Commonwealth books on education advocate for the enhancement of the quality of education and equality of opportunities, for both boys and girls, through improved teaching and management processes.
Primary School Teacher Deployment: A Comparative Study
Ensuring Education for All at the primary school level is not just a matter of recruiting enough teachers: they must be deployed effectively across the education system. This work presents four detailed studies, from countries with low net educational enrolment levels: Nigeria, Tanzania, Papua New Guinea and Pakistan.
Double-shift Schooling: Design and Operation for Cost-effectiveness
Double-shift schooling primarily aims to extend access and minimize unit costs. However, some systems only achieve those goals at the expense of educational quality. Policy-makers may be faced by difficult choices when designing systems. This book highlights the advantages and problems of double-shift systems.
Gender in Primary and Secondary Education: A handbook for policy-makers and other stakeholders
Offers information about the notion of gender mainstreaming, a strategy for ensuring women's rights be addressed through policy, planning and implementation. This book focuses on the issues arising from a lack of clarity about the meaning of gender equality in education.
Achieving Education for All: Pakistan: Promising Practices in Universal Primary Education
Despite the challenge of attaining the Education for All and UN Millennium Development Goal of universal primary education by 2015, Pakistan has taken up the challenge, as have many other developing countries of the Commonwealth. This book identifies and compiles practices which are working towards the achievement of universal primary education.
Boys’ Underachievement in Education: An Exploration in Selected Commonwealth Countries
Gender disparity in education has usually been experienced as disadvantaging girls. Although this continues to be the case in many places, the phenomenon of boys’ underachievement – both in terms of participation and performance – has also become an issue in a number of countries.equality in school education.
Achieving Education for All: Good Practice in Crisis and Post-Conflict Reconstruction: A Handbook for Education Policy Makers and Practitioners in Commonwealth Countries
Focuses on sixteen Commonwealth countries in Africa, where the incidence of conflict is most easily seen. This study reviews selected African experiences of education in conflict situations, natural disasters, and other difficult circumstances.
Resource Materials for Multi-grade Teaching
One hundred and three million children globally are deprived of their right to an education. These seven modules on multi-grade teaching were designed as part of a partnership effort to assist countries to achieve quality universal primary education. The modules were developed by Commonwealth educators and tested in Tanzania.
Managing Finance and External Relations in South African Schools
Aims to consider the concepts and principles of the important areas of educational leadership signalled by Nelson Mandela. This text uses South African case examples and activities to encourage reflection and personal development. It is intended for those who lead and manage in schools, or support them in a professional role.
Early Childhood Education: Good Practice in Achieving Universal Primary Education
A handbook for education policy-makers and practitioners in Commonwealth countries compiled from a Caribbean Early Childhood Education Conference presented by the Jamaica Teachers Association, Ocho Rios, Jamaica, April 2001, with the support of the Commonwealth Secretariat, London
Achieving Education for All: The Case for Non-Formal Education: Report of a Symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All
Looks at theoretical issues, and presents the findings of research carried out in Burkina Faso, about the indicators which can be used to measure the effectiveness of the right to education. This book also contains case studies from seven African countries, showing the diversity and potential of Non-Formal Education initiatives.
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