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International Journal of Educational Development

May 2013 Volume 33, Number 3

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Table of Contents

Number of articles: 8

  1. School drop out in Bangladesh: Insights using panel data

    Ricardo Sabates, Altaf Hossain & Keith M. Lewin

    This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was... More

    pp. 225-232

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  2. Promoting access to education for disabled children in low-income countries: Do we need to know how many disabled children there are?

    Alison Croft

    Poor people are most likely to be disabled, and the exclusion of disabled people from education means that they are also more likely to remain poor. Despite calls for better data to inform the... More

    pp. 233-243

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  3. Are we asking the right questions? Moving beyond the state vs non-state providers debate: Reflections and a Case Study from India

    Colin Bangay & Michael Latham

    This paper provides an overview of recent trends in basic education provision in India: charting an impressive expansion of enrolment in public schools but a growing concern with the quality of... More

    pp. 244-252

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  4. School feeding and educational access in rural Ghana: Is poor targeting and delivery limiting impact?

    Ato Essuman & Cynthia Bosumtwi-Sam

    In an effort to address social imbalances and equity in Ghana's education delivery and to achieve her Education for All (EFA) agenda, some pro-poor programmes have been introduced. Among these is... More

    pp. 253-262

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  5. Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme

    Patricia Murphy & Freda Wolfenden

    The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed... More

    pp. 263-271

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  6. Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count?

    Kwame Akyeampong, Kattie Lussier, John Pryor & Jo Westbrook

    Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six ... More

    pp. 272-282

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  7. Delivering reading intervention to the poorest children: The case of Liberia and EGRA-Plus, a primary grade reading assessment and intervention

    Marcia Davidson & Jenny Hobbs

    As governments, donors and implementation organisations re-focus Education for All Goals in terms of quality of education, increasing concerns have been raised over low literacy levels in... More

    pp. 283-293

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  8. Creating cycles of writing and reading in a resource-poor school community in Kenya: Could one literacy event lead to ongoing literacy practices?

    Barbara Graham

    Strong correlations between high levels of poverty and low education outcomes have prompted interventions aimed at raising literacy levels in communities characterised by poverty within Kenya, as... More

    pp. 294-301

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