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Research

Educational Inequality within Countries: Who are the Out of School Children?

Type: Research
Author(s): EPDC
Year of Publishing: 2007
Keywords: Education inequality, policy, out of school children
This policy brief calculates the correlation of school attendance with four characteristics of pupils - household income, region of residence, urban/rural residence, and gender - and finds independent relations for each of the four characteristics. The relations are strongest for income and region, and weakest for gender. Comment

School Report Cards: Some Recent Experiences

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: School Report Cards: Some Recent Experiences, Education Data, Information, Learning Outcomes, Uganda, Namibia, Ghana, Brazil, India, United States, Nigeria, Guinea, El Salvador, Guatemala, Nicaragua
School report cards are school-level information systems meant to increase accountability and transparency. The purpose of this paper is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved. Comment

School Report Cards: Some Recent Experiences

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: School Report Cards: Some Recent Experiences, Education Data, Information, Learning Outcomes, Uganda, Namibia, Ghana, Brazil, India, United States, Nigeria, Guinea, El Salvador, Guatemala, Nicaragua
School report cards are school-level information systems meant to increase accountability and transparency. The purpose of this paper is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved. Comment

School Report Cards: Some Recent Experiences

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: School Report Cards: Some Recent Experiences, Education Data, Information, Learning Outcomes, Uganda, Namibia, Ghana, Brazil, India, United States, Nigeria, Guinea, El Salvador, Guatemala, Nicaragua
School report cards are school-level information systems meant to increase accountability and transparency. The purpose of this paper is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved. Comment

Are School Report Cards Effective?

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: Are School Report Cards Effective?, Education Data, Information, Learning Outcomes
Education decentralization requires that substantial information be available to local and regional stakeholders. Several countries have successfully piloted school-level information systems known as ‘school report cards’ to promote best practices and involve community members in the reform process. Comment

Are School Report Cards Effective?

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: Are School Report Cards Effective?, Education Data, Information, Learning Outcomes
Education decentralization requires that substantial information be available to local and regional stakeholders. Several countries have successfully piloted school-level information systems known as ‘school report cards’ to promote best practices and involve community members in the reform process. Comment

Are School Report Cards Effective?

Type: Research
Author(s): Cameron, Moses, Gillies
Year of Publishing: 2006
Keywords: Are School Report Cards Effective?, Education Data, Information, Learning Outcomes
Education decentralization requires that substantial information be available to local and regional stakeholders. Several countries have successfully piloted school-level information systems known as ‘school report cards’ to promote best practices and involve community members in the reform process. Comment

Does Stakeholder Collaboration Improve Education Quality?

Type: Research
Author(s): Kendall
Year of Publishing: 2006
Keywords: Does Stakeholder Collaboration Improve Education Quality?, education system reform, education quality
Policymakers, donors, and project implementers must ensure that education quality improvement efforts are perceived as successful by a wide variety of international, national, and local stakeholders. They face this challenge of defining success from diverse perspectives while maintaining control over resources and meeting demands for measurable, sustainable outcomes. Comment

From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia

Type: Research
Author(s): LeCzel, Gillies
Year of Publishing: 2006
Keywords: From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia, Decentralization in Education Systems, Decentralization, Namibia
Traditional top-down teacher training methods in new pedagogical approaches have proven ineffective at moving reform from rhetoric to classroom practice. Namibia’s Ministry of Education has implemented a strategy of decentralized, bottom-up teacher development. The experience in Namibia provides lessons that can be applied elsewhere for effective, decentralized teacher development. Comment

From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia

Type: Research
Author(s): LeCzel, Gillies
Year of Publishing: 2006
Keywords: From Policy to Practice: The Teacher's Role in Policy Implementation in Namibia, Decentralization in Education Systems, Decentralization, Namibia
Traditional top-down teacher training methods in new pedagogical approaches have proven ineffective at moving reform from rhetoric to classroom practice. Namibia’s Ministry of Education has implemented a strategy of decentralized, bottom-up teacher development. The experience in Namibia provides lessons that can be applied elsewhere for effective, decentralized teacher development. Comment

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