Original research

250 Million Reasons to Invest in Education: The Case for Investment

Today more children are in school around the world than ever before. But despite efforts to ensure all children are learning the basics, 250 million children are still not able to read or write by the time they reach grade 4. The poorest countries around the world are experiencing a crisis in education, with 57 million children still without access to school.

Best Practices in Inclusive Education for Children with Disabilities: Applications for Program Design in the Europe and Eurasia Region

The purpose of this study is to provide an overview of best practices in inclusive education, inform stakeholders of the current status of inclusive education in the region, describe the contextual factors which affect program implementation, and make recommendations of practical start-up steps for inclusive education programs. ‘Inclusive education’ is defined as a strategy of addressing and responding to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education.

Language, Learning and Textbooks Findings from Baseline Survey of Form 1 Students and Teachers

The majority of Form 1 students, in their first year of secondary education, are not ready to use English for academic purposes. Textbooks do nothing to help. Form 1 textbooks that claim to be designed for the Tanzanian syllabus are unreadable by most Form 1 students. They take no account of the well-known fact that the majority of lower secondary students in Tanzania, who had their primary education through the medium of Kiswahili, are not proficient in English. The textbooks use difficult language, long sentences and have whole pages of dense text.

Strengthening Secondary Education in Practice Language Supportive Teaching and Textbooks in Tanzania Report on Baseline Study

The baseline research in this report was conducted as part of a research project directed at strengthening innovation and practice in the education of Form 1 students in Tanzania, who are making the transition from Kiswahili-medium primary education to English-medium secondary education. The baseline study was designed to generate recommendations for the design of a Biology, an English and a Mathematics textbook for Form 1. It involved data collection in 21 schools across Dodoma, Morogoro and Lindi regions and had three main parts:

Exploring Early Education Programs in Peri-urban Settings in Africa: Final Report Summary

In 2013, Innovations for Poverty Action (IPA) performed a formative study of the preprimary education sectors in the peri-urban areas of four cities: Accra (Ghana), Johannesburg (South Africa), Lagos (Nigeria), and Nairobi (Kenya). This study, launched and sponsored by the UBS Optimus Foundation, aims to present descriptive details on access to and the quality of preschools in these areas. The preprimary education sector in peri-urban areas was found to be largely dominated by the private sector.


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