Publications

Handbook Of International Development And Education

Edited by Pauline Dixon, Reader in International Development and Education, Chris Counihan, Research Associate, Development and Education and Steve Humble, Teaching Fellow, Mathematics, Newcastle University, UK 
August 2015 c 584 pp  Hardback 978 1 78347 353 3
ebook isbn 978 1 78347 354 0

This Handbook provides a unique compendium of ideas, seminal research and policy initiatives around international development and the role of education. Using historic and contemporary evidence, the editors redefine international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches. An essential tool for researchers, practitioners and students alike.
Contents
Contributors include: J. AlWindi, T. Andrabi, M. Aslam, G. Ayittey, J. Centenera, C.J. Counihan, J. Das, P. Dixon, A.J. Egalite, G. Elacqua, O.I. Eshiet, E. Hanushek, J. Härmä, D. Hawker, S.P. Heyneman, S. Humble, A.I. Khwaja, J. Kimmitt, M. Latham, D. Longfield, M. Martinez, J.G. Maree, P. Marshall, S. Mitra, E. Mpofu, K. Ntinda, T. Oakland, V. Pota, B. Rangaraj, S. Rawal, H. Santos, E.G. Seeco, B. Snowdon, J. Stanfield, J.M.B. Stern, J. Tooley, L. Woessman, P.Wolf 

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This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.

Collaborative efforts from esteemed academics and practitioners outline the current plans to improve systems and offer better outcomes for the poor. The resultant sections offer a new direction for policy renewal and research development in education. These twenty-eight chapters are therefore a reflection of how modern developing economies operate within a diverse economic, cultural and ethical landscape. They represent an important argument in light of the quest to achieve ‘quality education for all’; discuss poverty reduction strategies; and offer innovative vistas for future development in research, policy and practice.

Offering real policy initiatives, this Handbook provides researchers, practitioners and policymakers with essential up-to-date information, including empirical evidence for replication or implementation. It is also a valuable resource for students and those involved in international development and education.


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THESIS ABSTRACT
Education in developing countries, as in all countries, is of great importance for future growth. The role of private providers of education in the developing world, particularly those focusing on the urban poor, is increasingly recognized as a factor in addressing the challenge of achieving Education for All. A case study of the extent and quality of the educational sector in Aguablanca in Cali, Colombia, confirms previous findings of the positive role that the private providers play. The private sector's share of schools and pupils is found to constitute a clear majority. Equally significant is the finding that the private schools perform better on two indicators of quality: teacher activity and pupil-teacher ratio. Ambiguous results were conveyed concerning material inputs. Considering that the government financed schools have more resources at their disposal these findings merit further attention. Even more so since these results are in congruence with previous studies, thus indicating that an interesting new field is only just being revealed.

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