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Achieving EFA in Underserved Regions

Type: Research
Author(s): Hartwell, DeStefano, Benbow
Year of Publishing: 2004
Keywords: Achieving EFA in Underserved Regions, Complementary Education Models, Strategies for Achieving EFA
This brief highlights the broad issues and themes that a systematic analysis of EFA will need to illuminate in order to strengthen the case for a reform of national policies and help guide the design and implementation of programs that may help attain EFA goals in underserved regions of the world. Comment

Reaching All: Patterns of Inequality in Mozambique

Type: Research
Author(s): Wils
Year of Publishing: 2004
Keywords: Educational inequality, primary school entry, sub-national
This working paper looks at sub-national trends of primary school entry in Mozambique, finding that all provinces show consistent and similar growth trends, but each region is at a different phase in these trends. The most urban province, Maputo City, is farthest ahead, while the remote Northern provinces, Niassa and Cabo Delgado, lag furthest behind. Comment

Teachers Matter: Teachers Supply as a Constraint on the Global Education Transition

Type: Research
Author(s): Wils, OConnor
Year of Publishing: 2004
Keywords: Education expansion, teacher supply, constraints
This working paper suggests that in some countries human capital, in the form of adults with secondary education and trained teachers, is one of the main constraints on education expansion - possibly stronger than financial limitations. Comment

Indicator Handbook for Primary Education (Abridged)

Type: Research
Author(s): Cameron
Year of Publishing: 2004
Keywords: Educational attainment, primary education, educational indicators, international organizations
This handbook presents education indicators commonly used by international organizations. For each indicator the study provides a definition, its purpose, data sources, and limitations to characterize education systems and monitor progress towards increased educational attainment at the primary school level. Comment