Debate in global education

The Missing Sector; Contract Schools: International Experience and South African Prospects

While South Africa has only public and independent schools, there has been a recent uptick in what the Centre for Development and Enterprise (CDE) calls "contract schools", or schools that have agreements in which the government finances the school and a private provider manages it (charter schools in the United States, academy schools in the UK). These schools most often cater to disadvantaged and low-income communities and have shown that they can offer better ducation for the poor.

Youth Voices on a Post-2015 World

"Youth Voices on a Post-2015 World" is the result of youth consultations that were run in 12 countries globally from October 2012 to January 2013 to understand young people's views on what should come after the Millenium Development Goals. 346 young people were given the space to discuss the local and global issues of importance to them, and articulate their solutions and visions for a world beyond 2015. In this report, the youth involved identified 11 guiding principles underpinning the world they want, and share their ideas for tackling and re-writing each MDG in the post-2015 era. 

Orphans and Vulnerable Children: Trends in School Access and Experience in Eastern and Southern Africa

This paper examines access to schooling and educational experiences of orphan youth, moving from a macro lens—analyses of household survey data from Lesotho, Malawi, Tanzania, Uganda, and Zambia—to a micro lens—an in-depth secondary school survey and ethnographic study from Lesotho. We find that orphanhood itself is not predictive of lower levels of school attendance, and that there are generally more orphans enrolled in school now than there were in the past. In addition, female orphans have higher primary attendance rates than their male counterparts.

Out of School Children: Data Challenges in Measuring Access to Education

This report offers a closer look at the estimates of out of school children of primary school age from a variety of data sources, underscores the challenge of missing data, and provides a thorough overview of variation in the measurement of out-of-school-children and reasons for the variations. The report proposes ways of streamlining measurement using the existing array of data collection instruments and sources, and aims to contribute to the current dialogue on international data while monitoring progress towards Education for All goals. 

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