdf}, language = {en}, institution = {UNICEF}, author = {{UNICEF}}, year = {2013}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School year calendar}, } @techreport{unicef_regional_office_for_ceecis_united_nations_childrens_fund_regional_office_for_central_and_eastern_europe_and_the_commonwealth_of_independent_states_education_2013, address = {Geneva}, title = {Education {Equity} {Now}! {A} regional analysis of the situation of out of school children in {Central} and {Eastern} {Europe} and the {Commonwealth} of {Independent} {States}}, url = {https://www.unicef.org/eca/media/971/file/report_education_equality_now.pdf}, institution = {UNICEF Regional Office for CEE/CIS}, author = {{UNICEF Regional Office for CEE/CIS (United Nations Children’s Fund Regional Office for Central and Eastern Europe and the Commonwealth of Independent States)}}, year = {2013}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @misc{universidad_de_los_andes_historia_2013, title = {Historia}, url = {https://aulasenpaz.uniandes.edu.co/index.php/com-docman-submenu-config/aulas-en-paz/historia}, language = {en}, journal = {Aulas un Paz}, author = {{Universidad de los Andes}}, year = {2013}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{vegas_what_2013, address = {Washington D.C.}, title = {What matters most for school finance: {A} {Framework} {Paper}}, url = {http://documents1.worldbank.org/curated/en/927631468147581902/pdf/799220WP0Frame0Box0379795B00PUBLIC0.pdf}, language = {en}, number = {2}, institution = {World Bank}, author = {Vegas, Emiliana and Coffin, Chelsea}, year = {2013}, keywords = {Access to education, Budget allocation and financial incentives, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Insufficient budget for school construction, Resource allocation, School buildings are not usable, School completion, School construction, School supply, School year calendar, Teacher supply, School supply}, } @techreport{waterloo_region_district_school_board_assessment_2013, address = {Kitchener}, title = {Assessment, evaluation and reporting handbook grades 9 to 12}, url = {http://www.wrdsb.ca/wp-content/uploads/AER-HandBook-9-12-May-2013.pdf}, language = {en}, institution = {Waterloo Region District School Board}, author = {{Waterloo Region District School Board}}, year = {2013}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{west_unesco_2013, address = {Paris}, title = {{UNESCO} policy guidelines for mobile learning}, isbn = {978-92-3-001143-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000219641}, language = {en}, publisher = {UNESCO}, author = {West, Mark and Vosloo, Steven}, year = {2013}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Obstacles to teaching and learning, Resource allocation, School completion, School construction, School distribution, School infrastructure, School location, School supply, Teacher supply, School supply}, } @techreport{westbrook_pedagogy_2013, address = {London}, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education} in {Developing} {Countries}}, url = {http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867}, institution = {DfID (Department for International Development)}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, year = {2013}, keywords = {Classroom practices, Curriculum retention, Learning processes, School resources, Teacher guides and lessons plans, Teaching and learning, Teaching materials}, } @book{winkler_decentralized_2013, address = {Paris}, edition = {2nd ed.}, series = {Education system reviews series}, title = {Decentralized finance and provision of basic education}, isbn = {978-92-9223-470-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216312/PDF/216312eng.pdf.multi}, number = {4}, publisher = {UNESCO Bangkok Office}, author = {Winkler, Donald R.}, year = {2013}, } @misc{world_bank_framework_2013, title = {A {Framework} for {Assessing} the {Quality} of {Education} {Statistics}}, url = {https://unstats.un.org/unsd/dnss/docs-nqaf/WB-UNESCO-DQAF%20for%20education%20statistics.pdf}, language = {en}, author = {{World Bank} and UIS-UNESCO (UNESCO Institute for Statistics)}, year = {2013}, keywords = {Equity and inclusion, Monitoring system, Quality data}, } @techreport{oecd_e-books_2012, address = {Paris}, title = {E-books: {Developments} and {Policy} {Considerations}}, shorttitle = {E-books}, url = {https://www.oecd-ilibrary.org/science-and-technology/e-books-developments-and-policy-considerations_5k912zxg5svh-en}, abstract = {Books have undergone a massive transformation from a physical object to something entirely different: the electronic book, or “e-book”. This report provides background on e-book markets and examines various policy issues related to e-books. These include differing tax rates in countries between physical books and e-books, consumer lock-in to specific platforms, limitations on how users can read and share their purchased content, and a lack of transparency about how data on their reading habits is being used.}, language = {en}, number = {208}, urldate = {2021-06-07}, institution = {OECD Publishing}, author = {{OECD}}, month = oct, year = {2012}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @article{brazdeikis_teaching_2012, title = {Teaching {Aids} in {Teaching} and {Learning} {Environments} of {Lithuanian} {Schools}}, volume = {76}, issn = {1392-0758}, url = {http://www.socsc.ktu.lt/index.php/Social/article/view/1964}, doi = {10.5755/j01.ss.76.2.1964}, number = {2}, urldate = {2022-08-09}, journal = {Social Sciences}, author = {Brazdeikis, Vaino and Masaitis, Mantas}, month = sep, year = {2012}, pages = {74--83}, } @misc{idiogbe_role_2012, title = {The role and importance of teaching aids for {Nigerian} teachers}, url = {https://www.academia.edu/35026860/The_Role_and_Importance_of_Teaching_Aids_for_Nigerian_Teachers_Role_and_Importance_of_Teaching_Aids}, journal = {Toscany Academy}, author = {Idiogbe, Tosin}, month = sep, year = {2012}, } @article{lombillo_rivero_didactics_2012, title = {Didactics of the use of {ICT} and traditional teaching aids in municipal higher education institutions}, volume = {1}, issn = {2254-7339}, url = {https://files.eric.ed.gov/fulltext/EJ1128283.pdf}, doi = {10.7821/naer.1.1.33-40}, number = {1}, urldate = {2022-08-10}, journal = {Journal of New Approaches in Educational Research}, author = {Lombillo Rivero, Ideleichy and López Padrón, Alexander and Zumeta Izaguirre, Ernesto}, month = jul, year = {2012}, pages = {33--40}, } @book{world_bank_education_2012, address = {Washington, DC}, title = {Education in {South} {Sudan}: {Status} and {Challenges} for a {New} {System}}, isbn = {978-0-8213-8891-4 978-0-8213-8892-1}, shorttitle = {Education in {South} {Sudan}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8891-4}, language = {en}, urldate = {2021-05-26}, publisher = {World Bank}, author = {{World Bank}}, month = jun, year = {2012}, doi = {10.1596/978-0-8213-8891-4}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @article{duflo_incentives_2012, title = {Incentives {Work}: {Getting} {Teachers} to {Come} to {School}}, volume = {102}, issn = {0002-8282}, shorttitle = {Incentives {Work}}, url = {https://pubs.aeaweb.org/doi/10.1257/aer.102.4.1241}, doi = {10.1257/aer.102.4.1241}, abstract = {We use a randomized experiment and a structural model to test whether monitoring and financial incentives can reduce teacher absence and increase learning in India. In treatment schools, teachers' attendance was monitored daily using cameras, and their salaries were made a nonlinear function of attendance. Teacher absenteeism in the treatment group fell by 21 percentage points relative to the control group, and the children's test scores increased by 0.17 standard deviations. We estimate a structural dynamic labor supply model and find that teachers respond strongly to financial incentives. Our model is used to compute cost-minimizing compensation policies. (JEL I21, J31, J45, O15)}, language = {en}, number = {4}, urldate = {2021-06-03}, journal = {American Economic Review}, author = {Duflo, Esther and Hanna, Rema and Ryan, Stephen P}, month = jun, year = {2012}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {1241--1278}, } @book{noauthor_handbook_2012, address = {Geneva}, title = {Handbook of good human resource practices in the teaching profession}, isbn = {978-92-2-126262-6}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_187793.pdf}, language = {English}, publisher = {ILO}, year = {2012}, note = {OCLC: 809643100}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{ainscow_moving_2012, title = {Moving knowledge around: {Strategies} for fostering equity within educational systems}, volume = {13}, issn = {1389-2843, 1573-1812}, shorttitle = {Moving knowledge around}, url = {http://link.springer.com/10.1007/s10833-012-9182-5}, doi = {10.1007/s10833-012-9182-5}, language = {en}, number = {3}, urldate = {2021-05-18}, journal = {Journal of Educational Change}, author = {Ainscow, Mel}, month = aug, year = {2012}, keywords = {Access to education, Educational demand, School community relationship, School completion}, pages = {289--310}, } @article{alquraini_critical_2012, title = {Critical components of successful inclusion of students with severe disabilities}, volume = {27}, url = {https://files.eric.ed.gov/fulltext/EJ979712.pdf}, number = {1}, journal = {International Journal of Special Education}, author = {Alquraini, Turki and Gut, Dianne}, year = {2012}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, pages = {42--59}, } @book{arugay_tracking_2012, address = {Stockholm}, title = {Tracking textbooks for transparency: {Improving} accountability in education in the {Philippines}}, url = {https://www.idea.int/sites/default/files/publications/chapters/democratic-accountability-in-service-delivery-case-studies/tracking-textbooks-for-transparency-improving-accountability-in-philippine-education.pdf}, publisher = {International Institute for Democracy and Electoral Assistance (IDEA)}, author = {Arugay, Aries A.}, year = {2012}, } @book{asian_development_bank_gender_2012, address = {Mandaluyong City, Metro Manila, Philippines}, title = {Gender tool kit: public sector management}, isbn = {978-92-9092-748-8 978-92-9092-749-5}, shorttitle = {Gender tool kit}, url = {https://www.adb.org/sites/default/files/institutional-document/33643/files/gender-tool-kit.pdf}, publisher = {Asian Development Bank}, editor = {{Asian Development Bank}}, year = {2012}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{bastidas_assessing_2012, address = {Geneva}, title = {Assessing {School} {Safety} from {Disasters} {A} {Global} {Baseline} {Report}}, url = {https://www.preventionweb.net/files/35274_2012schoolsafetyglobalbaseline.pdf}, language = {en}, institution = {UNISDR (The United Nations Office for Disaster Risk Reduction)}, author = {Bastidas, Pedro and Peta, Marla}, year = {2012}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{baudienville_public_2012, address = {London}, title = {Public financial management reforms in fragile states: the case of {Democratic} {Republic} of the {Congo}}, url = {https://odi.org/en/publications/public-financial-management-reforms-in-fragile-states-the-case-of-democratic-republic-of-the-congo/}, language = {en}, institution = {Overseas Development Institute}, author = {Baudienville, Geraldine}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, Logistic constraints in paying teachers, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{brannelly_teacher_2012, address = {Washington D.C.}, type = {Case study}, title = {The teacher salary system in the {Democratic} {Republic} of the {Congo} ({DRC})}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/the-teacher-salary-system-in-the-democratic-republ}, language = {en}, institution = {The Center for Universal Education at Brookings}, author = {Brannelly, Laura}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{britto_school_2012, address = {New York}, title = {School {Readiness}: a conceptual framework}, url = {https://sites.unicef.org/earlychildhood/files/Child2Child_ConceptualFramework_FINAL(1).pdf}, language = {en}, institution = {UNICEF}, author = {Britto, Pia Rebello}, year = {2012}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{britto_school_2012, address = {New York}, title = {School {Readiness} and {Transitions}: {A} companion to the {Child} {Friendly} {Schools} {Manual}}, url = {https://www.oxfordshire.gov.uk/sites/default/files/file/schoolreadinessandtransitionsunicef.pdf}, language = {en}, institution = {UNICEF}, author = {Britto, Pia Rebello}, year = {2012}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @inproceedings{busemeyer_two_2012, address = {Warsaw}, title = {Two decades of decentralization in education governance: {Lessons} learned and future outlook for local stakeholders}, url = {https://www.oecd.org/education/ceri/50293543.pdf}, publisher = {OECD}, author = {Busemeyer, M}, year = {2012}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion, Resource allocation, School distribution}, } @techreport{clarke_what_2012, address = {Washington DC}, type = {Working {Paper}}, title = {What matters most for student assessment systems: {A} framework paper}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/17471/682350WP00PUBL0WP10READ0web04019012.pdf?sequence=1&isAllowed=y}, language = {en}, institution = {The World Bank}, author = {Clarke, Marguerite}, year = {2012}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @techreport{delprato_schooling_2012, address = {Paris}, title = {Schooling profiles: between and within country differences}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227272}, institution = {UNESCO}, author = {Delprato, Marcos}, year = {2012}, } @techreport{dolan_building_2012, address = {Washington D.C.}, type = {Policy report}, title = {Building effective teacher salary systems in fragile and conflict-affected states}, url = {https://www.brookings.edu/wp-content/uploads/2016/06/09_CfBT_BrookingsReport.pdf}, language = {en}, institution = {The Center for Universal Education at Brookings and CfBT Education Trust}, author = {Dolan, Janice and Golden, April and Ndaruhutse, Susy and Winthrop, Rebecca}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, Logistic constraints in paying teachers, School completion, School construction, School supply, Teacher incentives, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @article{dustmann_educational_2012, title = {Educational achievement of second-generation immigrants: an international comparison}, volume = {27}, issn = {02664658}, shorttitle = {Educational achievement of second-generation immigrants}, url = {https://academic.oup.com/economicpolicy/article-lookup/doi/10.1111/j.1468-0327.2011.00275.x}, doi = {10.1111/j.1468-0327.2011.00275.x}, language = {en}, number = {69}, urldate = {2021-06-03}, journal = {Economic Policy}, author = {Dustmann, Christian and Frattini, Tommaso and Lanzara, Gianandrea}, month = jan, year = {2012}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {143--185}, } @techreport{faour_arab_2012, address = {Washington, D.C.}, title = {The {Arab} {World}’s {Education} {Report} {Card}: {School} {Climate} and {Citizenship} {Skills}}, url = {https://carnegieendowment.org/files/school_climate.pdf}, language = {en}, institution = {Carnegie Endowment for International Peace}, author = {Faour, Muhammad}, year = {2012}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @article{giannakos_using_2012, title = {Using educational webcasts in small multigrade schools of isolated islands}, volume = {8}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=1376}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Giannakos, Michail N. and Vlamos, Panayiotis}, year = {2012}, keywords = {Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {131--141}, } @techreport{golden_teacher_2012, address = {Washington D.C.}, type = {Case {Study}}, title = {The teacher salary system in {Afghanistan}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/the-teacher-salary-system-in-afghanistan}, language = {en}, institution = {The Center for Universal Education at Brookings and CfBT Education Trust}, author = {Golden, April}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{guerrero_what_2012, address = {London}, title = {What works to improve teacher attendance in developing countries? {A} {Systematic} review}, isbn = {978-1-907345-39-5}, url = {https://assets.publishing.service.gov.uk/media/57a08a6040f0b652dd0006da/Q39Teacher_attendance_2012Guerrero.pdf}, language = {en}, publisher = {EPPICentre, Social Science Research Unit, Institute of Education, University of London}, author = {Guerrero, Gabriela and Leon, Juan and Zapata, Mayli and Sugimaru, Claudia and Cueto, Santiago}, year = {2012}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{guy_peters_governance_2012, address = {Florence}, series = {Innocenti {Working} {Papers}}, title = {Governance and the {Rights} of {Children}: {Policy}, implementation and monitoring}, url = {https://www.unicef-irc.org/publications/665-governance-and-the-rights-of-children-policy-implementation-and-monitoring.html}, publisher = {UNICEF Office of research}, author = {Guy Peters, B}, year = {2012}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @misc{hernandez-tutop_social_2012, title = {Social promotion or grade repetition: {What}'s best for the 21st century student}, url = {https://files.eric.ed.gov/fulltext/ED532287.pdf}, author = {Hernandez-Tutop, Jeanne}, year = {2012}, } @incollection{ilo_international_labour_organization_module_2012, address = {Geneva}, title = {Module 5: {Salaries} and {Incentives}}, isbn = {978-92-2-126262-6}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_187793.pdf}, booktitle = {Handbook of good human resource practices in the teaching profession}, publisher = {ILO}, author = {ILO (International Labour Organization)}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @incollection{international_labour_organization_module_2012, address = {Geneva}, title = {Module 1 employment and recruitment}, isbn = {978-92-2-126262-6}, url = {http://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_187793.pdf}, language = {English}, booktitle = {Handbook of good human resource practices in the teaching profession}, publisher = {ILO}, author = {{International Labour Organization}}, year = {2012}, note = {OCLC: 809643100}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher deployment, Teacher retention, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{mulugeta_gender_2012, address = {Addis Ababa}, title = {Gender {Mainstreaming} in {Teacher} {Education} {Policy}: {A} {Training} {Module}}, url = {http://www.iicba.unesco.org/sites/default/files/Gender_Mainstreaming_in_Teacher_Education_Policy.pdf}, language = {en}, institution = {UNESCO-IICBA}, author = {Mulugeta, Emebet}, year = {2012}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{mulugeta_teacher_2012, address = {Addis Ababa, Ethiopia}, title = {Teacher education policies from gender perspective: the case of {Ghana}, {Nigeria} and {Senegal}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000221709}, language = {en}, institution = {UNESCO-IICBA (International Institute for Capacity-Building in Africa)}, author = {Mulugeta, Emebet}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @techreport{nordstrum_private_2012, address = {Paris}, title = {Private educational expenditure, cost-reduction strategies and the financial barriers that remain after fee abolition}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000217869}, institution = {UNESCO}, author = {Nordstrum, Lee E.}, year = {2012}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{oecd_equity_2012, address = {Paris}, title = {Equity and quality in education: supporting disadvantaged students and schools}, isbn = {978-92-64-13085-2 978-92-64-13084-5}, shorttitle = {Equity and quality in education}, url = {https://www.oecd.org/education/school/50293148.pdf}, language = {eng}, publisher = {OECD publishing}, editor = {{OECD}}, year = {2012}, note = {OCLC: 780120550}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{office_of_the_prime_minister_and_ministry_of_finance_of_kenya_reforms_2012, address = {Nairobi}, type = {Public {Finance} {Notes}}, title = {Reforms in public finance management}, url = {https://pfmr.go.ke/wp-content/uploads/2020/11/Wajibika-5-Edition.pdf}, language = {en}, author = {Office of the Prime Minister {and} Ministry of Finance of Kenya}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, Logistic constraints in paying teachers, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @article{petrosino_interventions_2012, title = {Interventions in {Developing} {Nations} for {Improving} {Primary} and {Secondary} {School} {Enrollment} of {Children}: {A} {Systematic} {Review}}, volume = {8}, issn = {1891-1803, 1891-1803}, shorttitle = {Interventions in {Developing} {Nations} for {Improving} {Primary} and {Secondary} {School} {Enrollment} of {Children}}, url = {https://onlinelibrary.wiley.com/doi/10.4073/csr.2012.19}, doi = {10.4073/csr.2012.19}, language = {en}, number = {1}, urldate = {2022-09-09}, journal = {Campbell Systematic Reviews}, author = {Petrosino, Anthony and Morgan, Claire and Fronius, Trevor A. and Tanner‐Smith, Emily E. and Boruch, Robert F.}, month = jan, year = {2012}, } @techreport{pinnock_global_2012, title = {Global teacher training and inclusion survey}, url = {https://www.eenet.org.uk/resources/docs/UNICEF_global_inclusive_teaching_survey.pdf}, institution = {UNICEF Rights, Education and Protection Project}, author = {Pinnock, Helen and Nicholls, Hayley}, year = {2012}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{plucker_four-day_2012, title = {The {Four}-{Day} {School} {Week}: {Nine} {Years} {Later}}, volume = {10}, url = {https://scholarworks.iu.edu/dspace/bitstream/handle/2022/23264/PB_V10N6_2012_EPB.pdf?sequence=1&isAllowed=y}, language = {en}, number = {6}, journal = {Center for Evaluation \& Education Policy Indiana University}, author = {Plucker, Jonathan A. and Cierniak, Katherine and Chamberlin, Molly}, year = {2012}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{rieser_implementing_2012, address = {London}, title = {Implementing {Inclusive} {Education}: a {Commonwealth} {Guide} to {Implementing} {Article} 24 of the {UN} {Convention} on the {Rights} of {Persons} with {Disabilities}}, isbn = {978-1-84859-127-1}, shorttitle = {Implementing {Inclusive} {Education}}, url = {https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5051729}, abstract = {Inclusion in education is a process of enabling all children to learn and participate effectively within mainstream school systems, without segregation. It is about shifting the focus from altering disabled people to fit into society to transforming society, and the world, by changing attitudes, removing barriers and providing the right support. The UN Convention on the Rights of Persons with Disabilities requires the development of an inclusive education system for all. This revised and expanded second edition of Implementing Inclusive Education examines the adoption of the Convention and provides examples, both through illustrated case studies and on the accompanying DVDs, of how inclusive education systems for all children have been established in pockets throughout the Commonwealth and beyond. The message is clear: it can be done. The task is now to implement inclusive education worldwide.}, language = {English}, urldate = {2021-05-27}, publisher = {Commonwealth Secretariat}, author = {Rieser, Richard}, year = {2012}, note = {OCLC: 973793139}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @book{schleicher_preparing_2012, address = {Paris}, title = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}: lessons from around the world}, isbn = {978-92-64-17421-4 978-92-64-17455-9}, shorttitle = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}}, url = {http://www.aede-france.org/OECD-Survey-2012.html}, language = {eng}, publisher = {OECD publishing}, editor = {Schleicher, Andreas}, year = {2012}, note = {OCLC: 803425052}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @inproceedings{schumann_grade_2012, address = {Dijon, France}, title = {Grade retention and student achievement: what is the impact over time?}, url = {https://iredu.u-bourgogne.fr/images/stories/Documents/Textes_seminaires_iredu/sem090512.pdf}, publisher = {Université de Bourgogne - Institut de recherche sur l'économie de l'éducation (IREDU)}, author = {Schumann, Nadim}, year = {2012}, } @techreport{trudell_impact_2012, title = {The impact of language policy and practice on children’s learning: {Evidence} from {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esaro/UNICEF(2016)LanguageandLearning-FullReport(SingleView).pdf}, language = {en}, institution = {UNICEF}, author = {Trudell, Barbara}, year = {2012}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{turrent_teacher_2012, address = {Washington D.C.}, title = {The teacher salary system in {Sierra} {Leone}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/the-teacher-salary-system-in-sierra-leone}, language = {en}, institution = {The Center for Universal Education at Brookings and CfBT Education Trust}, author = {Turrent, Victoria}, year = {2012}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{uis-unesco_opportunities_2012, address = {Montreal}, series = {Global education digest}, title = {Opportunities lost: the impact of grade repetition and early school leaving}, isbn = {978-92-9189-120-7}, shorttitle = {Opportunities lost}, url = {http://uis.unesco.org/sites/default/files/documents/opportunities-lost-the-impact-of-grade-repetition-and-early-school-leaving-en_0.pdf}, language = {eng}, number = {2012}, publisher = {UIS-UNESCO}, editor = {{UIS-UNESCO}}, year = {2012}, note = {OCLC: 931090325}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{uncen_we_2012, title = {"{We} {Like} {Being} {Taught}": {A} study on {Teacher} {Absenteeism} in {Papua} and {West} {Papua}}, url = {https://files.eric.ed.gov/fulltext/ED566745.pdf}, language = {en}, author = {{UNCEN} and {UNIPA} and {SMERU} and {BPS} and {UNICEF}}, year = {2012}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{unesco_expanding_2012, address = {Paris}, type = {Policy {Paper}}, title = {Expanding equitable early childhood care and education is an urgent need}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216038}, language = {en}, number = {3}, institution = {UNESCO}, author = {{UNESCO}}, year = {2012}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @misc{unesco_stumbling_2012, title = {Stumbling blocks to universal primary education: {Repetition} rates decline but dropout rates remain high}, url = {https://en.unesco.org/news/stumbling-blocks-universal-primary-education-repetition-rates-decline-dropout-rates-remain-high#:~:text=Database%20on%20Education-,Stumbling%20blocks%20to%20universal%20primary%20education%3A%20Repetition%20rates,but%20dropout%20rates%20remain%20high&text=New%20data%20from%20the%20UNESCO,school%20and%20may%20never%20return.}, language = {en}, author = {{UNESCO}}, year = {2012}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{unesco_why_2012, address = {Bangkok, Thailand}, title = {Why language matters for the {Millennium} {Development} {Goals}}, isbn = {978-92-9223-387-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000215296}, language = {en}, publisher = {UNESCO Bangkok}, author = {UNESCO}, year = {2012}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{unesco_office_beirut_and_regional_bureau_for_education_in_the_arab_states_unesco_2012, address = {Beirut}, type = {Meeting {Report}}, title = {{UNESCO} international meeting of experts: {Fostering} a {Culture} of {Intercultural} {Dialogue} in the {Arab} {States}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000219692}, institution = {UNESCO Regional Bureau for Education in the Arab States - Beirut}, author = {{UNESCO Office Beirut and Regional Bureau for Education in the Arab States}}, year = {2012}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @book{unesco_guidelines_2012, address = {Paris}, title = {Guidelines for capacity development in education policy planning and resource management}, isbn = {978-92-803-1366-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220274/PDF/220274eng.pdf.multi}, language = {English}, urldate = {2022-08-19}, publisher = {UNESCO}, author = {{UNESCO} and IIEP-UNESCO}, collaborator = {OECD-CELE}, year = {2012}, note = {OCLC: 935018499}, } @book{unesco_disaster_2012, address = {Geneva}, title = {Disaster {Risk} {Reduction} in {School} {Curricula}: {Case} {Studies} from {Thirty} {Countries}}, isbn = {978-92-3-001087-4}, url = {https://www.unicef.org/environment/files/DRRinCurricula-Mapping30countriesFINAL.pdf}, language = {en}, publisher = {UNICEF}, author = {{UNESCO} and UNICEF}, year = {2012}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @misc{unisdr_the_united_nations_office_for_disaster_risk_reduction_international_2012, title = {International {Day} for {Disaster} {Reduction} 2012: {Women} \& {Girls} – {The} {inVisible} {Force} of {Resilience}}, url = {https://www.unisdr.org/2012/iddr/docs/Final_ConceptNoteAnnexes.pdf}, author = {{UNISDR (The United Nations Office for Disaster Risk Reduction)}}, year = {2012}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{winder_integrated_2012, address = {New York}, title = {Integrated {Social} {Protection} {Systems}: {Enhancing} {Equity} for {Children}}, url = {https://www.unicef.org/lac/sites/unicef.org.lac/files/2019-10/UNICEF_Social_Protection_Strategic_Framework_full_doc_std.pdf}, language = {en}, institution = {UNICEF}, author = {Winder, Natalia and Yablonski, Jenn}, year = {2012}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{world_bank_what_2012, title = {What matters most in teacher policies: {A} framework for building a more effective teaching profession. {System} approach for better education results}, url = {https://olc.worldbank.org/sites/default/files/SABER-Teachers-What_matters_most_in_teacher_policies-Framework_paper_0.pdf}, language = {en}, urldate = {2021-08-04}, publisher = {World Bank}, author = {{World Bank}}, year = {2012}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{iiep-unesco_strengthening_2011, title = {Strengthening local actors}, volume = {XXIX}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000219684/PDF/219684eng.pdf.multi}, number = {3}, journal = {IIEP newsletter}, author = {{IIEP-UNESCO}}, month = dec, year = {2011}, } @article{wood_care_2011, title = {Care and support of orphaned and vulnerable children at school: helping teachers to respond}, volume = {31}, issn = {02560100, 20763433}, shorttitle = {Care and support of orphaned and vulnerable children at school}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/484/244}, doi = {10.15700/saje.v31n2a484}, language = {en}, number = {2}, urldate = {2021-04-14}, journal = {South African Journal of Education}, author = {Wood, Lesley and Goba, Linda}, month = may, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, pages = {275--290}, } @misc{deffous_can_2011, title = {Can school grants lead to school improvement? {An} overview of experiences of five countries. {A} synthesis of desk reviews of {Ghana}, {Indonesia}, {Lesotho}, {Nicaragua}, and {Sri} {Lanka}}, url = {https://genbase.iiep.unesco.org/workspace/applis/epidoc/fichiers/30167_I010013.pdf}, author = {Deffous, Elodie}, collaborator = {De Grauwe, Anton and Lugaz, Candy}, month = apr, year = {2011}, } @book{caena_literature_2011, address = {Brussels}, title = {Literature review: {Quality} in {Teachers}' continuing professional development}, shorttitle = {Literature review}, url = {https://www.researchgate.net/publication/344906256_Literature_review_Quality_in_Teachers'_continuing_professional_development}, publisher = {European Commission}, author = {Caena, Francesca}, month = jan, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @misc{alet_is_2011, title = {Is grade repetition a second chance?}, url = {https://www.researchgate.net/profile/Alet-Elodie/publication/228425242_Is_grade_repetition_a_second_chance/links/5693bcea08ae820ff0727d05/Is-grade-repetition-a-second-chance.pdf}, publisher = {Toulouse School of Economics}, author = {Alet, Elodie}, month = jan, year = {2011}, } @techreport{ball_enhancing_2011, address = {Paris}, title = {Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212270}, language = {en}, institution = {UNESCO}, author = {Ball, Jessica}, year = {2011}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{bernbaum_education_2011, address = {Washington D.C.}, title = {Education management information systems: {A} guide to education project design, and implementation based on experiences from {EQUIP2} projects in {Malawi}, {Uganda} and {Zambia}}, url = {https://www.fhi360.org/sites/default/files/media/documents/EQUIP2%20LL%20EMIS%20AAR.pdf}, language = {en}, institution = {USAID (The United States Agency for International Development)}, author = {Bernbaum, Marcia and Moses, Kurt}, year = {2011}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{bonner_delivering_2011, type = {Guidance {Note}}, title = {Delivering {Cost} {Effective} and {Sustainable} {School} {Infrastructure}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67620/del-cost-eff-sust-sch-infra.pdf}, language = {en}, institution = {The TI‐UP Resource Centre, DFID}, author = {Bonner, Roger and Das, P. K. and Kalra, Ripin and Leathes, Bill and Wakeham, Nigel}, year = {2011}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School supply, School year calendar, Teacher supply, School supply}, } @book{caillods_directions_2011, address = {Paris, France}, title = {Directions in educational planning: international experiences and perspectives}, isbn = {978-92-803-1360-4}, shorttitle = {Directions in educational planning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000213735}, abstract = {"The nature of educational planning has evolved significantly during the past few decades. The 1960s, when IIEP was created, was a time of optimism and strong belief in the role of the state in promoting economic growth and development. Educational planning had different emphases and interpretations in different contexts, but generally relied on grand models focusing on macro-planning. Today the field is increasingly also defined by decentralized approaches, non-government funding, and cross-national forces in the context of globalization. IIEP has been playing a lead role in contributing to conceptual issues, developing methodologies, and facilitating capacity development. In 2008, the Institute organized a symposium to discuss the changing context and content of educational planning. Attendees reflected on continuities and changes in the past, and looked ahead to the anticipated future of educational planning. This volume is based on selected papers presented at the symposium."--Publisher's website.}, language = {English}, publisher = {Unesco Pub. : International Institute for Educational Planning}, editor = {Caillods, Françoise and Bray, Mark and Varghese, N. V and {International Institute for Educational Planning} and {UNESCO}}, year = {2011}, note = {OCLC: 764312571}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @techreport{clarke_framework_2011, address = {Washington D.C.}, type = {{READ}/{SABER} {Working} {Paper}}, title = {Framework for {Building} an {Effective} {Student} {Assessment} {System}}, url = {https://files.eric.ed.gov/fulltext/ED553178.pdf}, language = {en}, institution = {The World Bank}, author = {Clarke, Marguerite}, year = {2011}, keywords = {Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{de_grauwe_strengthening_2011, address = {Paris}, title = {Strengthening local actors: the path to decentralizing education: {Kenya}, {Lesotho}, {Uganda}}, isbn = {978-92-803-1356-7}, url = {http://www.iiep.unesco.org/fr/publication/strengthening-local-actors-path-decentralizing-education-kenya-lesotho-uganda}, publisher = {IIEP-UNESCO}, author = {de Grauwe, Anton and Lugaz, Candy and Barasa, Tiberius and Lefoka, Pulane J. and Tsepa, Mathabo and Kayabwe, Samuel and Asiimwe, Wilson}, year = {2011}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{european_commission_education_audiovisual_and_culture_executive_agency_grade_2011, address = {Luxembourg}, title = {Grade retention during compulsory education in {Europe}: regulations and statistics}, shorttitle = {Grade retention during compulsory education in {Europe}}, url = {https://data.europa.eu/doi/10.2797/50570}, language = {eng}, urldate = {2022-09-15}, publisher = {Publications Office}, author = {{European Commission. Education, Audiovisual and Culture Executive Agency} and Borodankova, Olga and Almeida Coutinho, Ana Sofia}, year = {2011}, } @article{fossati_effect_2011, title = {The effect of integration and social democratic welfare states on immigrants’ educational attainment: a multilevel estimate}, volume = {21}, issn = {0958-9287, 1461-7269}, shorttitle = {The effect of integration and social democratic welfare states on immigrants’ educational attainment}, url = {http://journals.sagepub.com/doi/10.1177/0958928711418852}, doi = {10.1177/0958928711418852}, abstract = {Through the analysis of 22 European countries and Canada, this article seeks to investigate the assumption that political macro level variables such as welfare state systems and immigration regimes shape the conditions encountered by young immigrants and thus have an impact on their school performance. The results show that native students benefit from social-democratic welfare states and immigration-friendly integration regimes, whereas immigrant students underperform under these types of regimes. Thus, while the finding for native students supports the argument found in the body of literature, claiming that social-democratic welfare states lead to a reduction in inequality and to less stratification, the findings for immigrant students suggest that positive discrimination may under some circumstances lead to a counterproductive result. The argument is tested with a multilevel modelling procedure on three levels (student, school and country) based on different data sources.}, language = {en}, number = {5}, urldate = {2021-06-03}, journal = {Journal of European Social Policy}, author = {Fossati, Flavia}, month = dec, year = {2011}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {391--412}, } @techreport{fritz_strengthening_2011, title = {Strengthening public financial management in postconflict countries}, url = {http://documents1.worldbank.org/curated/en/715661468162861843/pdf/608170BRI0EP540BOX358330B001PUBLIC1.pdf}, language = {en}, number = {54}, institution = {World Bank}, author = {Fritz, Verena and Hedger, Edward and Lopes, Ana Paula Fialho}, year = {2011}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, Logistic constraints in paying teachers, School completion, School construction, School supply, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @phdthesis{hailombe_education_2011, address = {Pretoria}, type = {Phd {Thesis}}, title = {Education equity and quality in {Namibia}: {A} case study of mobile schools in the {Kunene} region}, url = {https://repository.up.ac.za/bitstream/handle/2263/24256/Complete.pdf?sequence=10&isAllowed=y}, urldate = {2021-04-14}, school = {University of Pretoria}, author = {Hailombe, Onesmus}, year = {2011}, keywords = {Access to education, Classroom practices, Curriculum retention, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School resources, School supply, School year calendar, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{haugen_increasing_2011, address = {Nairobi}, title = {Increasing {Female} {Primary} {School} {Teachers} in {African} {Countries}: {Barriers} and {Policies}}, url = {https://www.macfound.org/media/files/FAWE_Literature_Review.docx}, publisher = {University of Maryland – Forum for African Women Educationalists}, author = {Haugen, C. S and Klees, S. J and Stromquist, N. P and Lin, J and Choti, T and Corneilse, C}, year = {2011}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @incollection{hite_school_2011, address = {Paris}, title = {School mapping and geographical information systems.}, isbn = {9789280313604}, url = {http://unesdoc.unesco.org/images/0021/002137/213735e.pdf}, language = {English}, urldate = {2021-06-07}, booktitle = {Directions in educational planning international experiences and perspectives}, publisher = {UNESCO}, author = {Hite, Steven J.}, year = {2011}, note = {OCLC: 935025006}, keywords = {Equity and inclusion, Resource allocation, School distribution}, pages = {215--239}, } @incollection{hite_school_2011, series = {{IIEP} {Policy} {Forum}}, title = {School mapping and geographical information systems}, isbn = {978-92-803-1360-4}, url = {http://unesdoc.unesco.org/images/0021/002137/213735e.pdf}, booktitle = {Directions in educational planning: {International} experiences and perspectives}, publisher = {UNESCO Publishing}, author = {Hite, Steven J.}, editor = {Bray, Mark and Varghese, N. V.}, year = {2011}, pages = {215--239}, } @techreport{ikeda_when_2011, address = {Paris}, title = {When students repeat grades or are transferred out of school: {What} does it mean for education systems?}, url = {https://www.oecd.org/pisa/pisaproducts/pisainfocus/48363440.pdf}, language = {en}, number = {6}, institution = {OECD}, author = {Ikeda, Miyako}, year = {2011}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{looney_integrating_2011, address = {Paris}, title = {Integrating formative and summative assessment: {Progress} toward a seamless system?}, url = {https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=edu/wkp(2011)4&doclanguage=en}, number = {58}, institution = {OECD}, author = {Looney, Janet W.}, year = {2011}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @techreport{malhotra_solutions_2011, title = {Solutions to end child marriage: {What} the evidence shows}, url = {https://www.icrw.org/wp-content/uploads/2016/10/Solutions-to-End-Child-Marriage.pdf}, language = {en}, institution = {International Center for Research on Women (ICRW)}, author = {Malhotra, Anju and Warner, Ann and McGonagle, Allison and Lee-Rife, Susan}, year = {2011}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{novelli_role_2011, address = {New York}, title = {The {Role} of {Education} in {Peacebuilding}: {Case} {Study} – {Sierra} {Leone}}, url = {https://www.unicef.org/infobycountry/files/EEPCT_Peacebuilding_CaseStudy_SierraLeone.pdf}, language = {en}, institution = {UNICEF}, author = {Novelli, Mario}, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{ouane_optimising_2011, address = {Hamburg}, title = {Optimising learning, education and publishing in {Africa} - the language factor: a review and analysis of theory and practice in mother-tongue and bilingual education in sub-{Saharan} {Africa}}, isbn = {978-92-820-1170-6}, shorttitle = {Optimising learning, education und publishing in {Africa} - the language factor}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212602}, language = {eng}, publisher = {Unesco Inst. for Lifelong Education}, editor = {Ouane, Adama and Glanz, Christine}, year = {2011}, note = {OCLC: 838997893}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{ouane_optimising_2011, address = {Hamburg: UIL; Tunis: ADEA/African Development Bank}, title = {Optimising learning, education und publishing in {Africa} - the language factor: a review and analysis of theory and practice in mother-tongue and bilingual education in sub-{Saharan} {Africa}}, isbn = {978-92-820-1170-6}, shorttitle = {Optimising learning, education und publishing in {Africa} - the language factor}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi}, language = {eng}, publisher = {UNESCO Institute for Lifelong Education; ADEA/African Development Bank}, editor = {Ouane, Adama and Glanz, Christine}, year = {2011}, } @misc{pacer_center_accessible_2011, title = {Accessible {Instructional} {Materials} ({AIM}): {Basics} for {Families}}, url = {https://www.pacer.org/stc/pubs/STC-23.pdf}, language = {en}, publisher = {PACER Center and the National Center on Accessible Instructional Materials}, author = {{PACER Center}}, year = {2011}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @techreport{parkes_stop_2011, address = {Johannesburg}, title = {Stop violence against girls in school: a cross-country analysis of baseline research from {Ghana}, {Kenya} and {Mozambique}}, url = {https://www.researchgate.net/profile/Jo-Heslop/publication/320242441_Stop_Violence_Against_Girls_in_School_A_cross_country_analysis_of_baseline_research_from_Ghana_Kenya_and_Mozambique/links/5a82c139a6fdcc6f3eadd1b8/Stop-Violence-Against-Girls-in-School-A-cross-country-analysis-of-baseline-research-from-Ghana-Kenya-and-Mozambique.pdf}, language = {en}, institution = {Action Aid}, author = {Parkes, Jenny and Heslop, Jo}, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{read_guidance_2011, type = {Assignment report}, title = {Guidance note: {Learning} and teaching materials: policy and practice for provision}, url = {https://assets.publishing.service.gov.uk/media/57a08ab2e5274a31e000071e/09-Textbook-Procurement-How-To-Note.pdf}, institution = {DFID}, author = {Read, Tony}, year = {2011}, } @techreport{rosenshine_principles_2011, address = {Geneva}, title = {Principles of {Instruction}}, url = {http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_21.pdf}, number = {21}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Rosenshine, Barak}, year = {2011}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @incollection{sujatha_module_2011, address = {Paris}, title = {Module 4: {Managing} {External} {Relations}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220543}, booktitle = {Improving school management from successful schools}, publisher = {ANTRIEP (Asian Network of Training and Research Institutions in Educational Planning), NUEPA (National Institute of Educational Planning and Administration), IIEP-UNESCO}, author = {Sujatha, K}, year = {2011}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Days of instruction (single shift), Educational administration and school management, Educational demand, Equity and inclusion, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, pages = {192--210}, } @incollection{sujatha_section_2011, title = {Section {IV}: {Management} {Devices}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220543}, booktitle = {Improving school management from successful schools}, publisher = {ANTRIEP (Asian Network of Training and Research Institutions in Educational Planning), NUEPA (National Institute of Educational Planning and Administration}, author = {Sujatha, K.}, year = {2011}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, pages = {48--50}, } @techreport{the_african_child_policy_forum_acpf_educating_2011, address = {Addis Ababa}, title = {Educating {Children} with {Disabilities} in {Africa}: {Towards} a {Policy} of {Inclusion}}, url = {https://www.eenet.org.uk/resources/docs/6519.pdf}, language = {en}, institution = {The African child Policy forum}, author = {{The African Child Policy Forum (ACPF)}}, year = {2011}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{uis-unesco_financing_2011, address = {Montreal, Quebec}, title = {Financing education in {Sub}-{Saharan} {Africa}: meeting the challenges of expansion, equity and quality}, isbn = {978-92-9189-079-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000192186}, language = {en}, publisher = {UNESCO-UIS}, author = {UIS-UNESCO and IIEP-UNESCO and UNESCO Office Dakar {and} Regional Bureau for Education in Africa}, year = {2011}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{uis_financing_2011, address = {Montreal}, title = {Financing education in sub-{Saharan} {Africa}: {Meeting} the challenges of expansion, equity and quality}, isbn = {978-92-9189-079-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000192186/PDF/192186eng.pdf.multi}, publisher = {UIS}, author = {UIS and IIEP-UNESCO and UNESCO-BREDA}, year = {2011}, } @techreport{undp_armenia_united_nations_development_programme_gender_2011, address = {Yerevan}, title = {Gender {Mainstreaming} in {Disaster} {Risk} {Reduction}: {Training} of {Trainers} {Manual}}, url = {https://www.un.am/up/library/Gender%20Mainstreaming_DRR_eng.pdf}, language = {en}, institution = {UNDP}, author = {{UNDP Armenia (United Nations Development Programme)}}, year = {2011}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{unesco_accessible_2011, address = {Paris}, type = {Consultative expert meeting report}, title = {Accessible {ICTs} and {Personalized} {Learning} for {Students} with {Disabilities}: a dialogue among {Educators}, {Industry}, {Government} and {Civil} {Society}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000219827}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2011}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{unesco_booklet_2011, address = {Paris}, title = {Booklet 6: {Pre}-service teacher training. {Good} policy and practice in {HIV} \& {AIDS} and education (booklet series)}, url = {https://healtheducationresources.unesco.org/library/documents/good-policy-and-practice-hiv-and-aids-and-education-booklet-6-pre-service-teacher}, urldate = {2021-04-14}, institution = {UNESCO}, author = {{UNESCO}}, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Student learning assessments, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_hidden_2011, address = {Paris}, title = {The {Hidden} crisis: armed conflict and education: {EFA} global monitoring report, 2011-summary}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000191186}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2011}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{uwezo_tanzania_are_2011, address = {Dar es Salaam}, title = {Are our children learning? {Annual} learning assessment report}, url = {https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-annual-learning-assessment-report-tanzania-2011}, institution = {Uwezo, TENMET and Hivos/Twaweza}, author = {{Uwezo Tanzania}}, year = {2011}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{vavrus_ensuring_2011, address = {Addis Ababa}, series = {Fundamentals of {Teacher} {Education} {Development}}, title = {Ensuring quality by attending to inquiry: learner-centered pedagogy in sub-{Saharan} {Africa}}, isbn = {978-99944-835-4-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216063_eng}, number = {4}, publisher = {UNESCO: International Institute for Capacity Building in Africa}, author = {Vavrus, Frances and Thomas, Matthew A.M. and Bartlett, Lesley}, year = {2011}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @book{wagner_smaller_2011, address = {Paris}, title = {Smaller, quicker, cheaper: improving learning assessments for developing countries}, isbn = {978-92-803-1361-1}, shorttitle = {Smaller, quicker, cheaper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000213663}, language = {English}, publisher = {IIEP-UNESCO}, author = {Wagner, Daniel A}, year = {2011}, note = {OCLC: 935554377}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{watkins_icts_2011, address = {Moscow}, title = {{ICTs} in education for people with disabilities: review of innovative practice}, isbn = {978-87-7110-183-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000193655}, publisher = {UNESCO Institute for Information Technologies in Education}, author = {Watkins, Amanda and Tokareva, Natalia and Turner, Marcella}, year = {2011}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @book{weltgesundheitsorganisation_world_2011, address = {Geneva}, title = {World report on disability}, isbn = {978-92-4-068636-6 978-92-4-156418-2 978-92-4-068521-5}, url = {https://www.who.int/disabilities/world_report/2011/report.pdf}, language = {eng}, publisher = {WHO}, editor = {{Weltgesundheitsorganisation} and {Weltbank}}, year = {2011}, note = {OCLC: 746290903}, keywords = {Access to education, Appropriate teacher candidates, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @incollection{world_bank_chapter_2011, address = {Malta}, title = {Chapter 7: {Education}}, url = {https://www.who.int/disabilities/world_report/2011/report.pdf}, booktitle = {World {Report} on {Disability}}, publisher = {WHO}, author = {{World Bank} and {WHO}}, year = {2011}, keywords = {Access to education, Appropriate teacher candidates, Days of instruction (single shift), Drop-out/Push-out, Economic barriers to schooling, Educational administration and school management, Educational demand, Equity and inclusion, Insclusive student assessment systems, Instruction time, Language of instruction, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, Pedagogical management, School buildings are not ready, School climate, School community relationship, School completion, School infrastructure, School resources, School supply, School violence, School year calendar, Student learning assessments, Teacher content knowledge, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teaching and learning, Teaching materials, Textbook availability and content}, } @incollection{ouane_publications_2011, address = {Hamburg: UIL; Tunis: ADEA/African Development Bank}, title = {Publications in {African} languages and the development of bilingual education}, isbn = {978-92-820-1170-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi}, language = {eng}, booktitle = {Optimising learning, education und publishing in {Africa} - the language factor: a review and analysis of theory and practice in mother-tongue and bilingual education in sub-{Saharan} {Africa}}, publisher = {UNESCO Institute for Lifelong Education; ADEA/African Development Bank}, author = {Yaya Satina, Diallo}, editor = {Ouane, Adama and Glanz, Christine}, year = {2011}, pages = {291--310}, } @article{narayan_solutions_2010, title = {Solutions to {Teacher} {Absenteeism} in {Rural} {Government} {Primary} {Schools} in {India}: {A} {Comparison} of {Management} {Approaches}}, volume = {3}, issn = {18749208}, shorttitle = {Solutions to {Teacher} {Absenteeism} in {Rural} {Government} {Primary} {Schools} in {India}}, url = {http://benthamopen.com/ABSTRACT/TOEDUJ-3-63}, doi = {10.2174/1874920801003010063}, language = {en}, number = {1}, urldate = {2021-06-03}, journal = {The Open Education Journal}, author = {Narayan, Krishna and Mooij, Jos}, month = jul, year = {2010}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {63--71}, } @book{kamano_les_2010, title = {Les défis du système éducatif {Burkinabè} en appui à la croissance économique}, isbn = {978-0-8213-8382-7 978-0-8213-8384-1}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8382-7}, language = {en}, urldate = {2021-05-22}, publisher = {The World Bank}, author = {Kamano, Pierre J. and Rakotomalala, Ramahatra and Bernard, Jean-Marc and Husson, Guillaume and Reuge, Nicolas}, month = jul, year = {2010}, doi = {10.1596/978-0-8213-8382-7}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{zachry_potential_2010, title = {Potential {Effects} of {Summer} {Break} {On} {Students} {With} {Disabilities}}, url = {https://www.brighthubeducation.com/parents-and-special-ed/75880-effect-of-summer-break-on-students-with-disabilities/}, urldate = {2019-07-20}, journal = {Bright Hub Education}, author = {Zachry, A}, month = jun, year = {2010}, keywords = {Availability of final grades, Double-shift schooling, Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School completion}, } @article{saltmarsh_unemployment_2010, chapter = {Business}, title = {Unemployment and {Inflation} {Rise} in {Europe}}, issn = {0362-4331}, url = {https://www.nytimes.com/2010/04/01/business/global/01euecon.html}, abstract = {The unemployment rate rose to 10 percent in February. Consumer prices increased 1.5 percent in March from a year earlier, driven by energy and food costs.}, language = {en-US}, urldate = {2021-09-12}, journal = {The New York Times}, author = {Saltmarsh, Matthew}, month = apr, year = {2010}, keywords = {Inflation (Economics), Unemployment}, } @techreport{bartholomew_country_2010, address = {Cambridge/Oxford, UK}, type = {Mid-{Term} {Evaluation} of the {EFA} {Fast} {Track} {Initiative}}, title = {Country {Case} {Study}: {Mozambique}}, url = {https://mokoro.co.uk/wp-content/uploads/FTI_FullCCSMozambiqueEnglish_Feb2010x.pdf}, language = {en}, institution = {Cambridge Education/Mokoro Ltd/Oxford Policy Management}, author = {Bartholomew, Ann and Takala, Tuomas and Ahmed, Zuber}, year = {2010}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @techreport{boakye_mobiles_2010, title = {Mobiles for development}, url = {https://www.cto.int/wp-content/themes/solid/_layout/dc/ptojects/UNICEF%20Mobiles4Dev%20Report.pdf}, language = {en}, institution = {UNICEF}, author = {Boakye, Kojo and Scott, Nigel and Smyth, Claire}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{bonfiglio_learning_2010, address = {Geneva}, type = {Research {Paper}}, title = {Learning outside the classroom: non-formal refugee education in {Uganda}}, url = {https://www.unhcr.org/4cd953cb9.pdf}, language = {en}, number = {193}, institution = {UNHCR}, author = {Bonfiglio, Ayla}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @book{brown_global_2010, address = {Boulder, CO}, edition = {4}, title = {Global environmental politics}, isbn = {978-0-8133-4442-3}, publisher = {Westview Press}, author = {Brown, Janet Welsh and Chasek, Pamela S. and Downie, David Leonard}, year = {2010}, note = {OCLC: ocn419810971}, keywords = {Environmental policy}, } @article{de_korne_indigenous_2010, title = {Indigenous language education policy: supporting community-controlled immersion in {Canada} and the {US}}, volume = {9}, issn = {1568-4555, 1573-1863}, shorttitle = {Indigenous language education policy}, url = {http://link.springer.com/10.1007/s10993-010-9165-4}, doi = {10.1007/s10993-010-9165-4}, language = {en}, number = {2}, urldate = {2021-05-20}, journal = {Language Policy}, author = {De Korne, Haley}, month = may, year = {2010}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, pages = {115--141}, } @techreport{dfid_department_for_international_development_education_2010, address = {London}, type = {Guidance {Note}}, title = {Education for children with disabilities: improving access and quality}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67664/edu-chi-disabil-guid-note.pdf}, language = {en}, institution = {DFID}, author = {{DFID (Department for International Development)}}, year = {2010}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, School resources, Teaching and learning, Teaching materials, Textbook availability and content}, } @book{dupriez_methods_2010, address = {Paris}, series = {Fundamentals of {Educational} {Planning}}, title = {Methods of grouping learners at school}, number = {93}, publisher = {IIEP-UNESCO}, author = {Dupriez, Vincent}, year = {2010}, } @book{european_commission_education_audiovisual_and_culture_executive_agency_eurydice_gender_2010, address = {LU}, title = {Gender differences in educational outcomes :study on the measures taken and the current situation in {Europe}.}, shorttitle = {Gender differences in educational outcomes}, url = {https://data.europa.eu/doi/10.2797/3598}, language = {eng}, urldate = {2021-05-26}, publisher = {Publications Office}, author = {{European Commission. Education, Audiovisual and Culture Executive Agency. Eurydice.}}, year = {2010}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @techreport{ferris_education_2010, type = {Paper commissioned for the {EFA} {Global} {Monitoring} {Report} 2011, {The} hidden crisis: {Armed} conflict and education}, title = {Education and {Displacement}: {Assessing} {Conditions} for {Refugees} and {Internally} {Displaced} {Persons} affected by {Conflict}}, url = {https://www.refworld.org/docid/4d7085712.html}, language = {en}, institution = {UNESCO}, author = {Ferris, Elizabeth and Winthrop, Rebecca}, year = {2010}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{goldsmith_teachers_2010, type = {Paper commissioned for the {EFA} {Global} {Monitoring} {Report} 2011, {The} hidden crisis: {Armed} conflict and education}, title = {Teachers' pay: making the pipe work; the role of improving teachers' payroll systems for education service delivery and state legitimacy in selected conflict-affected countries in {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000191353}, language = {en}, institution = {UNESCO}, author = {Goldsmith, Charlie}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{hague_global_child_labour_conference_joining_2010, address = {Geneva}, title = {Joining forces against child labour: inter-agency report for the {Hague} {Global} {Child} {Labour} {Conference} of 2010}, isbn = {978-92-2-123458-6 978-92-2-123459-3}, shorttitle = {Joining forces against child labour}, url = {http://www.ucw-project.org/pdf/publications/The_Hague_Report.pdf}, abstract = {Presents evidence of country-specific child labour situations and trends, of reasons why child labour matters from a child rights and national development perspective, and of the policies holding greatest potential for combating it in the period leading by the Global Action Plan, endorsed by the ILO, to eliminate the worst forms of child labour. Identifies areas where information gaps constitute and impediment to policy formulation.}, language = {English}, urldate = {2021-05-26}, publisher = {ILO}, author = {{Hague Global Child Labour Conference} and {International Labour Office} and {Understanding Children's Work}}, year = {2010}, note = {OCLC: 666756123}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{heng_reorienting_2010, address = {Bangkok, Thailand}, title = {Reorienting {Teacher} {Education} to {Address} {Sustainable} {Development}: {Guidelines} and {Tools} — {Gender} {Sensitizing}}, isbn = {978-92-9223-334-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000189054?posInSet=11&queryId=71a0a70a-ea47-49f4-88f3-9c737d27f0ca}, language = {en}, publisher = {UNESCO Bangkok}, author = {Heng, Chan Lean}, year = {2010}, keywords = {Access to education, Classroom practices, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{ichii_gender_2010, address = {Bangkok, Thailand}, title = {Gender responsive budgeting in education: advocacy brief}, isbn = {978-92-9223-322-8}, url = {UNESCO Asia and Pacific Regional Bureau for Education}, language = {en}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {Ichii, Reina}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{ifc_international_finance_corporation_disaster_2010, address = {Washington, DC}, title = {Disaster and {Emergency} {Preparedness}: {Guidance} for {Schools}}, url = {https://openknowledge.worldbank.org/handle/10986/17669}, language = {en}, institution = {World Bank}, author = {{IFC (International Finance Corporation)}}, year = {2010}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 2.2: {Gender}}, isbn = {978-92-803-1353-6}, url = {http://www.iiep.unesco.org/en/publication/guidebook-planning-education-emergencies-and-reconstruction}, language = {English}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2010}, note = {OCLC: 1012091104}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion, Socio-cultural barriers to schooling}, pages = {31--59}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 2.3: {Ethnicity}/{Political} affiliation/{Religion}}, isbn = {978-92-803-1353-6}, url = {978-92-803-1353-6}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO}, year = {2010}, keywords = {Access to education, Educational demand, School completion, Socio-cultural barriers to schooling}, pages = {61--79}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 2.4: {Children} with {Disabilities}}, isbn = {978-92-803-1353-6}, url = {http://www.iiep.unesco.org/sites/default/files/Guidebook%20Chapters/GB_2009_2.4_17%20Nov.pdf}, language = {English}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2010}, note = {OCLC: 1012091104}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, pages = {81--101}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 2.6: {Learning} spaces and school facilities}, url = {http://www.iiep.unesco.org/sites/default/files/Guidebook%20Chapters/GB_2009_2.6_final.pdf}, language = {en}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO}, year = {2010}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, pages = {129--159}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 3.2: {Teacher} motivation, compensation and working conditions}, isbn = {978-92-803-1353-6}, url = {http://www.iiep.unesco.org/sites/default/files/Guidebook%20Chapters/GB_2009_3.2_final.pdf}, language = {English}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {UNESCO : International Institute for Educational Planning}, author = {{IIEP-UNESCO}}, year = {2010}, note = {OCLC: 1012091104}, pages = {25--47}, } @incollection{iiep-unesco_chapter_2010, address = {Paris}, title = {Chapter 5.5: {Community} {Participation}}, isbn = {978-92-803-1353-6}, url = {http://www.iiep.unesco.org/en/publication/guidebook-planning-education-emergencies-and-reconstruction}, language = {en}, booktitle = {Guidebook for planning education in emergencies and reconstruction}, publisher = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2010}, keywords = {Access to education, Educational demand, School community relationship, School completion}, } @book{iiep-unesco_guidebook_2010, address = {Paris}, title = {Guidebook for planning education in emergencies and reconstruction.}, isbn = {978-92-803-1353-6}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000190223}, language = {English}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO}, year = {2010}, note = {OCLC: 1012091104}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @book{iiep-unesco_methodological_2010, address = {Dakar}, series = {Teacher {Training} {Initiative} for {Sub}-{Saharan} {Africa} ({TTISSA})}, title = {Methodological guide for the analysis of teacher issues}, url = {https://dakar.iiep.unesco.org/sites/default/files/fields/publication_files/methodological_guide_for_the_analysis_of_teacher_issues_-_2010.pdf}, language = {en}, urldate = {2021-08-04}, publisher = {IIEP-UNESCO}, author = {IIEP-UNESCO}, year = {2010}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Equitable school distribution, Equity and inclusion, Financial constraints in paying teachers, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @misc{indian_study_channel_teaching_2010, title = {Teaching {Aids}, {Their} {Needs}, {Types} and {Importance} of {Teaching} {Aids} in {Teaching} {Learning} {Process}}, url = {https://www.indiastudychannel.com/resources/120148-Teaching-Aids-Their-Needs-Types-and-Importance-Of-Teaching-Aids-In-Teaching-Learning-Process.aspx}, urldate = {2021-05-16}, journal = {Indian Study Channel}, author = {{Indian Study Channel}}, year = {2010}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{inee_inter-agency_network_for_education_in_emergencies_gender_2010, title = {Gender {Equality} in and through {Education}: {INEE} {Pocket} {Guide} to {Gender}}, url = {https://inee.org/system/files/resources/INEE_Pocket_Guide_to_Gender_EN_%281%29.pdf}, language = {en}, publisher = {INEE}, author = {{INEE (Inter-agency Network for Education in Emergencies)}}, year = {2010}, keywords = {Access to education, Appropriate teacher candidates, Classroom practices, Curriculum development, Curriculum retention, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Language of instruction, Learning processes, Opportunity cost of schooling, School completion, School infrastructure, School resources, School supply, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teaching and learning, Teaching materials, Textbook availability and content}, } @book{inee_inter-agency_network_for_education_in_emergencies_guidance_2010, address = {New York}, title = {Guidance notes on teaching and learning}, url = {https://inee.org/system/files/resources/INEE_Guidance_Notes_on_Teaching_and_Learning_EN.pdf}, language = {English}, urldate = {2021-04-14}, publisher = {INEE}, author = {{INEE (Inter-agency Network for Education in Emergencies)}}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher provision, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{leo_education_2010, address = {Bangkok}, title = {Education for intercultural understanding}, isbn = {978-92-9223-329-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000189051}, publisher = {UNESCO Bangkok}, author = {Leo, Joy de}, year = {2010}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @techreport{losert_best_2010, address = {Washington, D.C.}, title = {Best {Practices} in {Inclusive} {Education} for {Children} with {Disabilities}: {Applications} for {Program} {Design} in the {Europe} \& {Eurasia} {Region}}, url = {https://resourcecentre.savethechildren.net/node/7133/pdf/7133.pdf}, institution = {US Agency for International Development (USAID)}, author = {Losert, Lynn}, year = {2010}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{lugaz_schooling_2010, address = {Paris}, title = {Schooling and decentralization: patterns and policy implications in {Francophone} {West} {Africa}}, isbn = {978-92-803-1348-2}, shorttitle = {Schooling and decentralization}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000147099}, language = {English}, publisher = {IIEP-UNESCO}, author = {Lugaz, Candy and De Grauwe, Anton}, collaborator = {Baldé, Djénabou and Diakhaté, Cheikh and Dougnon, Denis and Moustapha, Moussiliou and Odushina, David}, year = {2010}, note = {OCLC: 780834077}, } @book{lugaz_renforcer_2010, address = {Paris}, title = {Renforcer le partenariat école-communauté: {Bénin}, {Niger} et {Sénégal}}, isbn = {92-803-2351-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000188150}, language = {fr}, publisher = {IIEP-UNESCO}, author = {Lugaz, Candy and de Grauwe, Anton and Diakhaté, Cheikh and Dongbehounde, Justin M. and Issa, Ibo}, year = {2010}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @book{lugaz_schooling_2010, address = {Paris}, title = {Schooling and decentralization: patterns and policy implications in {Francophone} {West} {Africa}}, isbn = {978-92-803-1348-2}, shorttitle = {Schooling and decentralization}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000147099}, language = {English}, publisher = {IIEP-UNESCO}, author = {Lugaz, Candy and Grauwe, Anton de and Baldé, Djénabou and Cheik, Diakhaté and Dougnon, Denis and Moustapha, Moussiliou and Odushina, David}, year = {2010}, note = {OCLC: 706069037}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Days of instruction (single shift), Educational administration and school management, Educational demand, Equity and inclusion, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @techreport{mancera_specific_2010, address = {Paris}, title = {Specific {Policy} {Recommendations} on the {Development} of a {Comprehensive} {In}-{Service} {Teacher} {Evaluation} {Framework}, {Education} {Policy} {Implementation}: {Mexico}}, url = {https://www.oecd.org/education/school/48481142.pdf}, institution = {OECD}, author = {Mancera, Carlos and Schmelkes, Sylvia}, year = {2010}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{mourshed_how_2010, address = {London}, title = {How the world’s most improved school systems keep getting better.}, url = {https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/how_the_worlds_most_improved_school_systems_keep_getting_better.pdf}, institution = {McKinsey \& Company}, author = {Mourshed, Mona and Chijioke, Chinezi and Barber, Michael}, year = {2010}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @incollection{mulkeen_chapter_2010, address = {Washington, DC}, series = {Development practice in education}, title = {Chapter 10: {Teacher} {Finance}}, isbn = {978-0-8213-8053-6}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {https://openknowledge.worldbank.org/handle/10986/13545?locale-attribute=es}, booktitle = {Teachers in {Anglophone} {Africa}: issues in teacher supply, training, and management}, publisher = {World Bank}, author = {Mulkeen, Aidan}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher incentives, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @incollection{mulkeen_chapter_2010, address = {Washington, DC}, series = {Development practice in education}, title = {Chapter 8: {Teacher} {Absence}, {Pay} {Distribution}, and {Discipline}}, isbn = {978-0-8213-8053-6}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {https://openknowledge.worldbank.org/handle/10986/13545?locale-attribute=es}, booktitle = {Teachers in {Anglophone} {Africa}: issues in teacher supply, training, and management}, publisher = {World Bank}, author = {Mulkeen, Aidan}, year = {2010}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning}, } @incollection{mulkeen_chapter_2010, address = {Washington, DC}, series = {Development practice in education}, title = {Chapter 9: {The} {Teaching} {Career}}, isbn = {978-0-8213-8053-6}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {https://openknowledge.worldbank.org/handle/10986/13545?locale-attribute=es}, booktitle = {Teachers in {Anglophone} {Africa}: issues in teacher supply, training, and management}, publisher = {World Bank}, author = {Mulkeen, Aidan}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{mulkeen_teachers_2010, address = {Washington, DC}, series = {Development practice in education}, title = {Teachers in {Anglophone} {Africa}: issues in teacher supply, training, and management}, isbn = {978-0-8213-8053-6}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {https://openknowledge.worldbank.org/handle/10986/13545?locale-attribute=es}, publisher = {World Bank}, author = {Mulkeen, Aidan}, year = {2010}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Logistic constraints in paying teachers, Obstacles to teaching and learning, School completion, School resources, Teacher deployment, Teacher retention, Teacher provision, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @techreport{narayan_gender_2010, address = {Mumbai}, title = {Gender, {Equality} and {Education}: {A} {Report} {Card} on {South} {Asia}}, url = {http://www.aspbae.org/sites/default/files/pdf/Gender%20Equity%20Report.pdf}, language = {en}, institution = {Asia South Pacific Association for Basic and Adult Education (ASPBAE)}, author = {Narayan, Swati and Rao, Nitya and Khan, Maria Lourdes A.}, year = {2010}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{oreta_guidance_2010, address = {Geneva}, title = {Guidance {Notes}: {School} {Emergency} and {Disaster} {Preparedness}}, url = {https://www.openemis.org/wp-content/uploads/2018/04/UNISDR_School_Emergency_and_Disaster_Preparedness_Guidance_Notes_2010_en.pdf}, language = {en}, institution = {UNISDR Asia and the Pacific (The United Nations Office for Disaster Risk Reduction)}, author = {Oreta, Andres Winston C.}, year = {2010}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @book{pingel_unesco_2010, address = {Paris}, edition = {2., rev. and updated ed}, title = {{UNESCO} guidebook on textbook research and textbook revision}, isbn = {978-92-3-104141-9 978-3-88304-028-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000117188}, language = {eng}, publisher = {UNESCO}, author = {Pingel, Falk}, collaborator = {Georg-Eckert-Institut für Internationale Schulbuchforschung and UNESCO}, year = {2010}, note = {OCLC: 845665412}, keywords = {Curriculum development, Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @techreport{read_learning_2010, address = {London}, title = {Learning and {Teaching} {Materials}: {Policies} and {Practices} for {Provision}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67621/lrng-tch-mats-pol-prac-prov.pdf}, language = {en}, institution = {DFID (Department for International Development)}, author = {Read, Tony and Treffgarne, Carew}, year = {2010}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teacher guides and lessons plans, Teaching materials, Textbook availability and content}, } @techreport{rencp_rwanda_education_ngo_cooperation_platform_double-shift_2010, title = {Double-{Shift} {Schooling}: {Design} and operation for cost-effectiveness}, url = {http://www.rencp.org/wp-content/uploads/2010/06/Double-Shift-Policy.pdf}, language = {English}, institution = {RENCP (Rwanda Education NGO Cooperation Platform)}, author = {RENCP (Rwanda Education NGO Cooperation Platform)}, year = {2010}, pages = {8}, } @techreport{social_surveys_grade_2010, address = {Johannesburg}, type = {Factsheet}, title = {Grade repetition in {South} {Africa}: {Facts}, figures and possible interventions}, url = {https://socialsurveys.co.za/wp-content/uploads/2018/04/Grade-Repetition-in-SA.pdf}, number = {4.2010}, institution = {Social surveys Africa}, author = {{Social surveys}}, year = {2010}, } @techreport{stahl_accessible_2010, address = {Wakefield, MA}, title = {Accessible {Textbooks} in the {K}-12 {Classroom} {II} (2010 {Revision}): {Selecting} {Specialized} {Formats}}, url = {http://wvde.state.wv.us/osp/NIMAS.pdf}, language = {en}, institution = {NIMAS Development and Technical Assistance Centers}, author = {Stahl, Skip}, year = {2010}, keywords = {Learning processes, School resources, Teaching materials, Textbook availability and content}, } @book{swift_getting_2010, address = {Nairobi}, title = {Getting to the hardest-to-reach: {A} strategy to provide education to nomadic communities in {Kenya} through distance learning}, url = {https://pubs.iied.org/sites/default/files/pdfs/migrate/G02742.pdf}, urldate = {2021-04-14}, publisher = {Ministry of State for Development of Northern Kenya and Other Arid Lands}, author = {Swift, Jeremy}, year = {2010}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Drop-out/Push-out, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Obstacles to teaching and learning, School completion, School construction, School infrastructure, School location, School resources, School supply, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @book{undp_capacity_2010, address = {New York}, series = {Global {Event} {Working} {Paper}}, title = {Capacity {Development} {Strategies} to {Support} {Decentralization} in {Asia}}, url = {https://www.undp.org/content/undp/en/home/librarypage/capacity-building/institutional-arrangements/capacity-development-strategies-to-support-decentralization-in-asia.html}, publisher = {UNDP}, author = {{UNDP}}, year = {2010}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion, Resource allocation, School distribution}, } @inproceedings{unesco_building_2010, address = {Moscow, the Russian Federation}, title = {Building the {Wealth} of {Nations}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000187376}, language = {en}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2010}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{unesco_reaching_2010, address = {Paris; Oxford}, series = {Education for {All}. {EFA} global monitoring report}, title = {Reaching the marginalized}, isbn = {978-0-19-958498-7 978-92-3-104129-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186606}, abstract = {Education systems in many of the world's poorest countries are now experiencing the aftermath of the global economic downturn. This report argues that the crisis could create a lost generation of children whose life chances will have been irreparably damaged by a failure to protect their right to education. It examines who these children are and why they are being left behind, and looks at concrete solutions for making sure that no children are excluded from schooling.--Publisher's description}, number = {2010}, publisher = {UNESCO; Oxford University Press}, editor = {{UNESCO}}, year = {2010}, note = {OCLC: ocn550477605}, keywords = {Access to education, Curriculum retention, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School infrastructure, School readiness, School supply, Teacher supply, School supply, Teaching and learning}, } @book{unesco_bangkok_reaching_2010, address = {Bangkok}, title = {Reaching the unreached in education in {Asia}-{Pacific} to meet the {EFA} {Goals} by 2015: a commitment to action}, isbn = {978-92-9223-324-2}, url = {http://uis.unesco.org/sites/default/files/documents/reaching-the-unreached-in-education-in-asia-pacific-to-meet-the-efa-goals-by-2015-a-commitment-to-action-en_0.pdf}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2010}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{unicef_raising_2010, address = {Geneva}, title = {Raising clean hands: {Advancing} learning, health and participation through {WASH} in schools}, url = {https://www.unicef.org/media/files/raisingcleanhands_2010.pdf}, language = {en}, institution = {UNICEF}, author = {{UNICEF}}, year = {2010}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{unicef_commitment_2010, address = {New York}, title = {From commitment to action: what religious communities can do to eliminate violence against children}, isbn = {978-92-806-4509-5}, shorttitle = {From commitment to action}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/64B620E270E8EC6A8525772A006DBD07-UNICEF_Religions_for_Peace_Feb2010.pdf}, language = {eng}, publisher = {UNICEF}, editor = {{UNICEF} and {Religions for Peace}}, year = {2010}, note = {OCLC: 837927283}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{urdan_applications_2010, address = {Bingley}, edition = {1. ed}, series = {The decade ahead}, title = {Applications and contexts of motivation and achievement}, isbn = {978-0-85724-253-2}, url = {https://www.emerald.com/insight/content/doi/10.1108/S0749-7423(2010)000016B008/full/html?skipTracking=true}, language = {eng}, number = {ed. by Timothy C. Urdan ... ; B}, publisher = {Emerald}, editor = {Urdan, Timothy C.}, year = {2010}, note = {OCLC: 699884814}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{walter_lumadi_need_2010, title = {The {Need} {For} {Training} {Gender}-{Sensitive} {Teachers}: {Addressing} {Education} {Challenges} {For} {Gender} {Sensitive} {National} {Development}}, volume = {3}, url = {https://files.eric.ed.gov/fulltext/EJ1072589.pdf}, doi = {10.19030/cier.v3i3.185}, language = {en}, number = {3}, journal = {Contemporary Issues In Education Research}, author = {Walter Lumadi, Mutendwahothe and Shongwe, Sipho S.}, year = {2010}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {41--50}, } @book{who_community-based_2010, address = {Geneva}, title = {Community-based rehabilitation: {CBR} guidelines}, isbn = {978-92-4-154805-2}, shorttitle = {Community-based rehabilitation}, url = {https://www.who.int/publications/i/item/9789241548052}, publisher = {World Health Organization}, editor = {{WHO}}, year = {2010}, note = {OCLC: ocn692290707}, keywords = {Access to education, Educational demand, School community relationship, School completion}, } @techreport{world_bank_guidance_2010, address = {Washington, DC}, title = {Guidance notes on safer school construction: global facility for disaster reduction and recovery}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/728061468326978133/guidance-notes-on-safer-school-construction-global-facility-for-disaster-reduction-and-recovery}, number = {54295}, institution = {World Bank}, author = {{World Bank}}, year = {2010}, keywords = {Access to education, Availability of final grades, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Instruction time, Learning processes, Number of teaching hours, Resource allocation, School buildings are not ready, School completion, School distribution, School infrastructure, School location, School supply, School year calendar, Teacher supply, School supply}, } @article{iiep-unesco_decentralization_2009, title = {Decentralization in education}, volume = {XXVII}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000192908}, number = {3}, journal = {IIEP newsletter "Revisiting the role of the state"}, author = {IIEP-UNESCO}, month = dec, year = {2009}, pages = {4--5}, } @techreport{le_wales_use_2009, title = {The use of needs-based formulae in the allocation of public resources: literature review}, url = {https://gov.wales/sites/default/files/publications/2018-10/needs-based-formulae-in-the-allocation-of-public-resources.pdf}, institution = {Independent Commission on Funding and Finance for Wales}, author = {LE Wales}, month = jul, year = {2009}, } @book{kellaghan_using_2009, series = {National {Assessments} of {Educational} {Achievement}}, title = {Using the {Results} of a {National} {Assessment} of {Educational} {Achievement}}, isbn = {978-0-8213-7929-5 978-0-8213-7966-0}, shorttitle = {National {Assessments} of {Educational} {Achievement} {Volume} 5}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7929-5}, language = {en}, urldate = {2021-06-09}, publisher = {The World Bank}, author = {Kellaghan, Thomas and Grenaney, Vincent and Murray, Scott}, month = jun, year = {2009}, doi = {10.1596/978-0-8213-7929-5}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @book{theunynck_school_2009, title = {School {Construction} {Strategies} for {Universal} {Primary} {Education} in {Africa}: {Should} {Communities} {Be} {Empowered} to {Build} {Their} {Schools}?}, isbn = {978-0-8213-7720-8 978-0-8213-7721-5}, shorttitle = {School {Construction} {Strategies} for {Universal} {Primary} {Education} in {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/973-0-8213-7720-8}, language = {en}, urldate = {2021-05-22}, publisher = {The World Bank}, author = {Theunynck, Serge}, month = jun, year = {2009}, doi = {10.1596/973-0-8213-7720-8}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School infrastructure, School supply, Teacher supply, School supply}, } @book{theunynck_school_2009, title = {School {Construction} {Strategies} for {Universal} {Primary} {Education} in {Africa}: {Should} {Communities} {Be} {Empowered} to {Build} {Their} {Schools}?}, isbn = {978-0-8213-7720-8 978-0-8213-7721-5}, shorttitle = {School {Construction} {Strategies} for {Universal} {Primary} {Education} in {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/973-0-8213-7720-8}, language = {en}, urldate = {2021-06-09}, publisher = {The World Bank}, author = {Theunynck, Serge}, month = jun, year = {2009}, doi = {10.1596/973-0-8213-7720-8}, } @techreport{nusche_what_2009, address = {Paris}, type = {{OECD} {Education} {Working} {Papers}}, title = {What {Works} in {Migrant} {Education}?: {A} {Review} of {Evidence} and {Policy} {Options}}, shorttitle = {What {Works} in {Migrant} {Education}?}, url = {https://www.oecd-ilibrary.org/education/what-works-in-migrant-education_227131784531}, language = {en}, number = {22}, urldate = {2021-06-07}, institution = {OECD}, author = {Nusche, Deborah}, month = feb, year = {2009}, doi = {10.1787/227131784531}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, School distribution, Teacher content knowledge, Teaching and learning}, } @techreport{noauthor_community-driven_2009, address = {Washington, D.C.}, title = {Community-driven development : delivering the results people need}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/513351468178137269/community-driven-development-delivering-the-results-people-need}, institution = {World Bank Group.}, year = {2009}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School infrastructure, School supply, Teacher supply, School supply}, } @techreport{acedo_defining_2009, address = {Geneva}, title = {Defining an inclusive education agenda: reflections around the 48th session of the {International} {Conference} on {Education}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186807}, language = {en}, institution = {UNESCO: International Bureau of Education}, author = {Acedo, Clementina and Amadio, Massimo and Opertti, Renato}, year = {2009}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @book{adams_water_2009, address = {Geneva, Switzerland}, title = {Water, sanitation and hygiene standards for schools in low-cost settings}, isbn = {978-92-4-154779-6}, url = {https://www.who.int/water_sanitation_health/publications/wash_standards_school.pdf}, publisher = {World Health Organization}, editor = {Adams, John and {World Health Organization}}, year = {2009}, note = {OCLC: ocn435421956}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{bauer_key_2009, address = {Odense}, title = {Key {Principles} for {Promoting} {Quality} in {Inclusive} {Education} {Recommendations} for {Policy} {Makers}}, isbn = {978-87-7110-004-4}, url = {https://www.european-agency.org/sites/default/files/key-principles-for-promoting-quality-in-inclusive-education_key-principles-EN.pdf}, language = {en}, publisher = {European Agency for Development in Special Needs Education}, author = {Bauer, Lucie and Kaprova, Zuzana and Michaelidou, Maria and Pluhar, Christine}, editor = {Watkins, Amanda}, year = {2009}, keywords = {Educational administration and school management, Equitable and inclusive policies and legislation, Equity and inclusion}, } @techreport{betts_inclusion_2009, address = {Paris}, type = {{UNESCO} {Policy} {Brief} on {Early} {Childhood}}, title = {Inclusion of children with disabilities: the early childhood imperative}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000183156}, language = {en}, number = {46}, institution = {UNESCO}, author = {Betts, Jane and Lata, Divya}, year = {2009}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{bhalotra_educational_2009, type = {Paper commissioned for the {EFA} {Global} {Monitoring} {Report} 2010, {Reaching} the marginalized}, title = {Educational {Deficits} and {Social} {Identity} in {India}}, url = {https://assets.publishing.service.gov.uk/media/57a08b70ed915d3cfd000d06/60430-186612e.pdf}, institution = {UNESCO}, author = {Bhalotra, Sonia}, year = {2009}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @techreport{brugeilles_promoting_2009, address = {Paris}, title = {Promoting gender equality through textbooks: a methodological guide}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000158897_eng}, institution = {UNESCO}, author = {Brugeilles, Carole and Cromer, Sylvie}, year = {2009}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials, Textbook availability and content}, } @incollection{cohen_challenge_2009, address = {Alexandria}, title = {The {Challenge} of {Assessing} {School} {Climate}}, volume = {66}, url = {http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/The-Challenge-of-Assessing-School-Climate.aspx}, language = {en}, number = {4}, booktitle = {Educational {Leadership} - {Data}: {Now} what?}, publisher = {ASCD (Association for Supervision and Curriculum Development)}, author = {Cohen, Jonathan and Pickeral, Terry and McCloskey, Molly}, year = {2009}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{european_commission_results_2009, address = {Brussels}, type = {Commission staff working document}, title = {Results of the consultation on the education of children from a migrant background}, url = {https://www.europarl.europa.eu/registre/docs_autres_institutions/commission_europeenne/sec/2009/1115/COM_SEC(2009)1115_EN.pdf}, language = {en}, institution = {European Commission}, author = {{European Commission}}, year = {2009}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{eurydice_integrating_2009, address = {Brussels}, title = {Integrating immigrant children into schools in {Europe}: {Measures} to foster communication with immigrant families and heritage language teaching for immigrant children}, url = {https://ec.europa.eu/migrant-integration/librarydoc/integrating-immigrant-children-into-schools-in-europe-measures-to-foster-communication-with-immigrant-families-and-heritage-language-teaching-for-immigrant-children}, language = {en}, institution = {Eurydice}, author = {{Eurydice}}, year = {2009}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School readiness, Teacher content knowledge, Teaching and learning}, } @techreport{fernald_examining_2009, address = {Washington, D.C.}, type = {Working {Paper}}, title = {Examining early child development in low-income countries : a toolkit for the assessment of children in the first five years of life}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/499021468332411850/examining-early-child-development-in-low-income-countries-a-toolkit-for-the-assessment-of-children-in-the-first-five-years-of-life}, language = {en}, institution = {World Bank Group}, author = {Fernald, Lia C. H. and Patricia, , Kariger and Patrice, , Engle and Raikes, Abbie}, year = {2009}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @article{filmer_school_2009, series = {Impact evaluation series}, title = {School enrollment, selection and test scores}, url = {https://documents1.worldbank.org/curated/en/495041468224995463/pdf/WPS4998.pdf}, number = {34}, journal = {Policy research working paper 4998}, author = {Filmer, Deon and Schady, Norbert}, editor = {{World Bank}}, year = {2009}, } @phdthesis{finlayson_impact_2009, address = {Georgia, US}, title = {The {Impact} of {Teacher} {Absenteeism} on {Student} {Performance}: {The} {Case} of the {Cobb} {County} {School} {District}}, url = {https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1006&context=etd#:~:text=When%20that%20teacher%20is%20repeatedly,to%20score%20on%20standardized%20tests.&text=Cobb%20County%20School%20District%20teachers,average%2014%20days%20per%20year.}, language = {en}, school = {Kennesaw State University}, author = {Finlayson, Mary}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{fiszbein_conditional_2009, address = {Washington DC}, series = {A {World} {Bank} policy research report}, title = {Conditional cash transfers: reducing present and future poverty}, isbn = {978-0-8213-7353-8 978-0-8213-7352-1}, shorttitle = {Conditional cash transfers}, url = {https://openknowledge.worldbank.org/handle/10986/2597}, language = {eng}, publisher = {World Bank}, editor = {Fiszbein, Ariel and Schady, Norbert Rüdiger and Ferreira, Francisco H. G. and Grosh, Margaret Ellen and Kelleher, Nial and {Weltbank}}, year = {2009}, note = {OCLC: 699267739}, keywords = {Access to education, Barriers to school attendance, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @techreport{gottelmann-duret_crucial_2009, address = {Paris}, title = {Crucial management aspects of equitable teacher provision}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000178721}, institution = {UNESCO}, author = {Göttelmann-Duret, Gabriele and Tournier, Barbara}, year = {2009}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @techreport{hirano_child_2009, title = {Child {Friendly} {Schools} and {Infrastructure} {Standards} and {Guidelines}}, url = {https://inee.org/system/files/resources/Rwanda_Child_Friendly_Schools_infrastructure_standards_and_guidelines-1.pdf}, language = {en}, institution = {Rwanda Ministry of Education}, author = {Hirano, Seki and Kayumba, Eudes and Ginoulhiac, Luca}, year = {2009}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @techreport{inee_inter-agency_network_for_education_in_emergencies_guidance_2009, address = {New York}, title = {Guidance notes on teacher compensation in fragile states, situations of displacement and post-crisis recovery}, url = {https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf}, language = {en}, institution = {INEE}, author = {INEE (Inter-agency Network for Education in Emergencies)}, year = {2009}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher provision, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{inee_inter-agency_network_for_education_in_emergencies_inee_2009, address = {New York}, title = {{INEE} {Guidance} {Notes} on {Teacher} {Compensation} in {Fragile} {States}, {Situations} of {Displacement} and {Post}-{Crisis} {Recovery}}, url = {https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf}, language = {en}, urldate = {2021-04-14}, publisher = {INEE (Inter-agency Network for Education in Emergencies)}, author = {{INEE (Inter-agency Network for Education in Emergencies)}}, year = {2009}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{international_sexuality_and_hiv_curriculum_working_group_its_2009, address = {New York}, title = {It's all one curriculum: guidelines and activities for a unified approach to sexuality, gender, {HIV}, and human rights education}, isbn = {978-0-87834-117-7 978-0-87834-118-4 978-0-87834-119-1}, shorttitle = {It's all one curriculum}, url = {https://www.popcouncil.org/uploads/pdfs/2011PGY_ItsAllOneGuidelines_en.pdf}, language = {English}, publisher = {Population Council}, author = {{International Sexuality and HIV Curriculum Working Group} and Haberland, Nicole and Rogow, Deborah and {Population Council}}, year = {2009}, note = {OCLC: 640018688}, keywords = {Curriculum development, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, School violence, Teaching and learning, Teaching materials}, } @book{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, isbn = {978-1-84369-759-6}, shorttitle = {Mobile pastoralists and education}, url = {researchgate.net/publication/295078437_Mobile_Pastoralists_and_Education_Strategic_Options}, language = {English}, publisher = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {OCLC: 530332024}, keywords = {Access to education, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @misc{learning_and_skills_improvement_service_lsis_teaching_2009, title = {Teaching and {Learning}. {Ten} pedagogy approaches – equality and diversity quick start guide}, url = {https://rsc-archive.jisc.ac.uk/file.php/102/qs_equality_diversity.pdf}, publisher = {Learning and Skills Improvement Service (LSIS)}, author = {{Learning and Skills Improvement Service (LSIS)}}, year = {2009}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{leathes_briefing_2009, title = {Briefing {Note}: {Key} {Factors} in the {Cost} {Effective} {Design} and {Construction} of {Primary} {School} {Facilities} in {Low} {Income} {Countries}.}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/Briefing%2520Note%2520-%2520Classroom%2520Costs%2520Final%252023%2520Jan%252009.pdf}, language = {en}, publisher = {TI-UP Resource Centre}, author = {Leathes, B.}, year = {2009}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Insufficient budget for school construction, Learning processes, Logistic constraints in school construction, Number of teaching hours, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School supply, School year calendar, Teacher supply, School supply}, } @article{lewis_governance_2009, title = {Governance in {Education}: {Raising} {Performance}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1992404}, doi = {10.2139/ssrn.1992404}, language = {en}, journal = {SSRN}, author = {Lewis, Maureen and Pettersson, Gunilla}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @article{lim_learner_2009, title = {Learner and {Instructional} {Factors} {Influencing} {Learning} {Outcomes} within a {Blended} {Learning} {Environment}}, volume = {12}, issn = {1436-4522}, url = {https://www.jstor.org/stable/pdf/jeductechsoci.12.4.282.pdf?seq=1}, language = {en}, number = {4}, journal = {Journal of Educational Technology \& Society}, author = {Lim, Doo Hun and Morris, Michael Lane}, year = {2009}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, pages = {282--293}, } @book{mulkeen_multigrade_2009, address = {Washington, D.C}, series = {World {Bank} working paper}, title = {Multigrade teaching in {Sub}-{Saharan} {Africa}: lessons from {Uganda}, {Senegal}, and the {Gambia}}, isbn = {978-0-8213-8065-9 978-0-8213-8076-5}, shorttitle = {Multigrade teaching in {Sub}-{Saharan} {Africa}}, url = {https://learningportal.iiep.unesco.org/fr/bibliotheque/multigrade-teaching-in-sub-saharan-africa-lessons-from-uganda-senegal-and-the-gambia}, number = {no. 173}, publisher = {Africa Region Human Development Department, World Bank}, author = {Mulkeen, Aidan and Higgins, Cathal}, collaborator = {Education For All Fast Track Initiative and World Bank}, year = {2009}, note = {OCLC: ocn387786090}, keywords = {Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{nannyonjo_attracting_2009, address = {Washington D.C.}, title = {Attracting and {Retaining} {Qualified} {Teachers} in the {OECS}}, url = {https://docplayer.net/9637286-Attracting-and-retaining-qualified-teachers-in-the-oecs.html}, urldate = {2021-04-11}, publisher = {The World Bank}, author = {Nannyonjo, H. and Mulaa, J. and Lee, C. and Warren, D.}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher absenteeism, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{ncd_national_council_on_disability_effective_2009, address = {Washington, D.C.}, title = {Effective {Emergency} {Management}: {Making} {Improvements} for {Communities} and {People} with {Disabilities}}, url = {https://files.eric.ed.gov/fulltext/ED507740.pdf}, language = {en}, institution = {NCD}, author = {{NCD (National Council on Disability)}}, year = {2009}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{nielsen_moving_2009, address = {New York}, type = {Working {Paper}}, title = {Moving {Toward} {Free} {Primary} {Education}: {Policy} {Issues} and {Implementation} {Challenges}}, url = {https://www.unicef.org/socialpolicy/files/Postscript_Formatted_SFAI_SOA_Review_11_December_2009.pdf}, author = {Nielsen, H. Dean}, year = {2009}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @incollection{oecd_chapter_2009, address = {Paris}, title = {Chapter 4: {Teaching} {Practices}, {Teachers}’ {Beliefs} and {Attitudes}}, url = {https://www.oecd.org/education/school/43023606.pdf}, language = {en}, booktitle = {Creating {Effective} {Teaching} and {Learning} {Environments}: {First} {Results} from {TALIS}}, publisher = {OECD}, author = {{OECD}}, year = {2009}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{oecd_creating_2009, address = {Paris}, title = {Creating {Effective} {Teaching} and {Learning} {Environments}: {First} {Results} from {TALIS} – {Executive} {Summary}}, url = {https://www.oecd.org/berlin/43024880.pdf}, institution = {OECD}, author = {{OECD}}, year = {2009}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @book{oecd_education_2009, address = {Paris}, title = {Education at a {Glance}: {OECD} {Indicators}}, url = {https://www.oecd.org/education/skills-beyond-school/43636332.pdf}, language = {en}, publisher = {OECD}, author = {{OECD}}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{orkodashvili_double_2009, address = {Munich}, title = {Double – shift schooling and {EFA} goals: assessing economic, educational and social impacts}, url = {https://mpra.ub.uni-muenchen.de/23519/1/Double_shift_schooling_and_EFA_Goals_assessing_economic_educational_and_social_impacts_pdf}, number = {23519}, institution = {Munich Personal RePEc Archive}, author = {Orkodashvili, Mariam}, year = {2009}, keywords = {Double-shift schooling, Instruction time, Learning processes, Number of teaching hours}, } @unpublished{penseur_if_2009, type = {Background paper for the {International} {Paper} {Waste} {Reduction} {Strategy} {Papers} ({IPWRSP}) {Biannual} {Report}, spring 2010.}, title = {If a tree falls on the road to {Shangri}-{La}, who shall hear it?}, author = {Penseur, A.}, year = {2009}, } @book{petty_teaching_2009, address = {Cheltenham}, edition = {4th ed}, title = {Teaching today: a practical guide}, isbn = {978-1-4085-0415-4}, shorttitle = {Teaching today}, url = {http://elearning.fit.hcmup.edu.vn/~longld/References%20for%20TeachingMethod&EduTechnology%20-%20Tai%20lieu%20PPDH%20&%20Cong%20Nghe%20Day%20Hoc/(Book)%20-%20Sach%20tham%20khao%20-%20Teaching%20Method/2010%20G.Petty%20-%20Teaching%20Today%20A%20Practical%20Guide%204th%20Ed.pdf}, publisher = {Nelson Thornes}, author = {Petty, Geoffrey}, year = {2009}, note = {OCLC: ocn295002509}, keywords = {Education, Teaching}, } @techreport{pinnock_language_2009, title = {Language and education: the missing link: {How} the language used in schools threatens the achievement of {Education} for {All}}, url = {https://learningportal.iiep.unesco.org/es/biblioteca/language-and-education-the-missing-link-how-the-language-used-in-schools-threatens-the}, language = {en}, institution = {CFBT Education Trust/Save the Children Alliance}, author = {Pinnock, Helen}, year = {2009}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{pinnock_steps_2009, address = {London}, title = {Steps {Towards} {Learning}: {A} {Guide} to {Overcoming} {Language} {Barriers} in {Children}’s {Education}}, url = {https://www.savethechildren.org.uk/content/dam/global/reports/steps-towards-learning-lr.pdf}, language = {en}, institution = {Save the Children}, author = {Pinnock, Helen}, year = {2009}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{poisson_guidelines_2009, address = {Paris}, title = {Guidelines for the design and effective use of teacher codes of conduct}, isbn = {978-92-803-1336-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000185010}, language = {en}, publisher = {IIEP-UNESCO}, author = {Poisson, Muriel}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School violence, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{practical_action_school_2009, address = {Warwickshire}, title = {School buildings in developing countries}, url = {file:///C:/Users/LENOVO/Downloads/4f7cb166-c87c-4aa8-9fbc-6fa70ae4f5bb.pdf}, language = {en}, author = {Practical Action}, year = {2009}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School supply, School year calendar, Teacher supply, School supply}, } @techreport{regnault_de_la_mothe_learning_2009, address = {Rome}, title = {Learning from experience: {Good} practices from 45 years of school feeding}, url = {https://documents.wfp.org/stellent/groups/public/documents/communications/wfp223424.pdf?_ga=1.86620248.1591548596.1483361641}, language = {en}, institution = {WFP}, author = {Regnault de la Mothe, Marc and Burbano, Carmen and Delicato, Claudio}, year = {2009}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @misc{republic_of_kenya_-_ministry_of_education_national_2009, title = {The {National} {Special} {Needs} {Education} {Policy} {Framework}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/kenya_specialneedseducationpolicyframework_2009.pdf}, publisher = {Republic of Kenya - Ministry of Education}, author = {{Republic of Kenya - Ministry of Education}}, year = {2009}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials, Textbook availability and content}, } @misc{rimer_toolkit_2009, title = {Toolkit for {Assessing} and {Promoting} {Equity} in the {Classroom}: {A} {Production} of the {Equity} in the {Classroom} ({EIC}) {Project}.}, url = {https://ntrl.ntis.gov/NTRL/dashboard/searchResults/titleDetail/PB2009105791.xhtml}, urldate = {2021-04-12}, journal = {National Technical Reports Library - NTIS}, author = {Rimer, Wendy and Llewellyn, Deborah and Anderson, Sonya and Ellison, Sylvia and Aldave, Angela and Maldonado, Marta}, year = {2009}, keywords = {Access to education, Classroom observation, Curriculum retention, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{rogers_no_2009, address = {Washington, D.C.}, type = {Policy {Research} {Working} {Paper}}, title = {No {More} {Cutting} {Class}? {Reducing} {Teacher} {Absence} and {Providing} {Incentives} for {Performance}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/4043/WPS4847.pdf?sequence=1&isAllowed=y}, language = {en}, number = {4847}, institution = {The World Bank}, author = {Rogers, F. Halsey and Vegas, Emiliana}, year = {2009}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{ruto_education_2009, address = {Paris}, title = {Education marginalization in northern {Kenya}. {Paper} commissioned for the {EFA} {Global} {Monitoring} {Report} 2010, {Reaching} the marginalized.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186617}, urldate = {2021-04-14}, institution = {UNESCO}, author = {Ruto, Sara Jerop and Ongwenyi, Zipporah Nyamauncho and Mugo, John Kabutha}, year = {2009}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @misc{sfai_school_fee_abolition_initiative_six_2009, title = {Six steps to {Abolishing} {Primary} {School} {Fees}: {Operational} guide.}, url = {https://www.globalpartnership.org/sites/default/files/2009-Six-Steps-to-Abolishing-Primary-School-Fees_processed.pdf}, publisher = {World Bank}, author = {{SFAI (School Fee Abolition Initiative)} and {World Bank}}, year = {2009}, keywords = {Access to education, Availability of final grades, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Equity and inclusion, Financial constraints in paying teachers, Insufficient budget for school construction, Opportunity cost of schooling, Resource allocation, School completion, School construction, School distribution, School location, School supply, Teacher supply, School supply}, } @book{theunynck_school_2009, address = {Washington D.C.}, series = {Africa {Human} {Development} {Series}}, title = {School construction for universal primary education in {Africa}: {Should} communities be empowered to build their schools?}, isbn = {973-0-8213-7720-8}, url = {http://documents1.worldbank.org/curated/en/109291468007863249/pdf/488980PUB0prim101Official0Use0Only1.pdf}, publisher = {World Bank}, author = {Theunynck, Serge}, year = {2009}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, Insufficient budget for school construction, Logistic constraints in school construction, Resource allocation, School buildings are not usable, School completion, School construction, School distribution, School infrastructure, School location, School supply, School year calendar, Teacher supply, School supply}, } @book{ulleberg_incentive_2009, address = {Paris}, series = {Rethinking capacity development}, title = {Incentive structures as a capacity development strategy in public service delivery: a literature review and annotated bibliography on the role of incentives for civil servants within capacity development policies}, isbn = {978-92-803-1344-4}, shorttitle = {Incentive structures as a capacity development strategy in public service delivery}, language = {English}, publisher = {IIEP-UNESCO}, author = {Ulleberg, Inger}, year = {2009}, note = {OCLC: 760440243}, } @book{unesco_investing_2009, address = {Paris}, series = {{UNESCO} world report}, title = {Investing in cultural diversity and intercultural dialogue}, isbn = {978-92-3-104077-1}, url = {http://www.lacult.unesco.org/docc/2009_Investing_in_cult_div_Completo.pdf}, number = {2}, publisher = {UNESCO}, editor = {{UNESCO}}, year = {2009}, note = {OCLC: ocn471788678}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @misc{unesco_policy_2009, title = {Policy guidelines on inclusion in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000177849}, urldate = {2021-04-08}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2009}, keywords = {Access to education, Availability of final grades, Curriculum development, Drop-out/Push-out, Educational administration and school management, Educational demand, Equitable and inclusive policies and legislation, Equity and inclusion, Equity-sensitive curriculum, Grade repetition, Inclusive school enrolment practices, Insclusive student assessment systems, Learning processes, Resource allocation, School completion, School location, School resources, Socio-cultural barriers to schooling, Teacher supply, School supply, Teacher training, Teaching materials}, } @misc{unesco_promoting_2009, title = {Promoting gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186495}, urldate = {2021-04-12}, author = {UNESCO}, year = {2009}, keywords = {Classroom observation, Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills, Textbook availability and content}, } @techreport{unesco_stopping_2009, address = {Paris}, title = {Stopping violence in schools: a guide for teachers}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000184162}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2009}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{unesco_bangkok_education_2009, address = {Bangkok}, title = {Education financial planning in {Asia}: implementing medium-term expenditure frameworks - {Thailand}}, isbn = {978-92-9223-281-8}, shorttitle = {Education financial planning in {Asia}}, url = {http://digilib.um.ac.id/images/stories/ebooks/Juni/educational%20financial%20plannibf%20in%20asia%20implementing%20mediun-term%20expediture%20framework%20thailand.pdf}, language = {English}, publisher = {UNESCO}, author = {{UNESCO Bangkok}}, year = {2009}, note = {OCLC: 925675966}, keywords = {Autonomy and capacity at decentralised levels, Budget allocation and financial incentives, Educational administration and school management, Equity and inclusion, Resource allocation}, } @book{unesco_bangkok_towards_2009, address = {Bangkok}, title = {Towards inclusive education for children with disabilities: a guideline}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000192480}, publisher = {UNESCO Bangkok}, author = {{UNESCO Bangkok}}, year = {2009}, keywords = {Access to education, Appropriate teacher candidates, Curriculum retention, Drop-out/Push-out, Educational demand, Equity and inclusion, Individual learning difficulties, Individual learning needs, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School community relationship, School completion, School readiness, School resources, Teacher content knowledge, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher training, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills, Textbook availability and content}, } @book{unesco-breda_unescos_regional_bureau_for_education_in_africa_universal_2009, address = {Dakar}, title = {Universal primary education in {Africa}: {The} teacher challenge}, isbn = {978-92-9091-099-2}, url = {http://uis.unesco.org/sites/default/files/documents/universal-primary-education-in-africa-the-teacher-challenge-en.pdf}, language = {en}, publisher = {UNESCO-BREDA}, author = {UNESCO-BREDA (UNESCO’s Regional Bureau for Education in Africa)}, year = {2009}, keywords = {Access to education, Drop-out/Push-out, Equitable school distribution, Equity and inclusion, Financial constraints in paying teachers, Logistic constraints in paying teachers, Resource allocation, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @incollection{unicef_chapter_2009, address = {New York}, title = {Chapter 4 – {School} and community}, url = {https://www.unicef.org/reports/child-friendly-schools-manual}, booktitle = {Child-{Friendly} {Schools} {Manual}}, publisher = {UNICEF}, author = {{UNICEF}}, year = {2009}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @incollection{unicef_chapter_2009, address = {New York}, title = {Chapter 6.6: {Learning} and {Teaching} {Methods}}, url = {https://www.unicef.org/media/66486/file/Child-Friendly-Schools-Manual.pdf}, booktitle = {Child {Friendly} {Schools}: {Manual}.}, publisher = {UNICEF}, author = {{UNICEF}}, year = {2009}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @book{unicef_child_2009, address = {New York}, title = {Child friendly schools {Manual}}, url = {https://www.unicef.org/media/85731/file/Child_Friendly_Schools_Manual_EN_040809.pdf}, publisher = {UNICEF}, author = {{UNICEF}}, year = {2009}, } @techreport{unisdr_international_strategy_for_disaster_reduction_making_2009, address = {Geneva}, title = {Making {Disaster} {Risk} {Reduction} {Gender}-{Sensitive}: {Policy} and {Practical} {Guidelines}}, url = {https://www.preventionweb.net/files/9922_MakingDisasterRiskReductionGenderSe.pdf}, language = {en}, institution = {UNISDR, UNDP, IUCN}, author = {{UNISDR (International Strategy for Disaster Reduction)} and {UNDP (United Nations Development Programme)} and {IUCN (International Union for Conservation of Nature)}}, year = {2009}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{usaid_doorways_2009, address = {Washington D.C.}, title = {Doorways {III} – {Teacher} {Training} {Manual} on {School}-{Related} {Gender}-{Based} {Violence} {Prevention} and {Response}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/Doorways_III_Teachers_Manual.pdf}, language = {en}, institution = {USAID}, author = {USAID}, year = {2009}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{woodhead_equity_2009, address = {The Hague, Netherlands.}, title = {Equity and quality? {Challenges} for early childhood and primary education in {Ethiopia}, {India} and {Peru}}, url = {http://oro.open.ac.uk/19304/1/WP_55_Equity_and_Quality.pdf}, language = {en}, institution = {Bernard van Leer Foundation}, author = {Woodhead, Martin and Ames, Patricia and Vennam, Uma and Abebe, Workneh and Streuli, Natalia}, year = {2009}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{world_bank_abolishing_2009, address = {Washington, DC}, series = {Development practice in education}, title = {Abolishing school fees in {Africa}: lessons from {Ethiopia}, {Ghana}, {Kenya}, {Malawi} and {Mozambique}}, isbn = {978-0-8213-7540-2 978-0-8213-7541-9}, shorttitle = {Abolishing school fees in {Africa}}, url = {https://openknowledge.worldbank.org/handle/10986/2617?locale-attribute=en}, language = {en}, publisher = {World Bank : In collaboration with UNICEF}, editor = {{World Bank}}, year = {2009}, note = {OCLC: ocn214322860}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @techreport{world_bank_teacher_2009, address = {Washington, dC}, title = {Teacher motivation, incentives and working conditions}, url = {http://documents1.worldbank.org/curated/en/468341468306561093/pdf/705540BRI0P1060ion0300December02009.pdf}, urldate = {2021-08-04}, institution = {World Bank}, author = {{World Bank}}, year = {2009}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher deployment, Teacher retention, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @book{wright_child_2009, address = {New York}, title = {Child {Friendly} {Schools} {Manual}}, url = {https://www.unicef.org/documents/child-friendly-schools-manual}, publisher = {UNICEF}, author = {Wright, Cream and Mannathoko, Changu and Pasic, Maida}, year = {2009}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Barriers to school attendance, Days of instruction (single shift), Drop-out/Push-out, Educational administration and school management, Educational demand, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Individual learning difficulties, Individual learning needs, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, Obstacles to teaching and learning, School buildings are not ready, School buildings are not usable, School community relationship, School completion, School construction, School infrastructure, School location, School supply, School violence, School year calendar, Teacher supply, School supply, Teaching and learning}, } @incollection{wright_location_2009, address = {New York}, title = {Location, design and construction}, url = {https://www.unicef.org/documents/child-friendly-schools-manual}, language = {en}, booktitle = {Child {Friendly} {Schools} {Manual}}, publisher = {UNICEF}, author = {Wright, Cream and Mannathoko, Changu and Pasic, Maida}, year = {2009}, keywords = {Access to education, Barriers to school attendance, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Resource allocation, School buildings are not ready, School completion, School construction, School distribution, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @inproceedings{ibe-unesco_inclusive_2008, address = {Geneva}, title = {Inclusive education: {The} way to the future}, volume = {48}, url = {http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/CONFINTED_48-3_English.pdf}, language = {en}, urldate = {2021-08-04}, booktitle = {{ED}/{BIE}/{CONFINTED} 48/3}, publisher = {UNESCO}, author = {{IBE-UNESCO} and {CONFINTED} and {BIE}}, month = nov, year = {2008}, keywords = {Access to education, Days of instruction (single shift), Educational administration and school management, Educational demand, Equitable and inclusive policies and legislation, Equity and inclusion, Inclusive school enrolment practices, Instruction time, Learning processes, Management shortcomings, Monitoring system, Number of teaching hours, Quality data, Resource allocation, School completion, School resources, School year calendar, Socio-cultural barriers to schooling, Teacher guides and lessons plans, Teacher training, Teaching materials}, pages = {31}, } @techreport{ministry_of_education_education_2008, title = {Education sector policy for orphans and vulnerable children.}, url = {https://www.moe.gov.na/files/downloads/51c_OVC%20policy.pdf}, language = {English}, author = {Ministry of Education, Republic of Namibia}, month = aug, year = {2008}, pages = {28}, } @article{liu_when_2008, title = {When {Districts} {Encounter} {Teacher} {Shortages}: {The} {Challenges} of {Recruiting} and {Retaining} {Mathematics} {Teachers} in {Urban} {Districts}}, volume = {7}, issn = {1570-0763, 1744-5043}, shorttitle = {When {Districts} {Encounter} {Teacher} {Shortages}}, url = {http://www.tandfonline.com/doi/abs/10.1080/15700760701822140}, doi = {10.1080/15700760701822140}, language = {en}, number = {3}, urldate = {2021-05-22}, journal = {Leadership and Policy in Schools}, author = {liu, Edward and Rosenstein, Joseph G. and Swan, Aubrie E. and Khalil, Deena}, month = may, year = {2008}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, pages = {296--323}, } @article{ainscow_making_2008, title = {Making {Education} for {All} inclusive: where next?}, volume = {38}, issn = {0033-1538, 1573-9090}, shorttitle = {Making {Education} for {All} inclusive}, url = {http://link.springer.com/10.1007/s11125-008-9055-0}, doi = {10.1007/s11125-008-9055-0}, language = {en}, number = {1}, urldate = {2021-05-18}, journal = {PROSPECTS}, author = {Ainscow, Mel and Miles, Susie}, month = mar, year = {2008}, keywords = {Access to education, Drop-out/Push-out, Educational demand, Equity and inclusion, Grade repetition, Obstacles to teaching and learning, Resource allocation, School community relationship, School completion, Teacher behaviour, Teacher training, Teacher-related constraints}, pages = {15--34}, } @book{alexander_education_2008, address = {Cambridge}, title = {Education for all, the quality imperative and the problem of pedagogy}, isbn = {9780901881250}, url = {http://www.create-rpc.org/pdf_documents/PTA20.pdf}, language = {English}, publisher = {Consortium for Research on Educational Access, Transitions and Equity}, author = {Alexander, Robin J and {The Institute of Education, University of London}}, year = {2008}, note = {OCLC: 794295081}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{anis_education_2008, address = {Ethiopia}, title = {Education for pastoralists: {Flexible} approaches, workable models}, url = {https://www.dlci-hoa.org/assets/upload/education-documents/20200804021843179.pdf}, language = {en}, institution = {Pact Ethiopia}, author = {Anís, Katy}, year = {2008}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{attawell_booklet_2008, address = {Paris}, title = {Booklet 3: {Educator} development and support: {Good} policy and practice in {HIV} \& {AIDS} and education (booklet series).}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146308}, urldate = {2021-04-14}, institution = {UNESCO}, author = {Attawell, Kathy and Elder, Katharine}, year = {2008}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher absenteeism, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{badcock-walters_supporting_2008, address = {Paris}, title = {Supporting the educational needs of {HIV}-positive learners: lessons from {Namibia} and {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000178601}, language = {en}, institution = {UNESCO}, author = {Badcock-Walters, Peter and Kvalsvig, Jane and Heard, Wendy and Anning, Vicky}, year = {2008}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{bandyopadhyay_gender_2008, address = {Brighton}, series = {Create {Pathways} to {Access}}, title = {Gender {Equity} in {Education}: {A} {Review} of {Trends} and {Factors}}, isbn = {978-0-901881-19-9}, url = {http://www.create-rpc.org/pdf_documents/PTA18.pdf}, abstract = {This review paper draws on recent data to map the access and participation rates of girls relative to boys. This paper offers a critical assessment of findings of different recent researches on school education in India identifying the areas that need further research. The paper reveals that while enrolment of girls has increased rapidly since the 1990s, there is still a substantial gap in upper primary and secondary schooling and gender inequalities interlock with other forms of social inequality, notably caste, ethnicity and religion. The paper concludes with recommendation for implementation of enabling policy to meet the challenges for improving the quality of schools ensuring better opportunities for girls at higher levels of education, notably upper primary and secondary schools. (Contains 18 tables and 7 footnotes.).}, language = {English}, number = {18}, publisher = {The Consortium for Research on Educational Access, Transitions and Equity (CREATE)}, author = {Bandyopadhyay, Madhumita and Subrahmanian, Ramya}, year = {2008}, note = {OCLC: 1062964451}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{bank_teachers_2008, address = {Washington}, title = {Teachers for {Rural} {Schools}: {Experiences} in {Lesotho}, {Malawi}, {Mozambique}, {Tanzania}, and {Uganda}.}, isbn = {978-0-8213-7480-1}, shorttitle = {Teachers for {Rural} {Schools}}, url = {https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=459755}, abstract = {Data for recent years show a turnaround in education: the gross enrollment rate in Sub-Saharan Africa increased from 78 percent in 1998 99 to 84 percent in 2000 01 and to 91 percent in 2002 03, reflecting broad-based growth in access not seen since the 1970s. However, key challenges remain, including (a) enrolling the last 10 15 percent of out-ofschool children, including a growing number of HIV/AIDS orphans (one of every 10 African children by 2010); (b) improving learning outcomes; and (c) reducing dropout. Maintaining progress will require continuing the reforms to (a) implement cost-effect.}, language = {English}, urldate = {2021-05-20}, publisher = {World Bank}, author = {Bank, World}, year = {2008}, note = {OCLC: 466449251}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @book{benson_girls_2008, address = {Bangkok}, title = {Girls, {Educational} {Equity} and {Mother} {Tongue}-based {Teaching}.}, isbn = {978-92-9223-060-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000142049}, language = {English}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {Benson, Carol}, year = {2008}, note = {OCLC: 971543957}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{bloom_violence_2008, address = {Washington D.C.}, title = {Violence against women and girls: {A} compendium of monitoring and evaluation indicators}, url = {https://www.measureevaluation.org/resources/publications/ms-08-30}, language = {en}, institution = {U.S. Agency for International Development (USAID)}, author = {Bloom, Shelah S.}, year = {2008}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{bostwana_directorate_of_social_and_human_development__special_programmes_gender_2008, address = {Gaborone}, title = {Gender {Mainstreaming} {Strategy} for {Open} and {Distance} {Learning} 2008-2012}, url = {https://www.sadc.int/files/2613/7820/8537/THE_GMS_DOCUMENT___for_ODL_final_version_2008-2012.pdf}, urldate = {2021-04-12}, institution = {Directorate of Social and Human Development \& Special Programmes.}, author = {{Bostwana Directorate of Social and Human Development \& Special Programmes}}, year = {2008}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School location, School resources, Teacher provision, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @book{bray_double-shift_2008, address = {London, Paris}, edition = {3}, title = {Double-shift schooling: design and operation for cost-effectiveness}, isbn = {978-92-803-1315-4}, shorttitle = {Double-shift schooling}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000163606}, language = {English}, publisher = {Commonwealth Secretariat]; UNESCO, International Institute for Educational Planning}, author = {Bray, Mark}, year = {2008}, note = {OCLC: 780757850}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Double-shift schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{brind_education_2008, address = {New York}, title = {Education for migrant, minority and marginalised children in {Europe}}, url = {https://www.opensocietyfoundations.org/uploads/984b2861-e7cc-4d64-a0bf-7aa6ed9e3e8d/review_20080131.pdf}, language = {en}, institution = {The Open Society Institute}, author = {Brind, Tom and Harper, Caroline and Moore, Karen}, year = {2008}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{cherinet_response_2008, address = {Paris}, title = {The response of teacher training institutions to {HIV} and {AIDS}: a case study of {Ethiopia}}, url = {https://www.voced.edu.au/content/ngv%3A33743#}, urldate = {2021-04-14}, institution = {IIEP-UNESCO; International Institute for Capacity Building in Africa (IICBA)}, author = {Cherinet, Haregewoin and Desalegn, Ashebir and Tadele, Getnet}, year = {2008}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher absenteeism, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{clarke_heroes_2008, address = {Paris}, title = {Heroes and villains: teachers in the education response to {HIV}}, isbn = {978-92-803-1319-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000181572}, language = {en}, publisher = {IIEP-UNESCO}, author = {Clarke, David J.}, year = {2008}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{cueto_asistencia_2008, address = {San Isidro, Lima, Perú}, series = {Documento de trabajo}, title = {Asistencia docente y rendimiento escolar: el caso del programa {META}}, isbn = {978-9972-615-47-4}, shorttitle = {Asistencia docente y rendimiento escolar}, url = {https://www.researchgate.net/publication/23529904_Asistencia_docente_y_rendimiento_escolar_el_caso_del_Programa_META}, abstract = {Se analiza el impacto del programa educativo META, inciado en el 2003 e implementado por el Ministerio de Educación en zonas rurales del Perú. Su objetivo fue incrementar la asistencia diaria y la permanencia en clase de los docentes a través de incentivos}, number = {53}, publisher = {Grupo de Análisis para el Desarrollo}, editor = {Cueto, Santiago}, year = {2008}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{department_of_education_employment_and_workplace_relations_deewr_national_2008, address = {Australia}, title = {National {Report} to {Parliament} on {Indigenous} {Education} and {Training}, 2006}, url = {https://www.voced.edu.au/content/ngv%3A26809}, language = {en}, institution = {Department of Education, Employment and Workplace Relations (DEEWR)}, author = {Department of Education, Employment {and} Workplace Relations (DEEWR)}, year = {2008}, keywords = {Access to education, Barriers to school attendance, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{education_policy_and_practice_department_parent_2008, address = {Washington D.C.}, series = {Policy {Brief}}, title = {Parent, {Family}, {Community} {Involvement} in {Education}}, url = {https://biz4kids.org/wp-content/uploads/2019/01/Parent-Family-Community-Involvement-in-Education.pdf}, publisher = {Education Policy and Practice Department}, author = {{Education Policy and Practice Department}}, year = {2008}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Educational administration and school management, Educational demand, Equity and inclusion, School community relationship, School completion}, } @book{farrell_planning_2008, address = {Paris}, title = {Planning for successful alternative schooling: a possible route to {Education} for {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000159851}, language = {en}, publisher = {IIEP-UNESCO}, author = {Farrell, Joseph P. and Hartwell, Ash}, year = {2008}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{fasih_linking_2008, address = {Washington, DC}, series = {Directions in development. {Human} development}, title = {Linking education policy to labor market outcomes}, isbn = {978-0-8213-7509-9 978-0-8213-7510-5}, url = {http://documents.worldbank.org/curated/en/828021468338480190/pdf/439770PUB0Box310only109780821375099.pdf}, publisher = {World Bank}, author = {Fasih, Tazeen}, year = {2008}, note = {OCLC: ocn213358025}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @book{greaney_assessing_2008, address = {Washington, DC}, series = {National assessments of educational achievement}, title = {Assessing {National} {Achievement} {Levels} in {Education}}, isbn = {978-0-8213-7258-6 978-0-8213-7259-3}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/6904/417890Ed0achie101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y}, number = {v. 1}, publisher = {World Bank}, editor = {Greaney, Vincent and Kellaghan, Thomas}, year = {2008}, note = {OCLC: ocn141852469}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @article{heath_second_2008, title = {The {Second} {Generation} in {Western} {Europe}: {Education}, {Unemployment}, and {Occupational} {Attainment}}, volume = {34}, issn = {0360-0572, 1545-2115}, shorttitle = {The {Second} {Generation} in {Western} {Europe}}, url = {http://www.annualreviews.org/doi/10.1146/annurev.soc.34.040507.134728}, doi = {10.1146/annurev.soc.34.040507.134728}, language = {en}, number = {1}, urldate = {2021-06-03}, journal = {Annual Review of Sociology}, author = {Heath, Anthony F. and Rothon, Catherine and Kilpi, Elina}, month = aug, year = {2008}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {211--235}, } @book{heckmann_education_2008, address = {Place of publication not identified}, title = {Education and migration: strategies for integrating migrant children in {European} schools and societies : a synthesis of research findings for policy-makers}, isbn = {978-92-79-12804-2}, shorttitle = {Education and migration}, url = {http://www.nesse.fr/nesse/activities/reports/activities/reports/education-and-migration-pdf}, language = {English}, publisher = {publisher not identified}, author = {Heckmann, Friedrich}, year = {2008}, note = {OCLC: 847325839}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School readiness, Teacher content knowledge, Teaching and learning}, } @book{interfaith_council_on_ethics_education_for_children_learning_2008, address = {Geneva}, title = {Learning to live together: an intercultural and interfaith programme for ethics education}, isbn = {978-92-806-4288-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000161059}, publisher = {Arigatou Foundation}, author = {{Interfaith Council on Ethics Education for Children} and Arigatou Foundation}, year = {2008}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @article{johnson_status_2008, series = {Education {Policy} {Brief}}, title = {The {Status} of {Male} {Teachers} in {Public} {Education} {Today}}, volume = {6}, url = {https://files.eric.ed.gov/fulltext/ED500605.pdf}, number = {4}, journal = {Center for Evaluation \& Education Policy}, author = {Johnson, Shaun}, year = {2008}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{management_systems_international_msi_are_2008, address = {Washington D.C.}, title = {Are {Schools} {Safe} {Havens} for {Children}? {Examining} school-related gender-based violence}, url = {https://pdf.usaid.gov/pdf_docs/PNADM792.pdf}, language = {en}, institution = {U.S. Agency for International Development}, author = {{Management Systems International (MSI)}}, year = {2008}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{marshall_globalising_2008, address = {Cambridge}, title = {Globalising the {School} {Curriculum}: {Gender}, {EFA} and {Global} {Citizenship} {Education}}, url = {https://ceid.educ.cam.ac.uk/publications/WP17-MA.pdf}, language = {en}, number = {17}, institution = {RECOUP (Research Consortium on Educational Outcomes and Poverty)}, author = {Marshall, Harriet and Arnot, Madeleine}, year = {2008}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @techreport{ndaruhutse_grade_2008, address = {Reading}, type = {Literature {Review}}, title = {Grade repetition in primary schools in {Sub}-{Saharan} {Africa}: an evidence base for change}, url = {https://www.academia.edu/1049782/Grade_repetition_in_primary_schools_in_Sub_Saharan_Africa_an_evidence_base_for_change}, institution = {CfBT Education Trust}, author = {Ndaruhutse, Susy and Brannelly, Laura and Latham, Michael and Penson, Jonathan}, year = {2008}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{nzioka_training_2008, address = {Paris}, title = {Training teachers in an {HIV} and {AIDS} context: experiences from {Ethiopia}, {Kenya}, {Uganda} and {Zambia}}, isbn = {978-92-803-1316-1}, shorttitle = {Training teachers in an {HIV} and {AIDS} context}, url = {http://www.iiep.unesco.org/fr/publication/training-teachers-hiv-and-aids-context-experiences-ethiopia-kenya-uganda-and-zambia}, language = {English}, publisher = {IIEP-UNESCO}, author = {Nzioka, Charles and Ramos, Lucinda}, year = {2008}, note = {OCLC: 780758215}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher absenteeism, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{oecd_ten_2008, address = {Paris}, type = {Policy {Brief}}, title = {Ten {Steps} to {Equity} in {Education}}, url = {https://www.oecd.org/education/school/39989494.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, year = {2008}, keywords = {Equity and inclusion, Resource allocation, School distribution}, } @book{peace_corps_classroom_2008, address = {Washington, D}, title = {Classroom {Management}: {Idea} {Book}}, url = {https://files.peacecorps.gov/multimedia/pdf/library/M0088.pdf}, language = {en}, publisher = {Peace Corps}, author = {{Peace Corps}}, year = {2008}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{petal_disaster_2008, address = {Geneva}, title = {Disaster {Prevention} for {Schools}: {Guidance} for {Education} {Sector} {Decision} {Makers}}, url = {https://www.undrr.org/publication/disaster-prevention-schools-guidance-education-sector-decision-makers}, language = {en}, institution = {UNISDR (The United Nations Office for Disaster Risk Reduction)}, author = {Petal, Marla}, year = {2008}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{snider_design_2008, address = {Washington D.C.}, type = {Working {Paper}}, title = {Design for {All}: {Implications} for {Bank} {Operations}.}, url = {https://documents1.worldbank.org/curated/en/934421520577312644/pdf/124045-WP-Design-for-all-PUBLIC.pdf}, language = {en}, institution = {World Bank}, author = {Snider, Harold and Takeda, Nazumi}, year = {2008}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @book{stubbs_inclusive_2008, address = {Oslo}, title = {Inclusive {Education}: {Where} there are few resources}, url = {https://atlas-alliansen.no/wp-content/uploads/2015/02/Inclusive-Education-Where-there-are-few-resources-2008.pdf}, language = {en}, publisher = {The Atlas Alliance}, author = {Stubbs, Sue}, editor = {Lewis, Ingrid}, year = {2008}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{tatto_teacher_2008, address = {Amsterdam}, title = {Teacher {Education} and {Development} {Study} in {Mathematics} ({TEDS}-{M}): {Conceptual} framework}, url = {https://www.iea.nl/publications/assessment-framework/teacher-education-and-development-study-mathematics-teds-m}, urldate = {2021-04-11}, institution = {IEA}, author = {Tatto, Maria and Ingvarson, Lawrence and Peck, Ray and Rowley, Glenn and Senk, Sharon and Schwille, John}, year = {2008}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{the_united_republic_of_tanzania_education_2008, title = {Education {Sector} {Development} {Programme} 2008-2017}, url = {https://www.globalpartnership.org/sites/default/files/2008-01-Tanzania-Mainland-Sector-Plan.pdf}, author = {The United Republic of Tanzania}, year = {2008}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School climate, School completion, School location, Teacher supply, School supply, Teaching and learning}, } @incollection{unesco_chapter_2008, address = {Paris}, edition = {1}, series = {Education for {All} {Global} {Monitoring} {Report} {Summary}}, title = {Chapter 3: {Raising} quality and strengthening equity: why governance matters}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000177609}, booktitle = {Overcoming inequality: why governance matters}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2008}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{unesco_educaids_2008, address = {Paris}, title = {{EDUCAIDS} technical briefs.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000158436}, urldate = {2021-04-14}, institution = {UNESCO}, author = {UNESCO}, year = {2008}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, School completion, School resources, Teacher absenteeism, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @misc{unhcr_unhcr_2008, title = {{UNHCR} {Handbook} for the {Protection} of {Women} and {Girls}, {First} {Edition}}, url = {https://www.unhcr.org/protection/women/47cfa9fe2/unhcr-handbook-protection-women-girls-first-edition-complete-publication.html}, language = {en}, urldate = {2021-04-08}, publisher = {UNHCR}, author = {{UNHCR}}, year = {2008}, keywords = {Educational administration and school management, Equity and inclusion, Inclusive school enrolment practices}, } @techreport{united_states_agency_for_international_development_unsafe_2008, address = {Arlington, Virginia}, title = {Unsafe schools: {A} literature review of school-related gender-based violence in developing countries}, url = {https://www.endvawnow.org/uploads/browser/files/Unsafe_schools_lit_review_USAID_2008.pdf.pdf}, language = {en}, institution = {Development and Training Services, Inc}, author = {{United States Agency for International Development}}, year = {2008}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{united_states_department_of_education_emergency_2008, address = {Washington, DC}, title = {Emergency management research and people with disabilities: a resource guide}, url = {https://www2.ed.gov/rschstat/research/pubs/guide-emergency-management-pwd.pdf}, language = {en}, author = {{United States Department of Education}}, year = {2008}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{world_bank_project_2008, address = {Washington, DC}, title = {Project {Performance} {Assessment} {Report} {Arab} {Republic} of {Egypt}: {Basic} {Education} {Improvement} {Project}, {Education} {Enhancement} {Program} {Project}}, url = {https://documents1.worldbank.org/curated/en/371621468022150042/pdf/444640PPAR0P0010Box327410B01PUBLIC1.pdf}, language = {en}, number = {44464}, institution = {World Bank}, author = {World Bank}, year = {2008}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @book{mulkeen_recruiting_2007, series = {World {Bank} {Working} {Papers}}, title = {Recruiting, {Retaining}, and {Retraining} {Secondary} {School} {Teachers} and {Principals} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7066-7 978-0-8213-7067-4}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7066-7}, language = {en}, urldate = {2021-05-21}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Chapman, David and DeJaeghere, Joan and Leu, Elizabeth}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7066-7}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @article{nielsen_empowering_2007, title = {Empowering {Communities} for {Improved} {Educational} {Outcomes}: {Some} {Evaluation} {Findings} from the {World} {Bank}}, volume = {37}, issn = {1573-9090}, shorttitle = {Empowering {Communities} for {Improved} {Educational} {Outcomes}}, url = {https://doi.org/10.1007/s11125-007-9018-x}, doi = {10.1007/s11125-007-9018-x}, language = {en}, number = {1}, urldate = {2021-05-18}, journal = {PROSPECTS}, author = {Nielsen, H. Dean}, month = mar, year = {2007}, keywords = {Access to education, Educational demand, School community relationship, School completion}, pages = {81--93}, } @techreport{noauthor_what_2007, address = {Washington, D.C.}, type = {Working {Paper}}, title = {What is school-based management?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/113901468140944134/what-is-school-based-management}, institution = {World Bank Group.}, year = {2007}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @book{blumberg_gender_2007, address = {Paris}, title = {Gender bias in textbooks: a hidden obstacle on the road to gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000155509}, publisher = {UNESCO}, author = {Blumberg, Rae Lesser}, year = {2007}, note = {Paper commissioned for the EFA Global Monitoring Report 2008, Education for All by 2015: will we make it. For further information, please contact efareport@unesco.org}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials, Textbook availability and content}, } @book{fyfe_use_2007, address = {Geneva}, title = {The use of contract teachers in developing countries: trends and impact}, isbn = {978-92-2-119998-4 978-92-2-119999-1}, shorttitle = {The use of contract teachers in developing countries}, url = {http://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_160813.pdf}, abstract = {Defines contract teachers as volunteers, community teachers, para-teachers and similar who, in general, have lower qualifications and lower salaries than corresponding teachers with civil servant status, and who typically work in remote rural areas or in post-conflict regions, serve ethnic minority populations, provide assistance to regular teachers, or in case of acute teacher shortage. Gives brief case studies from Bangladesh, Cambodia, China, Francophone Africa, India, Kenya, and Latin America. Recommends to phase out the use of contract teachers by 2015, in line with Education for All (EFA) quality goals.}, language = {Summary in English.}, publisher = {ILO}, author = {Fyfe, Alec and {International Labour Office} and {Sectoral Activities Programme}}, year = {2007}, note = {OCLC: 430159043}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{gertler_impact_2007, address = {Washington, D.C.}, title = {Impact evaluation for school-based management reform}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/671361468313736152/impact-evaluation-for-school-based-management-reform}, number = {10}, institution = {World Bank Group}, author = {Gertler, Paul and Patrinos, Harry Anthony and Rubio-Codina, Marta}, year = {2007}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{hanushek_incentive-based_2007, type = {Working {Paper}}, title = {Incentive-based financing of schools}, url = {https://crpe.org/wp-content/uploads/wp_sfrp14_hanushek_apr07_0.pdf}, number = {14}, institution = {Center on Reinventing Public Education}, author = {Hanushek, Eric A.}, year = {2007}, } @techreport{hanushek_education_2007, address = {Washington DC}, title = {Education {Quality} and {Economic} {Growth}}, url = {http://hanushek.stanford.edu/publications/education-quality-and-economic-growth}, institution = {World Bank}, author = {Hanushek, Eric A. and Wößmann, Ludger}, year = {2007}, keywords = {Access to education, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @misc{ibe-unesco_unesco_international_bureau_of_education_examples_2007, title = {Examples of countries which managed to attract the best students to the profession}, url = {http://www.ibe.unesco.org/en/geqaf/annexes/promising-practices/examples-countries-which-managed-attract-best-students-profession}, urldate = {2021-04-11}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, year = {2007}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{inter-parliamentary_union_eliminating_2007, address = {Geneva : N[ew] Y[ork]}, series = {Handbook for parliamentarians}, title = {Eliminating violence against children}, isbn = {978-92-9142-330-9 978-92-806-4158-5}, url = {http://archive.ipu.org/PDF/publications/violence_en.pdf}, number = {no. 13, 2007}, publisher = {Inter-Parliamentary Union ; UNICEF}, editor = {{Inter-parliamentary Union} and {UNICEF}}, year = {2007}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @inproceedings{irish_national_teachers_organisation_into_approaches_2007, title = {Approaches to {Teaching} \& {Learning}}, url = {http://dl.icdst.org/pdfs/files1/7c3e455085b3920873fb7a5c2e58218f.pdf?__cf_chl_managed_tk__=8accd7826fcf5ee00948e0b2e9bfde18eac91dd0-1621217109-0-AcZyWKTVVfI-c2_rYZy0O6O2Sxclqmyxa8rQrGMoTEkzJWwOzyAMVz3znbpwFFJ9xjHYlHMuyvHH8cIWm-WSZDnhpmMPrJbvJ2XX2XaXPUjYWgAlgeeOAX9yPwCSYTmdrquBdWr4pkPv5y5h07RQrlRcpw9XxmCqOb197rpPbyuzj9pndjohv0SQUXHrq3aNc6-wursppPGykYXb3zI2GYvmDlf7MijPxFCVpLI7K-e4g5JwtEnjxMmOurg6LRrk8vr1hTj_fxnwoBacpXh08QomaHrME_yrwtg-CZDaasiE8rEvfPe1FblNZCKWkMqX5bhUGhDYol5zbM3B7uHfY2BZBedpgoK49rsXxgl8If-WRYstoGhAaKeMAwqRZDhMQXRTUtvKIhDUcCi7eEMks8KuiaWrWIja65KADfk4HcwKnj1EN-Ye9F6G_3ZKt2z7-uWJIjODiPW8j4TheM0PyPWrEwQ_lETU5_1a-Cw5_UTN9-1v0XRSxCrLLm3_am70lkB1X_jUVO3eRczLznVY2LoZHUuUakjvmifcKNL8A_BPatFUZmukhzsFGBqLvQEs6eoQgVQ4XjyrcY9ASy7jCl3HcXhimF1H5rwga-n-EuK6GfALKKMFEMyfg7mn7OBL0vDhwIrB6GSs8uif5AME-7iFbK-F264zTfwoLrFeZs2W7tSRC-lCnHvfNY_5Mq4lz7SEWmVr-XOziBRXpNdd1C4g4pl5GTNFLnhZDRSIdFBZ}, author = {{Irish National Teachers’ Organisation (INTO)}}, year = {2007}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @incollection{kagia_maximizing_2007, address = {Washington, D.C}, title = {Maximizing the performance of education systems: the case of teacher absenteeism}, isbn = {978-0-8213-6725-4 978-0-8213-6726-1}, shorttitle = {The many faces of corruption}, url = {https://etico.iiep.unesco.org/en/resource/maximizing-performance-education-systems-case-teacher-absenteeism}, booktitle = {Campos, {J}. {Edgardo}; {Pradhan}, {Sanjay} ({Ed}.). {The} {Many} {Faces} of {Corruption}: {Tracking} {Vulnerabilities} at the {Sector} {Level}}, publisher = {World Bank}, author = {Kagia, Ruth and Patrinos, Harry Anthony}, year = {2007}, note = {OCLC: ocm73927719}, keywords = {Corruption, Developing countries, Moral and ethical aspects}, } @misc{kenyas_teachers_service_commission_teacher_2007, title = {Teacher service commission sub-sector workplace policy on {HIV} and {AIDS}}, url = {https://healtheducationresources.unesco.org/sites/default/files/resources/1638_TSCSUBSECTORWORKPLACEPOLICY.pdf}, language = {en}, author = {{Kenya's Teachers Service Commission}}, year = {2007}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{klynman_world_2007, address = {Geneva, CH}, series = {World {Disasters} {Report}}, title = {World {Disasters} {Report}: {Focus} on {Discrimination}}, isbn = {978-92-9139-126-4}, shorttitle = {World {Disasters} {Report}}, url = {https://www.ifrc.org/PageFiles/99876/2007/WDR2007-English.pdf}, abstract = {Gender, race, religion, age - there are so many reasons why people are excluded from society. Those who are face an uphill struggle for equality, even if they have the strength and wherewithal to take the first steps. However many do not. What, then, is the reality for these groups when disaster strikes?Hidden, ignored or simply invisible, the most vulnerable - and those potentially in the greatest need - are rarely, if ever, at the forefront of aid operations. This report turns the spotlight on these groups, examining how and why they face discrimination. It calls on communities, governments and agencies to work harder to identify the most vulnerable and work together to ensure that their specific needs are addressed in an emergency}, language = {eng}, number = {2007}, publisher = {International Federation of Red Cross \& Red Crescent Societies, Switzerland}, editor = {Klynman, Yvonne and Kouppari, Nicholas and Mukhier, Mohammed and {International Federation of Red Cross \& Red Crescent Societies}}, year = {2007}, note = {OCLC: 935855727}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{marphatia_confronting_2007, address = {Johannesburg}, title = {Confronting the contradictions: {The} {IMF}, wage bill caps and the case for teachers}, url = {https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/AA_Confronting_the_Contradictions_2007.pdf}, language = {en}, institution = {ActionAid}, author = {Marphatia, Akanksha A. and Moussié, Rachel and Ainger, Anne-Marie and Archer, David}, year = {2007}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{mcelroy_meeting_2007, address = {Washington, DC}, title = {Meeting the challenges of recruitment and retention: {A} guidebook on promising strategies to recruit and retain qualified and diverse teachers}, url = {https://www.aft.org/sites/default/files/hardtostaff_2007.pdf}, language = {en}, institution = {American Federation of Teachers}, author = {McElroy, Edward J. and LaCour, Nat and Cortese, Antonia}, year = {2007}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{penha_seminar_2007, address = {London}, title = {Seminar on educating nomadic and pastoralist children, {Marlborough} {House} {London}, {September} 26, 2007.}, url = {https://penhanetwork.org/wp-content/uploads/2020/10/An-Rept-Acts-Oct-2007.pdf}, urldate = {2021-04-14}, institution = {Commonwealth Secretariat; Pastoral and Environmental Network in the Horn of Africa; Council for Education in the Commonwealth.}, author = {{PENHA}}, year = {2007}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{pulizzi_building_2007, title = {Building a gender friendly school environment: {A} toolkit for educators and their unions}, url = {https://healtheducationresources.unesco.org/sites/default/files/resources/bie_ei_building_gender_school_569_en.pdf}, language = {en}, institution = {Education International}, author = {Pulizzi, Scott and Rosenblum, Laurie}, year = {2007}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{sherman_educational_2007, address = {Montreal, Quebec}, series = {{UIS} {Working} {Paper}}, title = {Educational equity and public policy: comparing results from 16 countries}, isbn = {92-9189-041-3}, url = {http://uis.unesco.org/sites/default/files/documents/educational-equity-and-public-policy-comparing-results-from-16-countries-2007-en_0.pdf}, language = {en}, number = {6}, publisher = {UNESCO-UIS}, author = {Sherman, Joel D. and Poirier, Jeffrey M.}, year = {2007}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @article{umansky_inside_2007, title = {Inside {Decentralization}: {How} {Three} {Central} {American} {School}-{Based} {Management} {Reforms} {Affect} {Student} {Learning} {Through} {Teacher} {Incentives}}, volume = {22}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/860071468147537309/inside-decentralization-how-three-central-american-school-based-management-reforms-affect-student-learning-through-teacher-incentives}, doi = {10.1093/wbro/lkm006}, number = {2}, journal = {The World Bank Research Observer}, author = {Umansky, Ilana and Vegas, Emiliana}, year = {2007}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, pages = {197--215}, } @misc{un_general_assembly_convention_2007, title = {Convention on the {Rights} of {Persons} with {Disabilities} and {Optional} {Protocol}}, url = {https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf}, language = {en}, author = {UN General Assembly}, year = {2007}, keywords = {Access to education, Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School climate, School completion, School infrastructure, School supply, Teacher supply, School supply, Teaching and learning}, } @book{unesco_bangkok_strong_2007, address = {Bangkok}, title = {Strong foundations for gender equality in early childhood care and education: advocacy brief}, isbn = {978-92-9223-126-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000161195?posInSet=1&queryId=ae8fe20c-6d44-4dc4-b904-07bb645d38d8}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2007}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{unesco_education_2007, address = {Paris}, series = {{EFA} global monitoring report}, title = {Education for {All} by 2015: will we make it?}, isbn = {978-92-3-104058-0}, shorttitle = {Education for {All} by 2015}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000154743}, language = {eng}, number = {6.2008}, publisher = {UNESCO}, editor = {{UNESCO} and {Education for All}}, year = {2007}, note = {OCLC: 255287581}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @book{unicef_human_2007, address = {New York}, title = {A human rights-based approach to education for all}, isbn = {978-92-806-4188-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000154861}, language = {eng}, publisher = {UNICEF}, editor = {{UNICEF} and {UNESCO}}, year = {2007}, note = {OCLC: 254317330}, keywords = {Access to education, Barriers to school attendance, Days of instruction (single shift), Drop-out/Push-out, Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, School community relationship, School completion, School year calendar, Socio-cultural barriers to schooling}, } @techreport{united_kingdom_care_2007, address = {London}, type = {Department for {Education} and {Skills}}, title = {Care {Matters}: {Time} for {Change}.}, url = {www.official-documents.gov.uk}, urldate = {2021-09-11}, institution = {The Stationary Office}, author = {{United Kingdom}}, year = {2007}, } @article{vegas_teacher_2007, title = {Teacher {Labor} {Markets} in {Developing} {Countries}}, volume = {17}, issn = {1550-1558}, url = {http://muse.jhu.edu/content/crossref/journals/future_of_children/v017/17.1vegas.html}, doi = {10.1353/foc.2007.0011}, language = {en}, number = {1}, urldate = {2021-05-20}, journal = {The Future of Children}, author = {Vegas, Emiliana.}, year = {2007}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, pages = {219--232}, } @book{watkins_assessment_2007, address = {Odense}, title = {Assessment in {Inclusive} {Settings}: {Key} {Issues} for {Policy} and {Practice}}, isbn = {978-87-90591-80-9}, shorttitle = {Assessment in {Inclusive} {Settings}}, url = {https://www.european-agency.org/sites/default/files/assessment-in-inclusive-settings-key-issues-for-policy-and-practice_Assessment-EN.pdf}, language = {English}, publisher = {European Agency for Development in Special Needs Education}, editor = {Watkins, Amanda}, year = {2007}, note = {OCLC: 770661062}, keywords = {Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, Student learning assessments, Teacher behaviour, Teacher-related constraints, Teaching and learning}, } @techreport{world_vision_uk_educations_2007, title = {Education's missing millions - including disabled children in education through {EFA} {FTI} rocesses and national sector plans}, url = {https://assets.worldvision.org.uk/files/4613/8029/8799/Educations-Missing-Millions-Main-Report.pdf}, language = {en}, institution = {World Vision UK}, author = {World Vision UK}, year = {2007}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{noauthor_accessibility_2006, type = {{PEB} {Exchange}, {Programme} on {Educational} {Building}}, title = {Accessibility {Programme} and {School} {Restoration} in {Lisbon}}, url = {https://www.oecd-ilibrary.org/education/accessibility-programme-and-school-restoration-in-lisbon_387204514583}, language = {en}, number = {2006/07}, urldate = {2021-05-23}, month = nov, year = {2006}, doi = {10.1787/387204514583}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School supply, School year calendar, Teacher supply, School supply}, } @techreport{plecki_allocating_2006, address = {Seattle}, type = {Commissioned by the {Wallace} {Foundation}}, title = {Allocating resources and creating incentives to improve teaching and learning}, url = {https://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/Resources-Oct30.pdf}, number = {2}, institution = {University of Washington}, author = {Plecki, Margaret L. and Alejano, Christopher R. and Knapp, Michael S. and Lochmiller, Chad R.}, month = oct, year = {2006}, } @article{swift-morgan_what_2006, title = {What {Community} {Participation} in {Schooling} {Means}: {Insights} from {Southern} {Ethiopia}}, volume = {76}, issn = {0017-8055, 1943-5045}, shorttitle = {What {Community} {Participation} in {Schooling} {Means}}, url = {http://idd.edc.org/sites/idd.edc.org/files/jsmherarticle.pdf}, doi = {10.17763/haer.76.3.e475j32j69q27x63}, abstract = {Community participation is a term frequently used and often cited in international educational development. In this article, Jennifer Swift-Morgan investigates the definition and impact of community participation in schooling in rural Ethiopia. Although national governments, development agencies, and nongovernmental organizations across the developing world increasingly encourage community participation, our understanding of this term remains vague due to a lack of detailed analysis. Swift-Morgan's qualitative study examines the form and scope of community participation. She finds that in rural Ethiopia, this range is complex, but a large portion of what is characterized as community participation is monetary contributions rather than involvement in decisionmaking or teaching and learning. Swift-Morgan also shows that there are particular challenges for the participation of women and the poor, and that financial incentives and technical assistance that encourage broad-based decisionmaking create incentives for broader community participation. Swift-Morgan concludes the article with policy implications, particularly with respect to how programs that attempt to encourage community participation can be made more effective.}, language = {en}, number = {3}, urldate = {2021-05-18}, journal = {Harvard Educational Review}, author = {Swift-Morgan, Jennifer}, month = sep, year = {2006}, keywords = {Access to education, Educational demand, School community relationship, School completion}, pages = {339--368}, } @misc{alidou_optimizing_2006, title = {Optimizing {Learning} and {Education} in {Africa} – the {Language} {Factor} {A} {Stock}-taking {Research} on {Mother} {Tongue} and {Bilingual} {Education} in {Sub}-{Saharan} {Africa}}, url = {https://biennale.adeanet.org/2006/doc/document/B3_1_MTBLE_en.pdf}, language = {en}, publisher = {Association for the Development of Education in Africa (ADEA)}, author = {Alidou, Hassana and Boly, Aliou and Brock-Utne, Birgit and Diallo, Yaya Satina and Heugh, Kathleen and Wolff, H. Ekkehard}, year = {2006}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{bentaouet_implementation_2006, address = {Washington, D.C.}, title = {Implementation of {Free} {Basic} {Education} {Policy}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/368451468340870142/implementation-of-free-basic-education-policy}, number = {7}, institution = {World Bank}, author = {Bentaouet, Raja Kattan}, year = {2006}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, School completion}, } @techreport{bista_status_2006, address = {Kathmandu, Nepal}, title = {Status of female teachers in {Nepal}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146116}, language = {en}, institution = {UNESCO Kathmandu}, author = {Bista, Min Bahadur}, year = {2006}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @book{brophy_grade_2006, address = {Paris; Brussels}, title = {Grade repetition}, isbn = {92-803-1297-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000152038/PDF/152038eng.pdf.multi}, language = {en}, publisher = {The International Institute for Educational Planning (IIEP); The International Academy of Education (IAE)}, author = {Brophy, Jere}, year = {2006}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{cooper_preparation_2006, address = {Paris; Brussels}, title = {Preparation, recruitment, and retention of teachers}, isbn = {978-92-803-1290-4}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000152023}, language = {English}, publisher = {IIEP-UNESCO : International Academy of Education}, author = {Cooper, James M and Alvarado, Amy Edmonds and {International Academy of Education} and {IIEP-UNESCO}}, year = {2006}, note = {OCLC: 1166858181}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{earl_rethinking_2006, address = {Winnipeg}, title = {Rethinking {Classroom} {Assessment} with {Purpose} in {Mind}: {Assessment} for {Learning}, {Assessment} as {Learning}, {Assessment} of {Learning}}, isbn = {0-7711-3499-1}, url = {https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf}, publisher = {Manitoba Education, Citizenship, and Youth, School Programs Division}, author = {Earl, Lorna and Katz, Steven and {The Western and Northern Canadian Protocol for Collaboration in Education (WNCP) assessment team}}, year = {2006}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @article{grant_lewis_school_2006, title = {School governance and the pursuit of democratic participation: {Lessons} from {South} {Africa}}, volume = {26}, issn = {07380593}, shorttitle = {School governance and the pursuit of democratic participation}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059305001148}, doi = {10.1016/j.ijedudev.2005.09.003}, language = {en}, number = {4}, urldate = {2021-05-18}, journal = {International Journal of Educational Development}, author = {Grant Lewis, Suzanne and Naidoo, Jordan}, month = jul, year = {2006}, keywords = {Access to education, Educational demand, School community relationship, School completion}, pages = {415--427}, } @misc{imf_international_monetary_fund_data_2006, title = {Data {Quality} {Assessment} {Framework}}, url = {https://unstats.un.org/unsd/dnss/docs-nqaf/IMF-dqrs_factsheet.pdf}, language = {en}, author = {{IMF (International Monetary Fund)}}, year = {2006}, keywords = {Equity and inclusion, Monitoring system, Quality data}, } @misc{kyungah_gender_2006, title = {Gender equality in classroom instruction: introducing gender training for teachers in the {Republic} of {Korea}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000145992}, urldate = {2021-04-12}, author = {Kyungah, Jung and Haesook, Chung}, year = {2006}, keywords = {Classroom observation, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @article{leach_researching_2006, title = {Researching gender violence in schools: {Methodological} and ethical considerations}, volume = {34}, issn = {0305750X}, shorttitle = {Researching gender violence in schools}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X06000489}, doi = {10.1016/j.worlddev.2005.11.008}, language = {en}, number = {6}, urldate = {2021-05-31}, journal = {World Development}, author = {Leach, Fiona}, month = jun, year = {2006}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, pages = {1129--1147}, } @inproceedings{manacorda_grade_2006, title = {Grade {Failure}, {Drop} out and {Subsequent} {School} {Outcomes}: {Quasi}-{Experimental} {Evidence} from {Uruguayan} {Administrative} {Data}}, url = {https://www.cemfi.es/ftp/pdf/papers/wshop/Manacorda.pdf}, abstract = {This paper uses administrative longitudinal micro data on about 100,000 Uruguayan students in public non-vocational Junior High school (grades 7-9) to identify the causal effect of grade failure on students' subsequent school outcomes. Exploiting the discontinuity in promotion rates induced by a rule that establishes that a pupil missing more than 25 days during the school year will automatically fail that grade I show that grade failure leads to substantial drop out and lower educational attainment after 4 to 5 years since the time when failure first occurred. Complementary evidence based on a change in the regime of grade promotion provides additional support for this conclusion.}, language = {en}, author = {Manacorda, Marco}, year = {2006}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{mendis_children_2006, address = {Sri Lanka}, title = {Children who have {Disability} in {Early} {Childhood} {Care} and {Development} {Centres}: {A} {Resource} {Book} for {Teachers}}, isbn = {955-1197-18-6}, url = {https://www.eenet.org.uk/resources/docs/ECCD_Disability_Manual.pdf}, language = {en}, publisher = {Save the Children}, author = {Mendis, Padmani}, year = {2006}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @article{milsom_creating_2006, title = {Creating {Positive} {School} {Experiences} for {Students} with {Disabilities}}, volume = {10}, issn = {1096-2409, 2156-759X}, url = {http://journals.sagepub.com/doi/10.1177/2156759X0601001S09}, doi = {10.1177/2156759X0601001S09}, abstract = {The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.}, language = {en}, number = {1\_suppl}, urldate = {2021-05-28}, journal = {Professional School Counseling}, author = {Milsom, Amy}, month = oct, year = {2006}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, pages = {2156759X0601001}, } @book{reimers_where_2006, address = {Montreal, Quebec}, title = {Where is the education in conditional cash transfers in education?}, isbn = {92-9189-038-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000147635}, language = {en}, publisher = {UNESCO Institute for Statistics}, author = {Reimers, Fernando and DeShano da Silva, Carol and Treviño, Ernesto}, year = {2006}, keywords = {Access to education, Barriers to school attendance, Direct cost of schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @techreport{rosati_non-formal_2006, title = {Non-{Formal} education approaches for child labourers: an issue paper}, url = {http://documents1.worldbank.org/curated/en/806781468135022307/pdf/439360WP0Box3211NFE1and1CL01PUBLIC1.pdf}, institution = {Understanding Children’s Work}, author = {Rosati, F.C. and Lyon, S.}, year = {2006}, keywords = {Access to education, Barriers to school attendance, Double-shift schooling, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Opportunity cost of schooling, School completion}, } @techreport{souza_forum_2006, address = {Vancouver}, title = {Forum on flexible education: {Reaching} nomadic populations in {Africa}. {Garissa}, {Kenya}, {June} 20-23. {Summary} report.}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.453.3323&rep=rep1&type=pdf}, language = {en}, institution = {Commonwealth of Learning}, author = {Souza, Alba de}, year = {2006}, keywords = {Access to education, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, pages = {127}, } @inproceedings{the_forum_for_african_women_educationalists_fawe_gender_2006, address = {Libreville, Gabon}, title = {Gender {Responsive} {Pedagogy}}, url = {https://biennale.adeanet.org/2006/doc/document/B5_2_fawe_en.pdf}, booktitle = {Effective {Schools} and {Quality} {Improvement} -{Parallel} {Session} {B}-5: {The} {Equity} {Imperative}}, author = {{The Forum for African Women Educationalists (FAWE)}}, year = {2006}, keywords = {Access to education, Availability of teaching aids, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Language of instruction, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher behaviour, Teacher content knowledge, Teacher guides and lessons plans, Teacher-related constraints, Teaching and learning, Teaching materials, Textbook availability and content}, } @book{uis-unesco_teachers_2006, address = {Montreal}, title = {Teachers and educational quality: monitoring global needs for 2015}, isbn = {978-92-9189-033-0}, shorttitle = {Teachers and educational quality}, url = {http://uis.unesco.org/sites/default/files/documents/teachers-and-educational-quality-monitoring-global-needs-for-2015-en_0.pdf}, language = {eng}, publisher = {UNESCO Inst. for Statistics}, editor = {{UIS-UNESCO}}, year = {2006}, note = {OCLC: 255243493}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @techreport{unesco_hiv_2006, address = {Paris}, title = {{HIV} \& {AIDS} and safe, secure and supportive learning environments.}, url = {https://www.hivpolicy.org/Library/HPP001275.pdf}, urldate = {2021-04-14}, institution = {UNESCO}, author = {{UNESCO}}, year = {2006}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_hiv_2006, address = {Paris}, title = {{HIV} and {AIDS} education: {Teacher} training and teaching. {A} web-based desk study of 10 {African} countries}, url = {https://healtheducationresources.unesco.org/sites/default/files/resources/HIVAIDSTeacherTraining%20and%20Teaching%20%282%29.pdf}, urldate = {2021-04-14}, institution = {UNESCO}, author = {{UNESCO}}, year = {2006}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{unesco_impact_2006, address = {Bangkok}, title = {The impact of women teachers on girls' education: advocacy brief.}, isbn = {978-92-9223-080-7}, shorttitle = {The impact of women teachers on girls' education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000145990?posInSet=1&queryId=f01d0286-e671-41ec-958b-c4eff8692137}, abstract = {This document highlights the importance of women teachers, and also the need for a broad gender equality perspective when developing policy and programmes for women teachers.}, language = {English}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2006}, note = {OCLC: 428142795}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{unesco_unesco_2006, address = {Paris}, title = {{UNESCO} guidelines on intercultural education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000147878}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2006}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @book{unesco_bangkok_positive_2006, address = {Bangkok}, series = {Embracing {Diversity}: {Toolkit} for {Creating} {Inclusive}, {Learning}- {Friendly} {Environments} {Specialized} {Booklet} 1}, title = {Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators}, isbn = {92-9223-086-7}, url = {https://resourcecentre.savethechildren.net/library/positive-discipline-inclusive-learning-friendly-classroom-guide-teachers-and-teacher}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2006}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{world_bank_ensuring_2006, address = {Washington, DC}, type = {Departmental {Working} {Paper}}, title = {Ensuring education access for orphans and vulnerable children : a planners' handbook}, url = {https://documents1.worldbank.org/curated/en/124021468333940631/pdf/396760OVC0Hand1tion1July0601PUBLIC1.pdf}, language = {en}, institution = {World Bank}, author = {{World Bank}}, year = {2006}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @article{ainscow_developing_2005, title = {Developing inclusive education systems: what are the levers for change?}, volume = {6}, issn = {1389-2843, 1573-1812}, shorttitle = {Developing inclusive education systems}, url = {http://link.springer.com/10.1007/s10833-005-1298-4}, doi = {10.1007/s10833-005-1298-4}, language = {en}, number = {2}, urldate = {2021-05-18}, journal = {Journal of Educational Change}, author = {Ainscow, Mel}, month = jun, year = {2005}, keywords = {Access to education, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Educational demand, Equity and inclusion, Learning processes, Monitoring system, Obstacles to teaching and learning, Pedagogical management, Quality data, Resource allocation, School community relationship, School completion, School location, Teacher behaviour, Teacher content knowledge, Teacher supply, School supply, Teacher training, Teacher-related constraints, Teaching and learning}, pages = {109--124}, } @book{bista_providing_2005, address = {Bangkok}, title = {Providing education to girls from remote and rural areas: advocacy brief}, isbn = {978-92-9223-051-7}, shorttitle = {Providing education to girls from remote and rural areas}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000139720}, language = {English}, publisher = {UNESCO}, author = {Bista, Min B and Cosstick, Frances Elizabeth}, year = {2005}, note = {OCLC: 428142564}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @book{caldwell_school-based_2005, address = {Paris; Brussels}, title = {School-based management}, isbn = {978-92-803-1278-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000141025}, language = {English}, publisher = {Unesco, International Institute for Educational Planning ; International Academy of Education}, author = {Caldwell, Brian}, year = {2005}, note = {OCLC: 62236575}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @article{campbell_rethinking_2005, title = {Rethinking {Welfare} {School}‐{Attendance} {Policies}}, volume = {79}, issn = {0037-7961, 1537-5404}, url = {https://www.journals.uchicago.edu/doi/10.1086/426716}, doi = {10.1086/426716}, language = {en}, number = {1}, urldate = {2021-05-26}, journal = {Social Service Review}, author = {Campbell, David and Wright, Joan}, month = mar, year = {2005}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, pages = {2--28}, } @techreport{cohen_letting_2005, title = {Letting {Them} {Fail}: {Government} {Neglect} and the {Right} to {Education} for {Children} {Affected} by {AIDS}}, url = {https://www.hrw.org/reports/2005/africa1005/africa1005.pdf}, language = {en}, institution = {Human Rights Watch}, author = {Cohen, Jonathan and Epstein, Helen and Tate, Tony}, year = {2005}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @article{davis_designing_2005, title = {Designing {Educative} {Curriculum} {Materials} to {Promote} {Teacher} {Learning}}, volume = {34}, issn = {0013-189X, 1935-102X}, url = {http://journals.sagepub.com/doi/10.3102/0013189X034003003}, doi = {10.3102/0013189X034003003}, abstract = {Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher’s knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers’ practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.}, language = {en}, number = {3}, urldate = {2021-06-09}, journal = {Educational Researcher}, author = {Davis, Elizabeth A. and Krajcik, Joseph S.}, month = apr, year = {2005}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, pages = {3--14}, } @techreport{de_grauwe_school-based_2005, address = {Paris}, title = {School-{Based} management ({SBM}): does it improve quality?}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.547.1470&rep=rep1&type=pdf}, language = {en}, institution = {UNESCO}, author = {De Grauwe, A.}, year = {2005}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @article{de_grauwe_does_2005, title = {Does {Decentralization} {Lead} to {School} {Improvement}? {Findings} and {Lessons} from {Research} in {West}-{Africa}}, volume = {1}, url = {https://www.researchgate.net/publication/44838205_Does_decentralization_lead_to_school_improvement_Findings_and_lessons_from_research_in_West-Africa}, number = {1}, journal = {Journal of Education for International Development}, author = {De Grauwe, Anton and Lugaz, Candy and Baldé, Djénabou and Diakhaté, Cheikh and Dougnon, Denis and Moustapha, Moussiliou and Odushina, David}, year = {2005}, } @techreport{dfid_department_for_international_development_girls_2005, address = {London}, title = {Girls’ education: towards a better future for all}, url = {https://www2.ohchr.org/english/issues/development/docs/girlseducation.pdf}, language = {en}, institution = {DFID}, author = {{DFID (Department for International Development)}}, year = {2005}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @article{duflo_monitoring_2005, title = {Monitoring {Works}: {Getting} {Teachers} to {Come} to {School}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=875731&rec=1&srcabs=2331722&alg=7&pos=9}, language = {en}, journal = {NBER Working Paper No. w11880}, author = {Duflo, Esther and Hanna, Rema}, year = {2005}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{duthilleul_lessons_2005, address = {Paris}, title = {Lessons learnt in the use of 'contract' teachers: synthesis report}, isbn = {978-92-803-1286-7}, shorttitle = {Lessons learnt in the use of 'contract' teachers}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000144412}, language = {English}, publisher = {IIEP-UNESCO}, author = {Duthilleul, Yael and {Unesco} and {International Institute for Educational Planning}}, year = {2005}, note = {OCLC: 455618827}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{enabling_education_network_eenet_learning_2005, address = {Oxford}, title = {Learning from {Difference}: {An} {Action} {Research} {Guide} for {Capturing} the {Experience} of {Developing} {Inclusive} {Education}.}, url = {https://www.eenet.org.uk/resources/docs/Learning%20from%20Difference%20Guidelines.pdf}, urldate = {2021-04-13}, institution = {EENET}, author = {{Enabling Education Network (EENET)}}, year = {2005}, keywords = {Classroom observation, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{garzon_national_2005, address = {Paris}, edition = {2nd rev. ed}, series = {The professional training library series}, title = {National book policy: a guide for users in the field}, isbn = {978-92-3-103993-5}, shorttitle = {National book policy}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000140530/PDF/140530eng.pdf.multi}, language = {eng}, publisher = {Unesco}, author = {Garzón, Álvaro}, collaborator = {UNESCO}, year = {2005}, } @techreport{iiep-unesco_towards_2005, address = {Paris}, title = {Towards an {AIDS}-{Free} generation: {The} global initiative on {HIV}/{AIDS} and education: {Briefs} for decision – makers}, url = {https://unesdoc.unesco.org/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_bcbe762f-1d39-4f58-9a0f-0d1af6ab25ca?_=139831eng.pdf}, language = {en}, institution = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, year = {2005}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{johnson_who_2005, address = {Cambridge}, title = {Who stays in teaching and why: {A} review of the literature on teacher retention}, url = {https://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf}, language = {en}, institution = {Harvard Graduate School of Education}, author = {Johnson, Susan Moore and Berg, Jill Harrison and Donaldson, Morgaen L.}, year = {2005}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @article{kremer_teacher_2005, title = {Teacher absence in {India}: {A} {Snapshot}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1162/jeea.2005.3.2-3.658}, language = {en}, journal = {Journal of the European Economic Association}, author = {Kremer, Michael and Muralidharan, Karthik and Chaudhury, Nazmul and Hammer, Jeffrey and Rogers, F. Halsey}, year = {2005}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, pages = {658--667}, } @article{loeb_how_2005, title = {How {Teaching} {Conditions} {Predict} {Teacher} {Turnover} in {California} {Schools}}, volume = {80}, issn = {0161-956X, 1532-7930}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15327930pje8003_4}, doi = {10.1207/s15327930pje8003_4}, language = {en}, number = {3}, urldate = {2021-05-20}, journal = {Peabody Journal of Education}, author = {Loeb, Susanna and Darling-Hammond, Linda and Luczak, John}, month = jul, year = {2005}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, pages = {44--70}, } @article{magnuson_early_2005, title = {Early {Childhood} {Care} and {Education}: {Effects} on {Ethnic} and {Racial} {Gaps} in {School} {Readiness}}, volume = {15}, issn = {1550-1558}, shorttitle = {Early {Childhood} {Care} and {Education}}, url = {http://muse.jhu.edu/content/crossref/journals/future_of_children/v015/15.1magnuson.html}, doi = {10.1353/foc.2005.0005}, language = {en}, number = {1}, urldate = {2021-06-03}, journal = {The Future of Children}, author = {Magnuson, Katherine A. and Waldfogel, Jane}, year = {2005}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, pages = {169--196}, } @book{mckenzie_teachers_2005, address = {Paris}, title = {Teachers matter: attracting, developing and retaining effective teachers}, isbn = {978-92-64-01802-0}, shorttitle = {Teachers matter}, url = {https://www.oecd.org/education/school/34990905.pdf}, publisher = {Organisation for Economic Co-operation and Development}, editor = {McKenzie, Phillip and Santiago, Paulo and Organisation for Economic Co-operation {and} Development}, year = {2005}, note = {OCLC: ocm61194289}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{mlama_gender_2005, address = {Nairobi}, title = {Gender {Responsive} {Pedagogy}: {A} {Teacher}’s {Handbook}}, url = {https://www.wikigender.org/wp-content/uploads/2015/08/GRP-Booklet.pdf}, language = {en}, institution = {Forum for African Women Educationalists (FAWE)}, author = {Mlama, Penina and Dioum, Marema and Makoye, Herbert and Murage, Lornah and Wagah, Margaret and Washika, Rose}, year = {2005}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @misc{mooney_barriers_2005, title = {Barriers and {Bridges}: {Access} to education for internally displaced children}, url = {https://www.brookings.edu/wp-content/uploads/2016/06/20050111_mooney.pdf}, language = {en}, author = {Mooney, Erin and French, Colleen}, year = {2005}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{naidoo_education_2005, address = {Paris}, title = {Education decentralization and school governance in {South} {Africa}: {From} policy to practice}, url = {https://files.eric.ed.gov/fulltext/ED499627.pdf}, publisher = {IIEP-UNESCO}, author = {Naidoo, Jordan}, year = {2005}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @misc{oecd_developing_2005, title = {Developing {Teachers}’ {Knowledge} and {Skills} {Pointers} for policy development}, url = {https://www.oecd.org/education/school/45399491.pdf}, author = {{OECD}}, year = {2005}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{oxfam_gb_beyond_2005, address = {Oxford}, title = {Beyond the mainstream: {Education} for nomadic and pastoralist girls and boys. {Education} and gender equality series, programme insights.}, url = {https://oxfamilibrary.openrepository.com/bitstream/handle/10546/120589/pi-beyond-mainstream-education-nomadic-pastoralist-191205-en.pdf?sequence=1&isAllowed=y}, language = {en}, institution = {Oxfam GB}, author = {{Oxfam GB}}, year = {2005}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{riddell_gender_2005, address = {Edinburgh}, title = {Gender {Balance} of the {Teaching} {Workforce} in {Publicly} {Funded} {Schools}}, url = {https://library.um.edu.mo/ebooks/b13621658a.pdf}, language = {en}, institution = {University of Edinburgh}, author = {Riddell, Sheila and Tett, Lyn and Burns, Catherine and Ducklin, Alan and Ferrie, Joanna and Stafford, Anne and Winterton, Mandy}, year = {2005}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @article{sayed_decentralisation_2005, title = {Decentralisation and the construction of inclusion education policy in {South} {Africa}}, volume = {35}, issn = {0305-7925, 1469-3623}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057920500129916}, doi = {10.1080/03057920500129916}, language = {en}, number = {2}, urldate = {2021-04-12}, journal = {Compare: A Journal of Comparative and International Education}, author = {Sayed, Yusuf and Soudien, Crain}, month = jun, year = {2005}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, pages = {115--125}, } @book{schleicher_data_2005, address = {Paris}, title = {Data preparation and management: {Module} 10}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000214556}, language = {en}, publisher = {IIEP-UNESCO}, author = {Schleicher, Andreas and Saito, Mioko}, year = {2005}, keywords = {Equity and inclusion, Monitoring system, Quality data}, } @book{south_africa_department_of_education_opening_2005, address = {Pretoria}, edition = {2}, title = {Opening our eyes: {Addressing} gender-based violence in {South} {African} schools- a module for educators}, url = {https://www.education.gov.za/Portals/0/Documents/Publications/Opening%20Our%20Eyes%20Manual%20for%20TeachersReduced.pdf}, language = {en}, publisher = {South Africa Department of Education}, author = {{South Africa Department of Education}}, year = {2005}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{spiteri_inclusive_2005, address = {Floriana, Malta}, title = {Inclusive and {Special} {Education} {Review}}, isbn = {99909-74-21-7}, url = {https://education.gov.mt/en/resources/Documents/Policy%20Documents/inclusive%20and%20special%20education%20review.pdf}, language = {en}, publisher = {Ministry of Education, Youth and Employment}, author = {Spiteri, Lino and Borg, George and Callus, Anne Marie and Cauchi, Joseph and Sciberras, Micheline}, year = {2005}, keywords = {Budget allocation and financial incentives, Equity and inclusion, Resource allocation}, } @techreport{steinfeld_education_2005, address = {Washington, D.C.}, type = {Education {Notes}}, title = {Education for {All}: the {Cost} of {Accessibility}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/185031468178138911/education-for-all-the-cost-of-accessibility}, language = {en}, institution = {World Bank}, author = {Steinfeld, Edward}, year = {2005}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{sutcliffe_evidence-based_2005, address = {London}, title = {Evidence-{Based} {Policymaking}: {What} is it? {How} does it work? {What} relevance for developing countries? {\textbar} odi.org}, url = {https://odi.org/en/publications/evidence-based-policymaking-what-is-it-how-does-it-work-what-relevance-for-developing-countries/}, urldate = {2021-04-11}, institution = {Overseas Development Institute.}, author = {Sutcliffe, Sophie and Court, Julius}, year = {2005}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @book{tahir_improving_2005, address = {Paris}, series = {African experiences country case studies}, title = {Improving the quality of nomadic education in {Nigeria}: going beyond access and equity: a study conducted by the {Federal} {Ministry} of {Education} in {Nigeria}}, isbn = {978-92-9178-054-9}, shorttitle = {Improving the quality of nomadic education in {Nigeria}}, url = {http://www.adeanet.org/clearinghouse/sites/default/files/docs/03_Nigeria_eng.pdf}, number = {3}, publisher = {Association for the Development of Education in Africa}, author = {Tahir, Gidado M. and Muhammad, Nafisatu D. and Mohammed, Ahmed Modibbo}, collaborator = {Nigeria and Association for the Development of Education in Africa}, year = {2005}, note = {OCLC: ocn124093320}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_comprehensive_2005, address = {Paris}, title = {A {Comprehensive} strategy for textbooks and learning materials}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000143736}, language = {en}, institution = {UNESCO}, author = {{UNESCO}}, year = {2005}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @techreport{unesco_guidelines_2005, address = {Paris}, title = {Guidelines for inclusion: {Ensuring} access to education for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000140224}, urldate = {2021-04-13}, institution = {UNESCO}, author = {UNESCO}, year = {2005}, keywords = {Drop-out/Push-out, Grade repetition, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco_implementing_2005, address = {Paris}, title = {Implementing {Education} for {All}: teacher and resource management in the context of decentralization}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000143851}, language = {en}, number = {8}, institution = {UNESCO}, author = {{UNESCO}}, year = {2005}, keywords = {Equitable school distribution, Equity and inclusion, Resource allocation}, } @techreport{unesco_bangkok_regional_2005, address = {Bangkok}, title = {Regional {Workshop} on {Inclusive} {Education}: {Getting} all {Children} into {School} and {Helping} them {Learn}; final report}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000139563?posInSet=16&queryId=0689d378-82b3-4fb0-8bee-32e8a4fff38e}, urldate = {2021-04-12}, institution = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {UNESCO Bangkok}, year = {2005}, keywords = {Classroom observation, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{unesco-iicba_unesco_international_institute_for_capacity_building_in_africa_school_2005, address = {Addis Ababa}, title = {School {Management}: {A} {Training} {Manual} for {Educational} {Management}}, url = {http://www.iicba.unesco.org/sites/default/files/School%20Management%20B.pdf}, language = {en}, institution = {UNESCO-IICBA}, author = {{UNESCO-IICBA (UNESCO International Institute for Capacity Building in Africa)}}, year = {2005}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{unesco_nairobi_policy_2005, address = {Nairobi}, title = {From policy to practice: {An} {HIV} and {AIDS} training kit for education sector professionals ({Draft})}, url = {https://healtheducationresources.unesco.org/sites/default/files/resources/Training%20kit_HIVAIDS_UNESCO.pdf}, institution = {UNESCO}, author = {{UNESCO Nairobi}}, year = {2005}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Learning processes, Pedagogical management, Teaching and learning}, } @techreport{vargas-baron_planning_2005, address = {Paris}, title = {Planning policies for early childhood development: guidelines for action}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000139545}, language = {en}, institution = {UNESCO}, author = {Vargas-Barón, Emily}, year = {2005}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @book{vargas_improving_2005, address = {Washington D.C.}, title = {Improving teaching and learning through effective incentives: {What} can we learn from education reforms in {Latin} {America}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/8694/33266.pdf?sequence=1&isAllowed=y}, language = {en}, urldate = {2021-08-04}, publisher = {World Bank}, author = {Vargas, Emiliana and Umansky, Ilana}, year = {2005}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @book{vegas_incentives_2005, address = {Washington, D.C}, series = {Directions in development}, title = {Incentives to improve teaching: lessons from {Latin} {America}}, isbn = {978-0-8213-6215-0 978-0-8213-6216-7}, shorttitle = {Incentives to improve teaching}, url = {https://openknowledge.worldbank.org/handle/10986/7265}, publisher = {World Bank}, editor = {Vegas, Emiliana}, year = {2005}, keywords = {Cross-cultural studies, Latin America, Rewards and punishments in education, Salaries, etc, School improvement programs, Teachers}, } @techreport{world_bank_mozambique_2005, address = {Washington, D.C.}, title = {Mozambique poverty and social impact analysis: {Primary} school enrollment and retention - the impact of school fees}, url = {https://documents1.worldbank.org/curated/en/185561468775510405/pdf/294230MZ.pdf}, number = {29423-MZ}, author = {{World Bank}}, year = {2005}, } @article{ahmed_how_2004, title = {How {Can} {Teaching} {Aids} {Improve} the {Quality} of {Mathematics} {Education}}, volume = {56}, issn = {0013-1954}, url = {http://link.springer.com/10.1023/B:EDUC.0000040412.39121.e0}, doi = {10.1023/B:EDUC.0000040412.39121.e0}, language = {en}, number = {3}, urldate = {2022-08-09}, journal = {Educational Studies in Mathematics}, author = {Ahmed, Afzal and Clark-Jeavons, Alison and Oldknow, Adrian}, year = {2004}, pages = {313--328}, } @book{ainscow_special_2004, address = {Paris}, title = {Special needs in the classroom: a teacher education guide}, shorttitle = {Special needs in the classroom}, url = {https://archive.org/details/specialneedsincl0000ains_a4r1}, abstract = {Conventional systems of categorization are inadequate for representing the diversity of special needs, and mainstream schools have to adapt in order to provide for all their pupils. Full advice on teacher education methods is offered, including accounts of initiatives already undertaken in various parts of the world. The book emphasizes the importance of teacher development, both pre-service and in-service. Practical guidelines are offered, based on the UNESCO Teacher Education Resource Pack.}, language = {English}, urldate = {2021-05-27}, publisher = {UNESCO}, author = {Ainscow, Mel and {UNESCO}}, year = {2004}, note = {OCLC: 1245818108}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{bennell_teacher_2004, address = {Brighton}, title = {Teacher motivation and incentives in sub-{Saharan} {Africa} and {Asia}}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.539.6931&rep=rep1&type=pdf}, language = {en}, institution = {Knowledge and Skills for Development}, author = {Bennell, Paul}, year = {2004}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{benson_importance_2004, title = {The importance of mother tongue-based schooling for educational quality}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146632}, language = {en}, institution = {UNESCO}, author = {Benson, Carole}, year = {2004}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{cros_attracting_2004, address = {Paris}, title = {Attracting, {Developing} and {Retaining} {Effective} {Teachers} - {Country} {Note}: {Spain}}, url = {https://www.oecd.org/spain/32185669.pdf}, language = {en}, institution = {OECD}, author = {Cros, Françoise and Duthilleul, Yael and Cox, Cristián and Kantasalmi, Kari}, year = {2004}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @book{eurydice_integrating_2004, address = {Brussel}, edition = {Stand: June 2004}, series = {Eurydice survey}, title = {Integrating immigrant children into schools in {Europe}}, isbn = {978-2-87116-376-3}, url = {https://www.indire.it/lucabas/lkmw_file/eurydice/Integrating_immigrant_children_2004_EN.pdf}, language = {eng}, publisher = {Eurydice}, editor = {{Eurydice}}, year = {2004}, note = {OCLC: 933723807}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School readiness, Teacher content knowledge, Teaching and learning}, } @book{ilo_investing_2004, address = {Geneva}, title = {Investing in {Every} {Child}. {An} economic study of the costs and benefits of eliminating child labour.}, isbn = {978-92-2-115419-8}, url = {https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5297238}, language = {English}, urldate = {2021-05-26}, publisher = {International Labour Organization}, author = {ILO}, year = {2004}, note = {OCLC: 1027187668}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{into_irish_national_teachers_organisation_managing_2004, address = {Dublin}, title = {Managing {Challenging} {Behaviour}: {Guidelines} for {Teachers}}, url = {https://www.academia.edu/7594206/Managing_Challenging_Behaviour_Guidelines_for_Teachers_General_Secretary_%C3%81rd_R%C3%BAna%C3%AD}, language = {en}, institution = {INTO}, author = {{INTO (Irish National Teachers’ Organisation)}}, year = {2004}, keywords = {Drop-out/Push-out, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints}, } @techreport{kane_girls_2004, address = {Washington, D.C.}, title = {Girls' education in {Africa} : {What} do we know about strategies that work?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/862701468201600335/girls-education-in-africa-what-do-we-know-about-strategies-that-work}, language = {en}, institution = {The World Bank}, author = {Kane, Eileen}, year = {2004}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @book{king_challenge_2004, address = {Paris}, series = {Education on the move}, title = {The challenge of indigenous education: practice and perspectives}, isbn = {978-92-3-103934-8}, shorttitle = {The challenge of indigenous education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000134773}, language = {en}, publisher = {UNESCO Pub}, editor = {King, Linda and Schielmann, Sabine and {Unesco}}, year = {2004}, note = {OCLC: ocm56498999}, keywords = {Access to education, Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, School infrastructure, School supply, Teacher content knowledge, Teacher supply, School supply, Teaching and learning}, } @article{little_access_2004, title = {Access and {Achievement} in {Commonwealth} {Countries}: support for learning and teaching in multigrade classrooms}, url = {http://angelawlittle.net/wp-content/uploads/2012/07/AccessandAchievementCommonwealthCountriesMultigrade2003.pdf}, language = {en}, journal = {Commonwealth Education Partnerships}, author = {Little, Angela W}, year = {2004}, keywords = {Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {4}, } @article{mills_attracting_2004, title = {Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate}, volume = {25}, issn = {0142-5692, 1465-3346}, shorttitle = {Attracting, recruiting and retaining male teachers}, url = {http://www.tandfonline.com/doi/full/10.1080/0142569042000216990}, doi = {10.1080/0142569042000216990}, language = {en}, number = {3}, urldate = {2021-04-08}, journal = {British Journal of Sociology of Education}, author = {Mills, Martin and Martino, Wayne and Lingard, Bob}, month = sep, year = {2004}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, pages = {355--369}, } @techreport{mirza_gender_2004, address = {Islamabad,}, title = {Gender analysis of school curriculum and text books}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216890}, institution = {UNESCO, Islamabad}, author = {Mirza, Munawar}, year = {2004}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @techreport{perner_changing_2004, address = {Paris}, title = {Changing teaching practices: using curriculum differentiation to respond to students' diversity}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000136583}, institution = {UNESCO}, author = {Perner, Darlene}, year = {2004}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @book{ridley_impact_2004, address = {Bangkok}, title = {Impact of incentives to increase girls' access to and retention in basic education.}, isbn = {978-92-9223-035-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000137807?posInSet=1&queryId=b4d5234a-9255-490d-adda-192346ea36c2}, language = {English}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {Ridley, Ann and Bista, Min B.}, year = {2004}, note = {OCLC: 1166692507}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion}, } @techreport{siniscalco_teachers_2004, title = {Teachers' salaries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146696}, language = {en}, institution = {UNESCO}, author = {Siniscalco, Maria Teresa}, year = {2004}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{stahl_promise_2004, address = {Wakefield, MA}, title = {The {Promise} of {Accessible} {Textbooks}: {Increased} {Achievement} for {All} {Students}}, url = {https://www.cast.org/products-services/resources/2004/ncac-accessible-textbooks}, language = {en}, institution = {National Center on Accessing the General Curriculum (NCAC)}, author = {Stahl, Skip}, year = {2004}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @misc{taylor_how_2004, title = {How can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146686}, urldate = {2021-04-11}, journal = {Brighton: Institute of Development Studies – UNESCO}, author = {Taylor, Peter}, year = {2004}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @book{the_education_alliance_minority_2004, address = {Providence}, title = {Minority teacher {Recruitment}, {Development}, and {Retention}}, url = {https://files.eric.ed.gov/fulltext/ED484676.pdf}, publisher = {Brown University}, author = {{The Education Alliance}}, year = {2004}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{unesco_teacher_2004, address = {Paris}, title = {Teacher education resource pack: student materials}, isbn = {978-92-3-103973-7}, shorttitle = {Teacher education resource pack}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000137881?posInSet=4&queryId=8c276c0b-c4a9-450d-b9c9-96641e8bb69e}, language = {eng}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2004}, note = {OCLC: 254951717}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Pedagogical management, Resource allocation, School completion, School resources, Teacher behaviour, Teacher provision, Teacher training, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{unesco_bangkok_embracing_2004, address = {Bangkok}, edition = {1}, title = {Embracing diversity: toolkit for creating inclusive, learning-friendly environments.}, shorttitle = {Embracing diversity}, url = {http://www.paddle.usp.ac.fj/cgi-bin/paddle?e=d-010off-paddle--00-1--0---0-10-TX--4-------0-11l--11-en-50---20-home---00-3-1-000--0-0-11-0utfZz-8-00&a=file&d=unesco042}, abstract = {"An inclusive, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, social, emotional, linguistic, or other characteristics. They may be disabled or gifted children, street or working children, children of remote or nomadic peoples, children from linguistic, ethnic or cultural minorities, children affected by HIV/AIDS, or children from other disadvantaged or marginalized areas or groups"--Page 6. "Through this Toolkit, you will learn what an "inclusive, learning-friendly environment" is and how your school and classroom can create such an environment (Booklet 1). You will also learn how very important families and communities are to the whole process of creating and maintaining an inclusive, learning-friendly environment, as well as how to involve parents and community members in the school, and how to involve children in the community (Booklet 2). You will learn what barriers exclude rather than include ALL children in school, how to identify those children who are not in school, and how to deal with barriers to their inclusion in school (Booklet 3). You will learn how to create an inclusive classroom and why becoming inclusive and learning-friendly is so important to children's achievement, how to deal with the wide range of different children attending your class, and how to make learning meaningful for all (Booklet 4). You will learn how to manage an inclusive classroom including planning for teaching and learning, maximizing available resources, managing group work and cooperative learning, as well as how to assess children's learning (Booklet 5). Finally, you will learn ways to make your school healthy and protective for ALL children, and especially those with diverse backgrounds and abilities who are more prone to becoming ill, malnourished, or victimized (Booklet 6)"--Page 11.}, language = {English}, urldate = {2021-04-13}, publisher = {UNESCO Asia and Pacific Regional Bureau for Education}, author = {{UNESCO Bangkok}}, year = {2004}, note = {OCLC: 705782533}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Individual learning difficulties, Individual learning needs, Insclusive student assessment systems, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{unesco_quality_2004, address = {Paris}, edition = {2nd printing}, series = {{EFA} global monitoring report}, title = {The quality imperative}, isbn = {978-92-3-103976-8}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000137333}, number = {2005}, urldate = {2021-08-04}, publisher = {UNESCO}, editor = {UNESCO and Education for All}, year = {2004}, note = {OCLC: 253877447}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @techreport{wargo_physical_2004, address = {Geneva}, title = {The physical school environment: {An} essential component of a health-promoting school}, url = {https://www.who.int/ceh/publications/cehphysical/en/}, language = {en}, institution = {WHO (World Health Organization)}, author = {Wargo, John}, year = {2004}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{yulani_decentralization_2004, title = {Decentralization, deconcentration and devolution: what do they mean?}, url = {https://www.cifor.org/publications/pdf_files/interlaken/Compilation.pdf}, author = {Yulani, Elizabeth Linda}, year = {2004}, } @techreport{shah_country_2003, type = {Presented at {UNESCO} seminar on decentralization policies in {Education}, held at {Buenos} {Aires}, {Argentina} from 30 {June} to 3 {July} 2003}, title = {Country report on decentralization in the education system of {Pakistan}: {Policies} and strategies}, url = {https://www.academia.edu/3665909/Decentralization_in_the_Education_System_of_Pakistan?auto=download}, author = {Shah, Dawood}, month = jun, year = {2003}, } @misc{arkansas_science_teachers_association_board_adequate_2003, title = {Adequate {Arkansas} {Science} {Classrooms}, {Labs}, and {Equipment} {To} meet {STANDARDS}}, url = {https://arkscience.org/downloads/Adequate_Science_Classrooms_Labs_Equipment_K12.pdf}, author = {{Arkansas Science Teachers Association Board}}, year = {2003}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{audit_scotland_moving_2003, address = {Edinburgh}, title = {Moving to mainstream: {The} inclusion of pupils with special educational needs in mainstream schools}, url = {https://www.audit-scotland.gov.uk/docs/local/2003/nr_030529_special_educational_needs.pdf}, language = {en}, author = {Audit Scotland and HMIE (Her Majesty’s Inspectorate of Education)}, year = {2003}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @techreport{boler_addressing_2003, address = {London}, title = {Addressing the educational needs of orphans and vulnerable children}, url = {https://www.hivpolicy.org/Library/HPP001284.pdf}, urldate = {2021-04-14}, institution = {ActionAid International and Save the Children Fund}, author = {Boler, Tania and Carroll, Kate}, year = {2003}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @book{department_of_education_of_south_africa_teachers_2003, address = {Pretoria}, title = {Teacher’s {Guide} for the {Development} of {Learning} {Programmes}}, isbn = {1-919975-02-0}, url = {https://www.education.gov.za/Portals/0/CD/GET/doc/GET_Foundation.pdf?ver=2006-11-24-105500-000}, publisher = {Department of Education}, author = {Department of Education of South Africa}, year = {2003}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @techreport{grimsrud_millennium_2003, address = {Rome}, type = {Working {Paper}}, title = {Millennium {Development} {Goals} and {Child} {Labour}}, url = {https://documents1.worldbank.org/curated/pt/262041468141580732/pdf/438750WP0Box321CL1standard01PUBLIC1.pdf}, language = {en}, institution = {ILO; UNICEF; World Bank}, author = {Grimsrud, B.}, year = {2003}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{huseynov_education_2003, title = {Education of refugees and internally displaced persons}, url = {https://assembly.coe.int/nw/xml/XRef/X2H-Xref-ViewHTML.asp?FileID=10365&lang=en}, language = {en}, author = {Huseynov, Rafael}, year = {2003}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{international_labour_organization_ilo_implementing_2003, address = {Geneva}, title = {Implementing the {ILO} {Code} of {Practice} on {HIV}/{AIDS} and the {World} of {Work}. {An} education and training manual}, isbn = {978-92-2-113462-6}, url = {https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5296988}, language = {English}, urldate = {2021-06-03}, publisher = {International Labour Organization}, author = {{International Labour Organization (ILO)}}, year = {2003}, note = {OCLC: 1027203446}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{leach_promising_2003, address = {Dublin}, type = {Report commissioned for {Concern} {Worldwide}}, title = {Promising practice in school-related gender-based violence ({SRGBV}) prevention and response programming globally}, url = {http://sro.sussex.ac.uk/id/eprint/46317/1/Concern_SRGBV_Report_2013.pdf}, language = {en}, institution = {Concern Worldwide}, author = {Leach, Fiona and Slade, Eric and Dunne, Máiréad}, year = {2003}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @book{leguere_approvisionnement_2003, address = {Paris}, title = {Approvisionnement en livres scolaires: vers plus de transparence : {Afrique} francophone}, isbn = {978-92-803-2245-3}, shorttitle = {Approvisionnement en livres scolaires}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000136266/PDF/136266fre.pdf.multi}, language = {fre}, publisher = {IIEP-UNESCO}, author = {Leguéré, Jean-Pierre}, year = {2003}, note = {OCLC: 1166827731}, } @techreport{mulford_school_2003, address = {Paris}, title = {School {Leaders}: {Challenging} {Roles} and {Impact} on {Teacher} and {School} {Effectiveness}}, url = {https://www.oecd.org/education/school/37133393.pdf}, institution = {OECD}, author = {Mulford, Bill}, year = {2003}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{peters_inclusive_2003, address = {Washington, D.C.}, title = {Inclusive {Education}: {Achieving} {Education} {For} {All} {By} {Including} {Those} {With} {Disabilities} {And} {Special} {Education} {Needs}}, url = {https://documents1.worldbank.org/curated/en/614161468325299263/pdf/266900WP0English0Inclusive0Education.pdf}, institution = {The World Bank}, author = {Peters, Susan J.}, year = {2003}, keywords = {Days of instruction (single shift), Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School year calendar}, } @techreport{rousso_education_2003, type = {Paper commissioned for the {EFA} {Global} {Monitoring} {Report} 2003/4, {The} {Leap} to {Equality}}, title = {Education for {All}: a gender and disability perspective}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000146931?posInSet=22&queryId=71a0a70a-ea47-49f4-88f3-9c737d27f0ca}, language = {en}, institution = {UNESCO}, author = {Rousso, Harilyn}, year = {2003}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{unesco_overcoming_2003, address = {Paris}, title = {Overcoming exclusion through inclusive approaches in education: a challenge and a vision; conceptual paper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000134785}, language = {en}, institution = {UNESCO}, author = {UNESCO}, year = {2003}, keywords = {Access to education, Days of instruction (single shift), Direct cost of schooling, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School completion, School year calendar}, } @misc{unhcr_education_2003, title = {Education: {Field} guidelines}, url = {https://www.unhcr.org/40586bd34.pdf}, publisher = {UNHCR (United Nations High Commission for Refugees)}, author = {{UNHCR}}, year = {2003}, keywords = {Availability of final grades, Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{unhcr_part_2003, title = {Part two: {Handbook} for registration. {How} to preparation for registration}, url = {https://www.unhcr.org/uk/3f8e97344.pdf}, language = {en}, urldate = {2021-08-04}, publisher = {UNHCR}, author = {{UNHCR}}, year = {2003}, keywords = {Educational administration and school management, Equity and inclusion, Inclusive school enrolment practices}, } @techreport{villanueva_charles_education_2003, title = {Education {Management} {Information} {System} ({EMIS}) and the formulation of {Education} for {All} ({EFA}): plan of action, 2002-2015}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156818}, language = {en}, institution = {UNESCO Office Almaty and Ministry of Education of Tajikistan}, author = {Villanueva, Charles}, year = {2003}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{villegas-reimers_teacher_2003, address = {Paris}, series = {Quality education for all}, title = {Teacher professional development: an international review of the literature}, isbn = {978-92-803-1228-7}, shorttitle = {Teacher professional development}, url = {http://www.iiep.unesco.org/en/publication/teacher-professional-development-international-review-literature}, language = {en}, publisher = {IIEP-UNESCO}, author = {Villegas-Reimers, Eleonora}, collaborator = {International Institute for Educational Planning}, year = {2003}, note = {OCLC: ocm54956587}, keywords = {Drop-out/Push-out, Equity and inclusion, Learning processes, Obstacles to teaching and learning, Resource allocation, School completion, School resources, Teacher provision, Teacher supply, Teacher training, Teacher-related constraints, Teaching skills}, } @book{wako_education_2003, address = {Harare, Zimbabwe}, title = {Education management information systems ({EMIS}): an overview}, isbn = {978-92-9124-037-1}, shorttitle = {Education management information systems ({EMIS})}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220620}, publisher = {NESIS/UNESCO}, author = {Wako, Tegegn Nuresu}, year = {2003}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @book{weltbank_making_2003, address = {Oxford}, series = {World development report}, title = {Making services work for poor people}, isbn = {978-0-8213-5537-4 978-0-8213-5468-1}, url = {https://openknowledge.worldbank.org/handle/10986/5986}, language = {eng}, number = {[26.]2004}, publisher = {Oxford Univ. Press}, editor = {{Weltbank}}, year = {2003}, note = {OCLC: 249070507}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @misc{winkler_education_2003, title = {Education {Decentralization} in {Africa}: {A} review of recent policy and practice}, url = {http://www1.worldbank.org/publicsector/LearningProgram/Decentralization/Winkle.doc}, publisher = {World Bank}, author = {Winkler, Donald R. and Gershberg, Alec Ian}, year = {2003}, note = {Draft (used by permission of the author)}, keywords = {Autonomy and capacity at decentralised levels, Educational administration and school management, Equity and inclusion}, } @misc{winkler_education_2003, title = {Education decentralization in {Africa}: {A} review of recent policy and practice (draft)}, url = {http://www1.worldbank.org/publicsector/LearningProgram/Decentralization/Winkle.doc}, publisher = {World Bank}, author = {Winkler, Donald R. and Gershberg, Alec Ian}, year = {2003}, } @article{zeichner_adequacies_2003, title = {The {Adequacies} and {Inadequacies} of {Three} {Current} {Strategies} to {Recruit}, {Prepare}, and {Retain} the {Best} {Teachers} for {All} {Students}}, volume = {105}, url = {https://www.academia.edu/25558221/The_Adequacies_and_Inadequacies_of_Three_Current_Strategies_to_Recruit_Prepare_and_Retain_the_Best_Teachers_for_All_Students}, doi = {10.1111/1467-9620.00248}, abstract = {This paper analyzes the strengths and weaknesses of three of the major approaches toteacher education reform in the United States: the professionalization agenda, the deregulation agenda, and the social justice agenda. Although each of these approaches to reform has contributed in positive ways to improving teacher education in a manner that would lessen the achievement gap in U.S. public schools, they each have certain weaknesses that undermine this goal. There are also important issues of inequality in U.S. society that are not addressed by any of the reform agendas.}, number = {3}, journal = {Teachers College Record}, author = {Zeichner, Kenneth}, year = {2003}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, pages = {490--519}, } @article{antriep_financing_2002, title = {Financing of education: {Issues} and innovations}, volume = {7}, url = {http://www.antriep.org/html/Antriep%20jan-june2002.pdf}, number = {1}, journal = {ANTRIEP Newsletter}, author = {ANTRIEP}, year = {2002}, } @techreport{booth_index_2002, address = {Bristol}, title = {Index for {Inclusion}: developing learning and participation in schools}, url = {https://www.eenet.org.uk/resources/docs/Index%20English.pdf}, language = {en}, institution = {CSIE (Centre for Studies on Inclusive Education)}, author = {Booth, Tony and Ainscow, Mel}, year = {2002}, keywords = {Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher guides and lessons plans, Teaching materials}, } @techreport{coombe_mitigating_2002, address = {Florence}, title = {Mitigating the {Impact} of {HIV} and {AIDS} on {Education} {Supply}, {Demand} and {Quality}}, url = {https://www.unicef-irc.org/publications/pdf/aids_book/chapter9_coombe.pdf}, language = {en}, institution = {UNICEF Innocenti Research Centre}, author = {Coombe, Carol}, year = {2002}, keywords = {Classroom practices, Curriculum retention, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher content knowledge, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching skills}, } @techreport{derbyshire_gender_2002, address = {London}, title = {Gender {Manual}: {A} {Practical} {Guide} for {Development} {Policy} {Makers} and {Practitioners}}, url = {https://www.rcrc-resilience-southeastasia.org/wp-content/uploads/2015/12/gendermanual.pdf}, language = {en}, institution = {DFID (Department for International Development)}, author = {Derbyshire, Helen}, year = {2002}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @techreport{krug_world_2002, address = {Geneva}, title = {World report on violence and health}, url = {https://apps.who.int/iris/bitstream/handle/10665/42495/9241545615_eng.pdf;jsessionid=97933C42678DA0E4B2662BACB957A7C8?sequence=1}, language = {en}, institution = {WHO}, author = {Krug, Etienne G. and Dahlberg, Linda L. and Mercy, James A. and Zwi, Anthony B. and Lozano, Rafael}, year = {2002}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{miles_family_2002, address = {Manchester}, title = {Family {Action} for {Inclusion} in {Education}}, url = {https://www.eenet.org.uk/resources/docs/family_action.pdf}, institution = {Enabling Education Network (EENET)}, author = {Miles, Susie}, year = {2002}, keywords = {Access to education, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @techreport{save_the_children_schools_2002, address = {London}, title = {Schools for {All}: {Including} disabled children in education}, url = {https://www.eenet.org.uk/resources/docs/schools_for_all.pdf}, language = {en}, institution = {Save the Children}, author = {Save the Children}, year = {2002}, keywords = {Access to education, Barriers to school attendance, Classroom practices, Curriculum retention, Drop-out/Push-out, Economic barriers to schooling, Educational demand, Grade repetition, Instruction time, Learning processes, Obstacles to teaching and learning, Opportunity cost of schooling, School climate, School completion, Socio-cultural barriers to schooling, Teaching and learning}, } @book{stroud_towards_2002, address = {Stockholm, Sweden}, series = {New {Education} {Division} {Documents}}, title = {Towards a {Policy} for {Bilingual} {Education} in {Developing} {Countries}}, url = {https://publikationer.sida.se/contentassets/4dd1745d0376402bb3714f10dfa8efe0/towards-a-policy-for-bilingual-education-in-developing-countries_622.pdf}, language = {en}, number = {10}, publisher = {Swedish International Development Cooperation Agency}, author = {Stroud, Christopher}, year = {2002}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @techreport{subrahmanian_gender_2002, address = {Geneva}, type = {Social {Policy} and {Development} {Programme} {Paper}}, title = {Gender and {Education}: {A} {Review} of {Issues} for {Social} {Policy}}, url = {https://www.unrisd.org/80256B3C005BCCF9/(httpAuxPages)/0A8ADED14E7E1595C1256C08004792C4/%24file/subrahma.pdf}, language = {en}, number = {9}, institution = {UNRISD (United Nations Research Institute for Social Development)}, author = {Subrahmanian, Ramya}, year = {2002}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @techreport{theunynck_school_2002, address = {Washington D.C.}, title = {School {Construction} in {Developing} {Countries}-{What} do we know?}, url = {https://humanitarianlibrary.org/sites/default/files/2014/02/Theunynck%2520(2002)%2520School%2520Construction%2520in%2520Developing%2520Countires.pdf}, language = {en}, institution = {World Bank}, author = {Theunynck, Serge}, year = {2002}, keywords = {Access to education, Barriers to school attendance, Days of instruction (single shift), Drop-out/Push-out, Equity and inclusion, Financial constraints in paying teachers, High costs for school construction, Instruction time, Insufficient budget for school construction, Learning processes, Logistic constraints in school construction, Number of teaching hours, Obstacles to teaching and learning, Resource allocation, School buildings are not ready, School buildings are not usable, School completion, School construction, School distribution, School supply, School year calendar, Teacher supply, School supply}, } @techreport{thompson_universal_2002, address = {Minnesota}, title = {Universal {Design} {Applied} to {Large} {Scale} {Assessments}}, url = {https://nceo.umn.edu/docs/OnlinePubs/Synth44.pdf}, language = {en}, institution = {NCEO (National Center on Educational Outcomes)}, author = {Thompson, Sandra J. and Johnstone, Christopher J. and Thurlow, Martha L.}, year = {2002}, keywords = {Drop-out/Push-out, Educational administration and school management, Equity and inclusion, Insclusive student assessment systems, Obstacles to teaching and learning, School completion, Teacher behaviour, Teacher-related constraints}, } @misc{unesco_open_2002, title = {Open and distance learning: trends, policy and strategy considerations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000128463}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2002}, keywords = {Access to education, Availability of final grades, Barriers to school attendance, Drop-out/Push-out, Financial constraints in paying teachers, Instruction time, Insufficient budget for school construction, Learning processes, Obstacles to teaching and learning, School completion, School construction, School infrastructure, School location, School supply, Teacher supply, School supply}, } @misc{unicef_barriers_2002, title = {Barriers to {Girls}’ {Education}, {Strategies} and {Interventions}}, url = {https://www.viva.org/wp-content/uploads/2017/10/Barriers-to-girls-education-strategies-and-interventions.pdf}, author = {{UNICEF}}, year = {2002}, keywords = {Access to education, Direct cost of schooling, Economic barriers to schooling, Educational demand, Opportunity cost of schooling, School completion, Socio-cultural barriers to schooling}, } @techreport{walberg_effective_2002, address = {Geneva}, type = {Educational {Practices} {Series}}, title = {Effective educational practices}, url = {http://www.ibe.unesco.org/sites/default/files/resources/edu-practices_03_eng.pdf}, number = {3}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Walberg, Herbert J. and Paik, Susan J.}, year = {2002}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @article{little_multi-grade_2001, title = {Multi-grade teaching: {Towards} an international research and policy agenda}, volume = {21}, shorttitle = {Multigrade teaching}, url = {https://www.sciencedirect.com/science/article/pii/S0738059301000116}, doi = {10.1016/S0738-0593(01)00011-6}, abstract = {Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’.}, journal = {International Journal of Educational Development}, author = {Little, Angela}, month = nov, year = {2001}, keywords = {Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, pages = {481--497}, } @techreport{alkire_community-driven_2001, title = {Community-{Driven} {Development}}, url = {https://www.intussen.info/OldSite/Documenten/Noord/Internationaal/WB/PRSP%20Sourcebook/22%20Community-Driven%20Development.pdf}, language = {en}, author = {Alkire, S. and Bebbington, A. and Esmail, T. and Ostrom, E. and Polski, M. and Ryan, A. and Van Domelen, J. and Wakeman, W. and Dongier, P.}, year = {2001}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, School completion, School construction, School infrastructure, School supply, Teacher supply, School supply}, } @book{attfield_improving_2001, address = {Paris}, series = {School mapping and local-level planning}, title = {Improving micro-planning in education through a {Geographical} {Information} {System}: {Studies} on {Ethiopia} and {Palestine}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000129288/PDF/129288eng.pdf.multi}, publisher = {IIEP-UNESCO}, author = {Attfield, Ian and Tamiru, Mathewos and Parolin, Bruno and De Grauwe, Anton}, year = {2001}, } @techreport{chanda_unesco_2001, title = {{UNESCO} {Basic} {Education} {Capacity} {Building} {Project}: {Teaching} and learning materials analysis and development in basic education ({Zambia}); training kits for local {NGOs}, theme 3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000132019}, number = {0000132019}, author = {Chanda, Donald H. and Phiri, Sonnile N.A. and Nkosha, D.C. and Tambulukani, Geoff}, year = {2001}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @book{crisp_learning_2001, address = {Geneva}, edition = {1}, title = {Learning for a future: refugee education in developing countries}, isbn = {978-92-1-101044-2}, shorttitle = {Learning for a future}, url = {https://www.unhcr.org/4a1d5ba36.pdf}, language = {eng}, publisher = {UNHCR}, editor = {Crisp, Jeff and Talbot, Christopher and Cipollone, Daiana B.}, year = {2001}, note = {OCLC: 634469255}, keywords = {Access to education, Classroom practices, Curriculum retention, Days of instruction (single shift), Educational demand, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar, Teaching and learning}, } @techreport{dutcher_expanding_2001, address = {Washington, DC}, title = {Expanding educational opportunity in {Linguistically} {Diverse} societies}, url = {https://files.eric.ed.gov/fulltext/ED466099.pdf}, language = {en}, institution = {Centre for Applied Linguistics}, author = {Dutcher, Nadine}, year = {2001}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @book{international_labour_office_ilo_ilo_2001, address = {Geneva}, edition = {2}, title = {An {ILO} code of practice on {HIV}/{AIDS} and the world of work}, url = {http://books.google.com/books?id=4UpZAAAAYAAJ}, language = {English}, urldate = {2021-06-03}, publisher = {ILO}, author = {{International Labour Office (ILO)}}, year = {2001}, note = {OCLC: 743362677}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @article{jack_social_2001, title = {Social {Investment} {Funds}: {An} {Organizational} {Approach} to {Improved} {Development} {Assistance}}, volume = {16}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/17130/766550JRN0WBRO00Box374385B00PUBLIC0.pdf?sequence=1&isAllowed=y}, doi = {10.1093/wbro/16.1.109}, number = {1}, journal = {The World Bank Research Observer}, author = {Jack, William}, year = {2001}, pages = {109--124}, } @techreport{kratli_education_2001, address = {Brighton}, title = {Education provision to nomadic pastoralists: {A} literature review}, url = {https://www.ids.ac.uk/download.php?file=files/Wp126.pdf}, number = {126}, institution = {Institute of Development Studies}, author = {Krätli, Saverio}, year = {2001}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @techreport{leherr_best_2001, address = {Ghana}, title = {Best practices in community participation in education: impact and sustainability}, url = {https://resourcecentre.savethechildren.net/sites/default/files/documents/2728.pdf}, language = {en}, institution = {Education Development Center}, author = {Leherr, Kay and Boardman, Jerry and Addae-Boahene, Akwasi and Arkorful, Kingsley}, year = {2001}, keywords = {Access to education, Educational demand, School community relationship, School completion}, } @techreport{linden_double-shift_2001, address = {Washington, DC}, type = {Departmental {Working} {Paper}}, title = {Double-shift secondary schools : possibilities and issues}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/819151468740107174/double-shift-secondary-schools-possibilities-and-issues}, language = {en}, number = {22861}, institution = {World Bank}, author = {Linden, Toby}, year = {2001}, keywords = {Access to education, Double-shift schooling, Economic barriers to schooling, Educational demand, Instruction time, Learning processes, Number of teaching hours, Opportunity cost of schooling, School completion}, } @book{mathot_handbook_2001, address = {Paris}, title = {A handbook for teachers of multi-grade classes: improving performance at the primary level}, isbn = {978-976-639-010-5}, shorttitle = {A handbook for teachers of multi-grade classes}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000125919}, language = {English}, publisher = {UNESCO}, author = {Mathot, Gerard B and Wallace, June Cezair and {Unesco}}, year = {2001}, note = {OCLC: 1166627243}, keywords = {Availability of final grades, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher-related constraints, Teaching skills}, } @techreport{mcconkey_understanding_2001, address = {Paris}, title = {Understanding and responding to children's needs in inclusive classrooms: a guide for teachers}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000124394}, institution = {UNESCO}, author = {McConkey, Roy}, year = {2001}, keywords = {Learning processes, School resources, Teacher guides and lessons plans, Teaching materials}, } @book{meijer_inclusive_2001, address = {Odense}, title = {Inclusive {Education} and {Effective} {Classroom} {Practices}}, isbn = {978-87-90591-15-1}, url = {https://www.european-agency.org/sites/default/files/inclusive-education-and-classroom-practices_iecp-en.pdf}, language = {English}, publisher = {European Agency for Development in Special Needs Education}, author = {Meijer, Cor J.W}, year = {2001}, note = {OCLC: 770679037}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Individual learning needs, Learning processes, Obstacles to teaching and learning, Pedagogical management, School completion, School resources, Teacher behaviour, Teacher guides and lessons plans, Teacher provision, Teacher-related constraints, Teaching and learning, Teaching materials, Teaching skills}, } @misc{moses_education_2001, title = {Education management information systems ({EMIS}): {Available} software and guidelines for selection}, url = {https://www.openemis.org/wp-content/uploads/2018/04/Knowledge_Enterprise_Education_Management_Information_Systems-Available_Software_and_Guidelines_for_Selection_2001_en.pdf}, language = {en}, publisher = {TechKnowLogia}, author = {Moses, Kurt and Toro, Vivian}, year = {2001}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in paying teachers, School completion, Teacher salaries, Teacher supply, Teacher supply, School supply}, } @techreport{moulton_improving_2001, address = {Washington D.C}, title = {Improving education in rural areas: {Guidance} for rural development specialists}, url = {http://www.tanzaniagateway.org/docs/Improving_education_in_rural_areas_guidance_for_rural_development.pdf}, institution = {World Bank}, author = {Moulton, Jeanne}, year = {2001}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @book{perraton_teacher_2001, title = {Teacher education through distance learning: technology, curriculum, cost, evaluation; summary of case studies, {Brazil}, {Burkina} {Faso}, {Chile}, {China}, {India}, {Mongolia}, {Nigeria}, {South} {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000124208}, language = {en}, urldate = {2021-08-04}, publisher = {International Research Foundation for Open Learning}, author = {Perraton, Hillary}, year = {2001}, keywords = {Access to education, Appropriate teacher candidates, Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School resources, Teacher provision, Teacher recruitment, Teacher supply, Teacher supply, School supply, Teacher-related constraints, Teaching skills}, } @techreport{sanoff_school_2001, address = {Washington, DC}, title = {School {Building} {Assessment} {Methods}}, url = {https://eric.ed.gov/?id=ED448588}, language = {en}, institution = {National Clearinghouse for Educational Facilities (NCEF)}, author = {Sanoff, Henry}, year = {2001}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @techreport{unesco_open_2001, address = {Paris}, title = {Open file on inclusive education: support materials for managers and administrators}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000125237}, language = {en}, institution = {UNESCO}, author = {UNESCO}, year = {2001}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Educational demand, Financial constraints in paying teachers, Grade repetition, Individual learning difficulties, Individual learning needs, Instruction time, Insufficient budget for school construction, Learning processes, Management shortcomings, Number of teaching hours, Obstacles to teaching and learning, School community relationship, School completion, School construction, School resources, School supply, School year calendar, Teacher behaviour, Teacher guides and lessons plans, Teacher supply, School supply, Teacher-related constraints, Teaching materials}, } @inproceedings{unesco_unesco_2001, address = {Paris}, title = {{UNESCO} {Universal} {Declaration} on {Cultural} {Diversity}}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/pdf/5_Cultural_Diversity_EN.pdf}, publisher = {UNESCO}, author = {{UNESCO}}, year = {2001}, } @misc{munchhausen_melmoths_2000, address = {University of Padua, Italy}, type = {paper}, title = {Melmoth’s last adieux, or a liar’s paradox}, author = {Münchhausen, H.}, month = feb, year = {2000}, note = {Presenters: \_:n16}, } @techreport{bourke_better_2000, address = {Melbourne}, title = {Better practice in school attendance: {Improving} the school attendance of {Indigenous} students}, url = {https://www.nintione.com.au/resources/rao/better-practice-in-school-attendance-improving-the-school-attendance-of-indigenous-students/}, institution = {Monash University}, author = {Bourke, C. and Rigby, K. and Burden, J.}, year = {2000}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @inproceedings{bray_community_2000, address = {Dakar}, series = {Thematic {Studies}}, title = {Community {Partnerships} in {Education}: {Dimensions}, {Variations} and {Implications}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000123483}, booktitle = {Education for {All} 2000 {Assessment}}, publisher = {UNESCO}, author = {Bray, Mark}, year = {2000}, keywords = {Access to education, Autonomy and capacity at decentralised levels, Days of instruction (single shift), Educational administration and school management, Educational demand, Equity and inclusion, Instruction time, Learning processes, Management shortcomings, Number of teaching hours, School community relationship, School completion, School year calendar}, } @article{malczewski_multicriteria_2000, title = {Multicriteria spatial allocation of educational resources: an overview}, volume = {34}, issn = {00380121}, shorttitle = {Multicriteria spatial allocation of educational resources}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1075.1140&rep=rep1&type=pdf}, doi = {10.1016/S0038-0121(99)00025-7}, language = {en}, number = {3}, urldate = {2022-09-02}, journal = {Socio-Economic Planning Sciences}, author = {Malczewski, Jacek and Jackson, Marlene}, month = sep, year = {2000}, pages = {219--235}, } @article{quiocho_power_2000, title = {The {Power} of {Their} {Presence}: {Minority} {Group} {Teachers} and {Schooling}}, volume = {70}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Power} of {Their} {Presence}}, url = {http://journals.sagepub.com/doi/10.3102/00346543070004485}, doi = {10.3102/00346543070004485}, abstract = {This review focuses on the experiences of minority group teachers as they move into teacher credential programs and then into the teaching profession. Research reports published between 1989 and 1998 were considered if they focused on the experiences of preservice and in-service minority group teachers in public school contexts. After a descriptive synthesis provides a snap-shot of the actual experiences of minority group teachers in schooling, a social justice framework is used to guide teacher educators and school-based professionals in their construction of robust recruitment and retention programs. This review demonstrates the power of the presence of minority group teachers but also demonstrates the obstacles to full realization of their potential. Perhaps the opportunity to imagine the possibilities of schooling in the context of making a real difference in students' lives is the catalyst minority group people need to enter and remain in the teaching profession.}, language = {en}, number = {4}, urldate = {2021-05-22}, journal = {Review of Educational Research}, author = {Quiocho, Alice and Rios, Francisco}, month = dec, year = {2000}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, pages = {485--528}, } @book{hallak_leducation_1999, address = {Paris}, series = {Forum sur l'éducation n°10}, title = {L'éducation dans les villes}, volume = {Programme d'observation de l'IIPE}, isbn = {978-92-803-2182-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000117613/PDF/117613fre.pdf.multi}, language = {fre}, publisher = {IIPE-UNESCO}, author = {Hallak, Jacques and Poisson, Murel}, year = {1999}, note = {OCLC: 920448977}, } @incollection{levacic_principles_1999, address = {Paris}, title = {Principles for designing needs-based school funding formulae}, isbn = {978-92-803-1171-6 978-92-803-1183-9}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000118426/PDF/118426engb.pdf.multi}, booktitle = {Needs-based resource allocation in education: via formula funding of schools}, publisher = {IIEP-UNESCO}, editor = {Levačić, Rosalind and Ross, Kenneth N.}, year = {1999}, note = {OCLC: ocm43145306}, keywords = {Education}, } @book{mcginn_decentralization_1999, address = {Paris}, edition = {UNESCO}, series = {Fundamentals of {Educational} {Planning}}, title = {Decentralization of education: why, when, what and how?}, isbn = {92-803-1183-X}, url = {http://www.iiep.unesco.org/en/publication/decentralization-education-why-when-what-and-how}, number = {64}, author = {McGinn, Noel F. and Welsh, Thomas}, year = {1999}, } @book{ross_needs-based_1999, address = {Paris}, title = {Needs-based resource allocation in education: via formula funding of schools}, isbn = {978-92-803-1171-6 978-92-803-1183-9}, shorttitle = {Needs-based resource allocation in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000118426/PDF/118426engb.pdf.multi}, publisher = {IIEP-UNESCO}, editor = {Ross, Kenneth N. and Levačić, Rosalind}, year = {1999}, note = {OCLC: ocm43145306}, keywords = {Education}, } @techreport{uemura_community_1999, address = {Washington, D.C.}, type = {Working {Paper}}, title = {Community {Participation} in {Education}: {What} do we know?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/265491468743695655/%20community-participation-in-education-what-do-we-know}, language = {en}, institution = {World Bank}, author = {Uemura, Mitsue}, year = {1999}, keywords = {Access to education, Educational demand, School community relationship, School completion}, } @book{askerud_guide_1997, address = {Paris}, title = {A guide to sustainable book provision}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000110638/PDF/110638engo.pdf.multi}, number = {ED-97WS/24}, publisher = {UNESCO}, author = {Askerud, Pernille}, year = {1997}, } @book{askerud_distribution_1997, address = {Paris}, title = {Distribution of educational materials: {Problems} and issues}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000109092/PDF/109092engb.pdf.multi}, publisher = {UNESCO}, author = {Askerud, Pernille}, year = {1997}, } @book{beynon_physical_1997, address = {Paris}, series = {Fundamentals of educational planning}, title = {Physical facilities for education: what planners need to know}, isbn = {978-92-803-1167-9}, shorttitle = {Physical facilities for education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000118467}, number = {57}, publisher = {IIEP-UNESCO}, author = {Beynon, John}, collaborator = {{International Institute for Educational Planning}}, year = {1997}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Logistic constraints in school construction, Number of teaching hours, School buildings are not ready, School completion, School construction, School infrastructure, School supply, School year calendar, Teacher supply, School supply}, } @article{vasconcellos_rural_1997, title = {Rural transport and access to education in developing countries: policy issues}, volume = {5 (2)}, url = {https://www.researchgate.net/profile/Eduardo-Vasconcellos-3/publication/222363323_Rural_transport_and_access_to_education_in_developing_countries_Policy_issues/links/5859111508ae64cb3d490f06/Rural-transport-and-access-to-education-in-developing-countries-Policy-issues.pdf}, doi = {10.1016/S0966-6923(96)00075-0}, journal = {Journal of Transport Geography}, author = {Vasconcellos, Eduardo A.}, year = {1997}, keywords = {Access to education, Availability of final grades, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, pages = {127--136}, } @book{bellamy_state_1996, address = {Oxford}, title = {The state of the world's children 1996}, isbn = {978-0-19-262747-6}, url = {https://www.unicef.org/media/84756/file/SOWC-1996.pdf}, language = {eng}, publisher = {Oxford Univ. Press}, editor = {Bellamy, Carol and {UNICEF}}, year = {1996}, note = {OCLC: 249292021}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @techreport{bolton_textbook_1996, title = {Textbook provision and feasibility of co-operation among {SADC} countries ({Botswana}, {Malawi}, {Namibia}, {Zambia}, {Zimbabwe})}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000103772/PDF/103772engb.pdf.multi}, number = {ED.96/WS/17}, institution = {UNESCO}, author = {Bolton, Patricia}, year = {1996}, } @incollection{brunswic_module_1996, address = {Paris}, series = {{IIEP} {Teaching} {Materials}}, title = {Module 6: {Distribution} and access}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000120344/PDF/120344engo.pdf.multi}, booktitle = {Planning the development of school textbooks: {A} series of twelve training modules for educational planners and administrators}, publisher = {IIEP-UNESCO}, author = {Brunswic, Etienne and Valérien, Jean}, year = {1996}, pages = {6--1--6--47}, } @book{mendelsohn_education_1996, address = {Paris}, title = {Education planning and management, and the use of geographical information systems}, isbn = {978-92-803-1158-7}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000105758?posInSet=1&queryId=a23a61a6-0024-4735-ab04-cb80575dde49}, language = {eng}, publisher = {IIEP-UNESCO}, author = {Mendelsohn, John M.}, year = {1996}, note = {OCLC: 833171863}, keywords = {Access to education, Drop-out/Push-out, School completion, School location, Teacher supply, School supply}, } @book{mendelsohn_education_1996, address = {Paris}, series = {{ED}/{SDI}}, title = {Education planning and management, and the use of {Geographical} {Information} {Systems}}, isbn = {92-803-1158-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000105758/PDF/105758engo.pdf.multi}, publisher = {IIEP-UNESCO}, author = {Mendelsohn, John M.}, year = {1996}, } @article{chonjo_quality_1994, title = {The quality of education in {Tanzanian} primary schools: an assessment of physical facilities and teaching learning materials}, volume = {1}, url = {https://journals.udsm.ac.tz/index.php/uj/article/view/1217/1118}, number = {1}, journal = {Utafiti (New series)}, author = {Chonjo, Peter N.}, year = {1994}, } @article{gomes-neto_causes_1994, title = {Causes and {Consequences} of {Grade} {Repetition}: {Evidence} from {Brazil}}, volume = {43}, url = {http://hanushek.stanford.edu/sites/default/files/publications/Gomes-Neto%2BHanushek%201994%20EDCC%2043(1).pdf}, language = {en}, journal = {The University of Chicago Press}, author = {Gomes-Neto, João Batista and Hanushek, Eric A.}, year = {1994}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, pages = {117--148}, } @inproceedings{ministry_of_education_and_science_spain_salamanca_1994, address = {Salamanca, Spain}, title = {The {Salamanca} {Statement} and {Framework} for {Action} on {Special} {Needs} {Education}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000098427}, language = {en}, publisher = {UNESCO}, author = {Ministry of Education {and} Science Spain}, year = {1994}, keywords = {Access to education, Appropriate teacher candidates, Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teacher deployment, Teacher retention, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @book{mahlck_planning_1990, address = {Paris}, title = {Planning the quality of education: {The} collection and use of data for informed decision-making}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000086680/PDF/86680eng.pdf.multi}, urldate = {2021-04-11}, publisher = {IIEP-UNESCO}, author = {Mählck, L and Ross, K. N.}, year = {1990}, keywords = {Equity and inclusion, Monitoring system, Use of data}, } @phdthesis{blarney_hermeneutics_1989, address = {UK}, type = {{PhD} {Thesis}}, title = {A hermeneutics of non-significants}, school = {University of London}, author = {Blarney, O}, year = {1989}, } @article{derrickson_transformation_1987, title = {Transformation and success: {The} politics and culture of scientific achievement}, volume = {13}, number = {2}, journal = {Anthropology and Science Quarterly}, author = {Derrickson, F.}, year = {1987}, note = {Number: 2}, pages = {355--378}, } @book{leaventhorpe_scandinavian_1987, address = {Oxford}, edition = {2}, title = {Scandinavian {Influence} on {Northern} {English} {Dialects}}, volume = {1}, publisher = {Oxford University Press}, author = {Leaventhorpe, J. C.}, year = {1987}, } @techreport{sattar_drop-out_1984, address = {Bangkok}, title = {The {Drop}-out problem in primary education; some case studies: {China}, {India}, {Peninsular} {Malaysia}, {Socialist} {Republic} of {Vietnam}, {Sri} {Lanka} and {Thailand}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000062375}, language = {en}, institution = {UNESCO Regional Office for Education in Asia and the Pacific (Thailand)}, author = {Sattar, Ellen and Hiriyanniah, K.N. and Ramachandran, K. and Fatt, Lee Meow and Le Nang, An and Perera, S.M.D. and Wijedasa, R. and Chinnapat, Bhumirat}, year = {1984}, keywords = {Drop-out/Push-out, Grade repetition, School completion}, } @book{caillods_school_1983, address = {Paris}, series = {Training materials in educational planning, administration and facilities}, title = {School mapping and micro-planning in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000061621/PDF/061621engo.pdf.multi}, number = {EPP/TM/11}, publisher = {IIEP-UNESCO}, author = {Caillods, Françoise and Casselli, Jocelyne and Châu, Ta Ngoc and Porte, Guy}, year = {1983}, } @incollection{simmons_education_1983, address = {New York, NY}, title = {Education for {Development}, {Reconsidered}}, booktitle = {The {Struggle} for {Economic} {Development}: {Readings} in {Problems} and {Policies}}, publisher = {Longman}, author = {Simmons, John}, editor = {Todaro, M. P.}, year = {1983}, pages = {262--275}, } @techreport{pearce_textbook_1982, address = {Paris}, title = {Textbook production in developing countries: some problems of preparation, production and distribution}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000085464/PDF/085464engb.pdf.multi}, number = {ED.82/WS/60}, institution = {UNESCO}, author = {Pearce, Douglas E.}, year = {1982}, } @book{hallak_planning_1977, address = {Paris}, title = {Planning the location of schools: an instrument of educational policy}, isbn = {978-92-803-1071-9}, shorttitle = {Planning the location of schools}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000075795/PDF/75795eng.pdf.multi}, publisher = {IIEP-UNESCO}, author = {Hallak, Jacques}, year = {1977}, keywords = {Educational planning, School sites}, } @article{hawes_locally-based_1976, title = {Locally-based educational research and curriculum development in developing countries - the teacher's role}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000070053/PDF/70053eng.pdf.multi}, number = {40}, journal = {IIEP Occasional papers}, author = {Hawes, H.W.R.}, month = jan, year = {1976}, } @misc{noauthor_tips_nodate, title = {Tips for {Teachers}}, url = {https://www.teachingrefugees.com/socio-emotional-supports/classroom-strategies/tips-for-teachers/}, journal = {Teaching refugees with limited formal schooling}, keywords = {Classroom observation, Classroom practices, Curriculum retention, Learning processes, Pedagogical management, Teaching and learning}, } @misc{noauthor_transforming_nodate, title = {Transforming {Teacher} {Education} to {Improve} {Learning} {Outcomes}}, url = {https://learningportal.iiep.unesco.org/en/forum/transforming-teacher-education-to-improve-learning-outcomes}, journal = {IIEP-UNESCO Learning Portal}, keywords = {Equity and inclusion, Learning processes, Pedagogical management, Resource allocation, Teacher content knowledge, Teacher training, Teaching and learning}, } @techreport{acer_uk_effective_nodate, address = {London}, title = {Effective pedagogical practices}, url = {https://www.acer.org/files/NSIT_8th_domain.pdf}, institution = {ACER UK}, author = {{ACER UK}}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @techreport{adea_association_for_development_of_education_in_africas_wgemps_working_group_on_education_management_and_policy_support_reducing_nodate, address = {Harare}, type = {Policy {Brief}}, title = {Reducing {Teacher} {Absenteeism}: {Solutions} for {Africa}}, url = {adeanet.org/en/system/files/resources/policy_brief_reducing_teacher_absenteeism.pdf}, language = {en}, institution = {ADEA WGEMPS}, author = {{ADEA (Association for Development of Education in Africa’s) WGEMPS (Working Group on Education Management and Policy Support)}}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{al-ghaib_still_nodate, address = {London}, title = {Still left behind: {Pathways} to inclusive education for girls with disabilities}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/EMBARGOED_%20%2815.6.2017%29%20StillLeftBehindFullReport_FINAL.PDF}, language = {en}, institution = {Leonard Cheshire Disability}, author = {Al-Ghaib, Ola Abu and Andrae, Karen and Gondwe, Rachel}, keywords = {Barriers to school attendance, Drop-out/Push-out, Instruction time, Learning processes, Obstacles to teaching and learning, School completion}, } @misc{barragan_diaz_planning_nodate, title = {Planning to {Fulfil} the {Right} to {Eduation}: {Methodological} {Guidelines} and {Toolkit}}, publisher = {IIEP-UNESCO}, author = {Barragán Díaz, Juana and Gagnon, Amélie A. and Moumné, Rolla and Bianchi, Sharlene and Dorsi, Delphine and Aubry, Sylvain}, } @misc{batista_perez_use_nodate, title = {The use of teaching aids in the teaching learning process of large classes}, url = {http://uvsfajardo.sld.cu/sites/uvsfajardo.sld.cu/files/the_use_of_teaching_aids_in_the_teaching_learning_process_of_large_classes_0.pdf}, author = {Batista Perez, Viviam María}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{bher_borderless_higher_education_for_refugees_borderless_nodate, title = {Borderless {Higher} {Education} for {Refugees}}, url = {https://www.bher.org/}, author = {BHER (Borderless Higher Education for Refugees)}, keywords = {Access to education, Drop-out/Push-out, Learning processes, Pedagogical management, School completion, Teacher content knowledge, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply, Teaching and learning}, } @techreport{bishop_policy_nodate, address = {London}, title = {The policy and practice of educational service provision for pastoralists in {Tanzania}}, url = {http://www.saga.cornell.edu/saga/ilri0606/22bishop.pdf}, institution = {University College London}, author = {Bishop, Elizabeth}, keywords = {Classroom practices, Curriculum retention, Learning processes, Teaching and learning}, } @misc{borg_developing_nodate, title = {Developing an inclusive curriculum}, url = {https://www.european-agency.org/sites/default/files/Developing-an-inclusive-curriculum-in-Malta.pdf}, author = {Borg, Felicienne Mallia}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @misc{cast_center_for_applied_special_technology_accessible_nodate, title = {Accessible {Textbooks}: {A} {Guide} for {Parents} of {Children} with {Learning} {Disabilities}}, url = {https://www.readingrockets.org/article/accessible-textbooks-guide-parents-children-learning-disabilities}, journal = {Reading Rockets}, author = {{CAST (Center for Applied Special Technology)} and LD OnLine}, keywords = {Distribution of teaching and learning materials, Equity and inclusion, Learning processes, Resource allocation, School resources, Teaching materials, Textbook availability and content}, } @misc{chaux_conflictos_nodate, address = {Bogotá}, title = {Conflictos, bullying y violencia escolar: {Estrategias} de prevención y manejo}, url = {https://www2.congreso.gob.pe/sicr/cendocbib/con4_uibd.nsf/B7BD4EFC43375FB70525807C00824B00/%24FILE/CM-2.pdf}, language = {en}, author = {Chaux, Enrique}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @misc{digital_class_what_nodate, title = {What {Are} {The} {Types} {Of} {Teaching} {Aids}?}, url = {https://www.digitalclassworld.com/blog/types-of-teaching-aids/}, author = {{Digital Class}}, } @misc{digital_class_what_nodate, title = {What {Are} {The} {Types} {Of} {Teaching} {Aids}?}, url = {https://www.digitalclassworld.com/blog/types-of-teaching-aids/}, urldate = {2022-08-11}, author = {Digital class}, } @misc{european_commission_teachers_nodate, title = {Teachers {Corner}: {Recommended} material- school year 2017/2018}, url = {https://europa.eu/learning-corner/}, urldate = {2019-11-04}, journal = {European Union}, author = {{European Commission}}, keywords = {Availability of teaching aids, Learning processes, School resources, Teaching materials}, } @misc{european_commission_gender_nodate, title = {The gender pay gap {Action} {Plan}}, url = {https://ec.europa.eu/info/policies/justice-and-fundamental-rights/gender-equality/equal-pay/eu-action-against-pay-discrimination_en}, language = {en}, journal = {European Commission}, author = {European Commission}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher incentives, Teacher recruitment, Teacher supply, Teacher supply, School supply}, } @misc{glsen_gay_lesbian_and_straight_education_network_model_nodate, title = {Model {School} {Anti}-{Bullying} and {Harassment} {Policy}: {Ensuring} {Safe} and {Effective} {Schools} for {All}}, url = {https://www.glsen.org/sites/default/files/2020-06/Model%20Policy%20-%20School%204.12.13_0.pdf}, language = {en}, publisher = {GLSEN}, author = {{GLSEN (Gay, Lesbian and Straight Education Network)}}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @techreport{guerriero_teachers_nodate, address = {Paris}, title = {Teachers’ {Pedagogical} {Knowledge} and the {Teaching} {Profession}: {Background} {Report} and {Project} {Objectives}}, url = {https://www.oecd.org/education/ceri/Background_document_to_Symposium_ITEL-FINAL.pdf}, institution = {OECD}, author = {Guerriero, Sonia}, keywords = {Learning processes, Pedagogical management, Teacher content knowledge, Teaching and learning}, } @techreport{hashemite_kingdom_of_jordan-ministry_of_planning_and_international_cooperation_jordan_nodate, title = {Jordan {Response} {Plan} for the {Syria} {Crisis} 2017-19}, url = {https://www.susana.org/en/knowledge-hub/resources-and-publications/library/details/3356#:~:text=The%20JRP%202017%E2%80%9319%20is,institutions%20affected%20by%20the%20crisis.}, language = {en}, author = {Hashemite Kingdom of Jordan-Ministry of Planning {and} International Cooperation}, keywords = {Access to education, Drop-out/Push-out, Logistic constraints in school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{humanity__inclusion_identifying_nodate, title = {Identifying disabled children for school enrolment}, url = {https://www.hi-canada.org/en/news/identifying-disabled-children-for-school-enrolment}, abstract = {Mohammed is a community volunteer. Every day, he rides his motorbike through local neighbourhoods of Timbuktu in search of children with disabilities who do not attend school.}, language = {en}, urldate = {2022-09-09}, journal = {HI - Humanity \& Inclusion}, author = {{Humanity \& Inclusion}}, } @misc{ibe-unesco_unesco_international_bureau_of_education_curriculum_nodate, title = {Curriculum development for quality teaching and learning: a global report on leading curriculum innovations}, url = {https://en.unesco.org/system/files/Curriculum%20development%20for%20quality%20teaching%20and%20learning_0.pdf}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, keywords = {Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @misc{ibe-unesco_unesco_international_bureau_of_education_mainstreaming_nodate, title = {Mainstreaming (in special needs education)}, url = {http://www.ibe.unesco.org/en/glossary-curriculum-terminology/m/mainstreaming-special-needs-education}, journal = {Glossary of Curriculum Terminology}, author = {{IBE-UNESCO (UNESCO International Bureau of Education)}}, } @techreport{iced_infrastructure__cities_for_economic_development_case_nodate, title = {Case {Study}: {Disability} inclusive education in {Pakistan}}, url = {http://icedfacility.org/wp-content/uploads/2018/06/ICED_Case_Disability-inclusive-education-in-Pakistan.pdf}, language = {en}, author = {ICED (Infrastructure \& Cities for Economic Development)}, keywords = {Access to education, Drop-out/Push-out, Financial constraints in paying teachers, Insufficient budget for school construction, School completion, School construction, School supply, Teacher supply, School supply}, } @misc{iiep-unesco_inclusive_nodate, title = {Inclusive education: {Planning} school for all}, url = {http://www.iiep.unesco.org/en/inclusive-education-planning-school-all}, author = {{IIEP-UNESCO}}, } @misc{iiep-unesco_learning_nodate, title = {Learning and teaching materials}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/learning-and-teaching-materials}, urldate = {2022-08-29}, journal = {Learning Portal}, author = {IIEP-UNESCO}, } @misc{iiep-unesco_teacher_nodate, title = {Teacher careers}, url = {http://www.iiep.unesco.org/en/our-expertise/teacher-careers}, language = {en}, journal = {IIEP-UNESCO}, author = {{IIEP-UNESCO}}, keywords = {Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, Obstacles to teaching and learning, Pedagogical management, School completion, Teacher absenteeism, Teacher-related constraints, Teaching and learning}, } @techreport{marope_transforming_nodate, address = {Geneva}, title = {Transforming {Teaching}, {Learning}, and {Assessment}: {A} {Global} {Paradigm} {Shift}}, url = {http://www.ibe.unesco.org/sites/default/files/resources/03_transforming_teaching_learning_and_assessment_31oct.pdf}, institution = {IBE-UNESCO (UNESCO International Bureau of Education)}, author = {Marope, M. and Griffin, P. and Gallagher, C.}, keywords = {Learning processes, Pedagogical management, Student learning assessments, Teaching and learning}, } @misc{merriam-webster_teaching_nodate, title = {Teaching aid}, url = {https://www.merriam-webster.com/dictionary/teaching%20aid}, journal = {Merriam-Webster.com dictionary}, author = {Merriam-Webster}, } @misc{mooney_education_nodate, title = {Education for {IDPs}: {Poor} {Marks}}, url = {https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/education-emergencies/mooney-french.pdf}, language = {en}, publisher = {Brookings Institution-University of Bern Project on Internal Displacement}, author = {Mooney, Erin and French, Colleen}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @techreport{morand_building_nodate, type = {Asia {Regional} {Workshop} {Report}}, title = {Building {Communities} of {Practice} for {Urban} {Refugees}}, url = {https://www.unhcr.org/550a9eb99.pdf}, language = {en}, institution = {UNICEF}, author = {Morand, MaryBeth and Leo, Claudia Cruz}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Financial constraints in paying teachers, High costs for school construction, Instruction time, Learning processes, Number of teaching hours, School buildings are not ready, School completion, School construction, School supply, School year calendar, Teacher supply, School supply}, } @techreport{oecd_encouraging_nodate, address = {Paris}, title = {Encouraging {Quality} in {Early} {Childhood} {Education} and {Care} ({ECEC}). {Research} {Brief}: curriculum matters}, url = {https://www.oecd.org/education/school/48308711.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @techreport{oecd_encouraging_nodate, address = {Paris}, title = {Encouraging {Quality} in {Early} {Childhood} {Education} and {Care} ({ECEC}) {Research} {Brief}: {Qualifications}, {Education} and {Professional} {Development} {Matter}}, url = {https://www.oecd.org/education/school/49322232.pdf}, language = {en}, institution = {OECD}, author = {{OECD}}, keywords = {Curriculum retention, Drop-out/Push-out, Individual learning difficulties, Learning processes, Obstacles to teaching and learning, School completion, School readiness, Teaching and learning}, } @misc{ontario_creating_nodate, title = {Creating {Safe} and {Accepting} {Schools}: {Information} for {Parents} about the {Accepting} {Schools} {Act} ({Bill} 13)}, url = {https://www.hwcdsb.ca/catholicschoolcouncils/?fileID=4482}, language = {en}, publisher = {Queen’s Printer for Ontario}, author = {{Ontario}}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, School violence, Teaching and learning}, } @inproceedings{parry_proceedings_nodate, address = {Paris}, title = {Proceedings of the {International} {Congresses} of: {Education} for {Shared} {Values} for {Intercultural} and {Interfaith} {Understanding}, (and) {Religion} in {Peace} and {Conflict}: {Responding} to {Militancy} and {Fundamentalism}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000141773}, language = {en}, publisher = {UNESCO}, editor = {Parry, Cécile and L, Paola Miranda}, keywords = {Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum}, } @misc{raising_voices_good_nodate, title = {Good {School} {Toolkit}}, url = {https://raisingvoices.org/good-school/}, language = {en}, journal = {Raising Voices}, author = {{Raising Voices}}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School completion, School violence, Teaching and learning}, } @misc{reference_for_business_opportunity_nodate, type = {Encyclopedia of {Management}}, title = {Opportunity {Cost}}, url = {https://www.referenceforbusiness.com/management/Ob-Or/Opportunity-Cost.html#ixzz74aU7F9E8}, author = {{Reference for Business}}, } @techreport{republic_of_south_sudan-ministry_of_education_science_and_technology_girls_nodate, address = {Juba}, title = {Girls’ {Education} {Strategy} for {South} {Sudan} 2015-2017}, url = {https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/girls_education_strategy_2015-2017.pdf}, language = {en}, institution = {Ministry of Education, Science and Technology}, author = {{Republic of South Sudan-Ministry of Education, Science and Technology}}, keywords = {Curriculum development, Learning processes, School resources, Teaching materials}, } @misc{right_to_education_initiative_understanding_nodate, title = {Understanding education as a right}, url = {https://www.right-to-education.org/page/understanding-education-right}, abstract = {Education is not a privilege. It is a human right.Education as a human right means:the right to education is legally guaranteed for all without any discriminationstates have the obligation to protect, respect, and fulfil the right to educationthere are ways to hold states accountable for violations or deprivations of the right to education}, language = {en}, urldate = {2022-08-11}, journal = {Right to Education Initiative}, author = {{Right to Education Initiative}}, } @misc{uis-unesco_unesco_institute_for_statistics_pre-service_nodate, type = {Glossary}, title = {Pre-service teacher training}, url = {http://uis.unesco.org/en/glossary-term/pre-service-teacher-training}, author = {{UIS-UNESCO (UNESCO Institute for Statistics)}}, } @misc{uis-unesco_unesco_institute_for_statistics_special_nodate, title = {Special needs education}, url = {http://uis.unesco.org/en/glossary-term/special-needs-education}, author = {{UIS-UNESCO (UNESCO Institute for Statistics)}}, } @misc{unesco_decentralization_nodate, title = {"{Decentralization}"}, url = {https://vocabularies.unesco.org/browser/thesaurus/en/page/concept4877}, urldate = {2022-08-01}, journal = {UNESCO Thesaurus}, author = {UNESCO}, } @misc{unesco_gender_nodate, title = {Gender {Equality} and {Disaster} {Risk} {Reduction}}, url = {http://www.unesco.org/new/en/natural-sciences/priority-areas/gender-and-science/cross-cutting-issues/gender-equality-and-disaster-risk-reduction/}, author = {UNESCO}, keywords = {Access to education, Days of instruction (single shift), Drop-out/Push-out, Instruction time, Learning processes, Number of teaching hours, School buildings are not usable, School completion, School supply, School year calendar, Teacher supply, School supply}, } @misc{unesco_disabilities_nodate, title = {Disabilities and education}, url = {http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Facts-Figures-gmr.pdf}, language = {en}, publisher = {UNESCO}, author = {{UNESCO} and {EFA GMR (Education for All Global Monitoring Report)}}, keywords = {Appropriate teacher candidates, Curriculum development, Educational administration and school management, Equity and inclusion, Equity-sensitive curriculum, Learning processes, School resources, Teaching materials}, } @misc{unhcr_refugee_nodate, title = {Refugee {Teachers}: {A} {Quick} {Guide}}, url = {https://cms.emergency.unhcr.org/documents/11982/53527/UNHCR%2C+Refugee+Teacher+Management+-+Quick+Guide/f5844403-39c9-4093-997b-2466f7a0c04f}, language = {en}, author = {UNHCR}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, } @misc{unicef_inclusive_nodate, title = {Inclusive {Education}: {Every} child has the right to quality education and learning}, url = {https://www.unicef.org/education/inclusive-education}, author = {{UNICEF}}, } @misc{unicef_its_nodate, title = {It's about ability (implemented in 2010-2013)}, url = {https://www.unicef.org/montenegro/en/its-about-ability-implemented-2010-2013}, language = {en}, journal = {UNICEF}, author = {{UNICEF}}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @misc{unicef_school_nodate, title = {School {Mapping}: {To} map every school in the world and show their connectivity in real-time}, url = {https://www.unicef.org/innovation/school-mapping}, abstract = {To map every school in the world and show their connectivity}, language = {en}, urldate = {2022-09-02}, journal = {UNICEF}, author = {UNICEF}, } @misc{united_nations_guidelines_nodate, title = {Guidelines for gender-inclusive language in {English}}, url = {https://www.un.org/en/gender-inclusive-language/guidelines.shtml}, language = {en}, author = {United Nations}, keywords = {Access to education, Curriculum retention, Educational demand, Language of instruction, Learning processes, School completion, Teaching and learning}, } @misc{united_nations_division_for_sustainable_development_goals_sustainable_nodate, title = {Sustainable {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {https://sdgs.un.org/goals/goal4}, language = {en}, journal = {United Nations Division for Sustainable Development Goals}, author = {United Nations Division for Sustainable Development Goals}, keywords = {Drop-out/Push-out, Learning processes, Obstacles to teaching and learning, School climate, School completion, Teaching and learning}, } @misc{united_nations_division_for_sustainable_development_goals_sustainable_nodate, title = {Sustainable {Development} {Goal} 7: {Ensure} access to affordable, reliable, sustainable and modern energy for all}, url = {https://sdgs.un.org/goals/goal7}, language = {en}, journal = {United Nations Division for Sustainable Development Goals}, author = {United Nations Division for Sustainable Development Goals}, keywords = {Access to education, Drop-out/Push-out, School completion, School infrastructure, School supply, Teacher supply, School supply}, } @misc{wgea_workplace_gender_equality_agency_australia_gender_nodate, title = {The {Gender} {Pay} {Gap}}, url = {https://www.wgea.gov.au/the-gender-pay-gap}, author = {{WGEA (Workplace Gender Equality Agency, Australia)}}, } @misc{world_bank_recipe_nodate, type = {Text/{HTML}}, title = {A recipe for a more equitable and efficient learning system}, url = {https://www.worldbank.org/en/news/feature/2020/08/28/brazil-ceara-fundeb-equitable-efficient-learning-system-education}, abstract = {The education reform performed in the Brazilian state of Ceará opens a new door on how to address the learning deficit in the country and in the rest of Latin America}, language = {en}, urldate = {2022-08-25}, journal = {World Bank}, author = {World Bank}, } @misc{world_bank_teachers_nodate, title = {Teachers overview}, url = {https://www.worldbank.org/en/topic/teachers#2}, language = {en}, author = {World Bank}, keywords = {Access to education, Drop-out/Push-out, School completion, Teacher deployment, Teacher retention, Teacher supply, Teacher supply, School supply}, }