The Main Obstacles To Children Attending School In Developing Nations
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| Author | : Sarah Docker |
| Publisher | : GRIN Verlag |
| Total Pages | : 18 |
| Release | : 2017-06-01 |
| Genre | : Social Science |
| ISBN | : 3668458987 |
Essay from the year 2014 in the subject Sociology - Miscellaneous, grade: 95, The University of Sydney, language: English, abstract: “Get angry,” Tomasevski demands, “[and] help expose and oppose economic exclusion from education” (Tomasevski, 2006). This essay examines Tomasevski’s pressing call for indignation and action by uncovering the main obstacles to children attending primary school with a focus on the Sub-Saharan region. To preface this, it will first be established why education matters and is a human right reflected in international declarations. The essay will then narrow its effort into the economic direct, indirect and opportunity costs causing “the right to education [to] take a back seat” (ibid.). In doing so, it will also consider what values, ideologies and priorities are underpinning the persistence of these costs and the consequential inequities and violations of children’s human rights. The discussion will be broadened to cover two other non-economic barriers to attendance, health and gender. This will serve to illustrate that “institutionalised economic exclusion” (ibid.) is not the only problem to tackle in order to ensure that all children are provided with the appropriate opportunities and environment to gain a quality and transforming education. Essentially, an integrated and comprehensive rights-based approach is necessary.
| Author | : World Bank Group |
| Publisher | : World Bank Publications |
| Total Pages | : 482 |
| Release | : 2017-10-16 |
| Genre | : Education |
| ISBN | : 1464810982 |
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
| Author | : Elizabeth M. King |
| Publisher | : World Bank Publications |
| Total Pages | : 356 |
| Release | : 1997-07-01 |
| Genre | : Social Science |
| ISBN | : 9780801858284 |
Why do women in most developing countries lag behind men in literacy? Why do women get less schooling than men? This anthology examines the educational decisions that deprive women of an equal education. It assembles the most up-to-date data, organized by region. Each paper links the data with other measures of economic and social development. This approach helps explain the effects different levels of education have on womens' fertility, mortality rates, life expectancy, and income. Also described are the effects of women's education on family welfare. The authors look at family size and women's labor status and earnings. They examine child and maternal health, as well as investments in children's education. Their investigation demonstrates that women with a better education enjoy greater economic growth and provide a more nurturing family life. It suggests that when a country denies women an equal education, the nation's welfare suffers. Current strategies used to improve schooling for girls and women are examined in detail. The authors suggest an ambitious agenda for educating women. It seeks to close the gender gap by the next century. Published for The World Bank by The Johns Hopkins University Press.
| Author | : Marlaine E. Lockheed |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 460 |
| Release | : 1991 |
| Genre | : Business & Economics |
| ISBN | : |
This study presents policy options for improving the effectiveness of primary schools in developing countries. It examines problems common to most developing countries and presents an array of low-cost policy alternatives that have proved useful in a variety of settings.
| Author | : Peter Barrett |
| Publisher | : World Bank Publications |
| Total Pages | : 71 |
| Release | : 2019-02-04 |
| Genre | : Education |
| ISBN | : 1464813787 |
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
| Author | : Robert F. Arnove |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 508 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780742523814 |
Bringing together some of the leading names in comparative and international education, this second edition provides new perspectives on the dynamic interplay of global, national and local forces as they shape education systems in specific contexts.
| Author | : Howard Handelman |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 385 |
| Release | : 2016-03-04 |
| Genre | : Political Science |
| ISBN | : 1442256893 |
Challenges of the Developing World represents a thorough update of Howard Handelman’s previously titled The Challenge of Third World Development. For many Westerners, the challenges faced by Less Developed Countries, or LDCs, seem remote until a major event bursts into the news and demands our attention, such as the rise of the Islamic State and the Syrian civil war. The purpose of this book is to enhance our understanding of the political, economic and cultural forces that lay behind these changes. Lauded for his ability to distill a tremendous amount of information—including the latest literature—into a concise, accessible volume, this 8th edition is the perfect complement to any course on the developing world. As with past editions, Handelman takes an in-depth look at the trials facing emerging nations in Africa, Asia, Latin America, and the Middle East. Through examining the cultural and political issues of these countries, ranging from democratization to women’s rights, students are able to understand the people and lifestyle behind the movements. Among its many updates, this edition examines the emergence of the Islamic State as the world’s most powerful and brutal terrorist organization, the phenomenon of mass emigration from war zones in the developing world, as well as an updated and expanded analysis of the growing role of women in parliaments and congresses in LDCs. In addition, the 8th edition offers end-of-chapter study aids such as key terms and discussion questions, in addition to online self-study quizzes and flash cards for students to test their comprehension. eBook is in full color
| Author | : Gordon, Maria |
| Publisher | : IGI Global |
| Total Pages | : 429 |
| Release | : 2015-10-02 |
| Genre | : Education |
| ISBN | : 146669453X |
While governing bodies have mandated that all students have the right to an education, with disabled students treated to the same rights and opportunities as non-disabled students, policymakers do not always agree on what all-inclusive education should look like. Challenges Surrounding the Education of Children with Chronic Diseases explores the needs that children with certain conditions—such as diabetes, cancer, juvenile idiopathic arthritis, and inflammatory bowel disease—might have in the classroom. Featuring coverage on a wide range of topics relating to pre-service teacher training, school administrators’ policies, and the experiences of children with chronic health conditions, this book is an essential reference source for teachers, educators, school administrators, policymakers, and anyone else concerned with inclusive educational rights for all students.
| Author | : UNICEF. |
| Publisher | : UN |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Children with disabilities |
| ISBN | : 9789280646566 |
One in every seven children is disabled. Children with disabilities are among the most likely to be marginalized, poor and vulnerable. UNICEF is committed to improving the lives of children, particularly those who face the greatest disadvantages. The report will investigate the web of barriers disabled children face: discrimination, harmful norms and the lack of accurate information. The report will analyse and provide good-practice guidance on: inclusive health and education; prevention; nutrition; protection from violence, exploitation and abuse; emergency response; institutionalization; and the role of appropriate technology and infrastructure
| Author | : UNESCO |
| Publisher | : UNESCO Publishing |
| Total Pages | : 55 |
| Release | : 2021-12-09 |
| Genre | : Political Science |
| ISBN | : 9231004913 |
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
