{"id":565,"date":"2012-02-05T15:34:42","date_gmt":"2012-02-05T15:34:42","guid":{"rendered":"http:\/\/www.cedol.org\/?page_id=565"},"modified":"2013-11-18T15:24:46","modified_gmt":"2013-11-18T15:24:46","slug":"articles-from-20089","status":"publish","type":"page","link":"https:\/\/www.cedol.org\/commonwealth-education-partnerships\/articles-from-20089\/","title":{"rendered":"Articles from 2008\/9"},"content":{"rendered":"

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\n<\/strong><\/td>\n		Education for All<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Steve Packer<\/span>
\nSixty years ago, the Universal Declaration of Human Rights stated that elementary education shall be free and compulsory, and that the higher levels of education will be equally available to all on merit. But has this been achieved\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSmart moves \u00a0 Towards achieving multiple priorities in education<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Cream Wright, PhD<\/span>
\nIntroduction \u00a0The Commonwealth is a useful microcosm for reviewing the Education for All (EFA) movement, since its membership is made up of established and emerging donors as well as regular developing countries\u2026<\/span><\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSpecial needs education \u00a0 Implementing Article 24 of the UN Convention on the Rights of People with Disabilities in Commonwealth countries<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Florence Malinga<\/span>
\nThrough its mandate derived from the regular Commonwealth Conference of Education Ministers (CCEM) and the biennial Commonwealth Heads of Government Meetings (CHOGM), the Commonwealth Secretariat is\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nSocial Learning Package \u00a0 Education for empowerment<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Jyotsna Jha<\/span>
\nWhat need is there for a package on social learning? \u00a0What is empowerment? Kabeer (2004) defines empowerment as \u2018the expansion in people\u2019s ability to make strategic life choices in a context where this ability was previously denied to them\u2019. It is important to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nIs school really a change institution? \u00a0 Gender analysis of schooling processes in secondary schools<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Jyotsna Jha<\/span>
\nEducation is considered a main tool of transformation: of ideas, social and gender relations, societies and economies. Time and again it has been referred to as one of the most important processes\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Promoting girls\u2019 education \u00a0 The experience in Nigeria<\/a><\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Alice Akunga<\/span>
\nNigeria recognises education as a fundamental human right and is signatory to the major conventions for the protection of the rights of children (girls and boys) and women. In 2004, the country enacted\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n\u00a0 Gender violence in schools in the developing world<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
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Author: Fiona Leach<\/span>
\nOverview \u00a0Until the mid-1990s, gender violence was not a recognised problem in schools in the developing world. Nor indeed were gender issues more broadly recognised until 1990, when the international community\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe power of partnership \u00a0 Working together for secondary education in Sub-Saharan Africa<\/a><\/span><\/span><\/strong><\/td>\n<\/tr>\n
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Author: Adriaan M. Verspoor<\/span>
\nPrivate involvement in secondary education in Sub-Saharan Africa (SSA) affects both provision and financing. Private provision includes elite schools often owned and operated by faith-based organisations\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nBecoming inclusive? \u00a0 A study of private schools in India offering education to children out-of-school<\/a><\/span><\/strong><\/td>\n<\/tr>\n
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Author: Laura Day Ashley<\/span>
\nIntroduction \u00a0\u2018Private school outreach\u2019 has been described by the author as going beyond the private school\u2019s usual remit of providing feecharging education to the middle\/upper classes and extending services to provide a free\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nOpen schooling \u00a0 Communicating the basics<\/span><\/strong><\/td>\n<\/tr>\n
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Author: Sir John Daniel<\/span>
\nIntroduction \u00a0Open schooling has the potential for addressing the challenge of increasing access to secondary education now that Universal Primary Education (UPE) is on the way to being achieved. However, although policy-makers and\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nLeadership, administration and \u00a0 management in the Commonwealth<\/span><\/strong><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Petros Pashiardis, PhD<\/span>
\nIntroduction \u00a0 At the beginning of the 21st century, we are experiencing a rapidly changing environment; technological, scientific and economic advancements, and globalisation and immigration movements are but a few of the areas adding to\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe provision of teachers and education personnel<\/span><\/strong><\/td>\n<\/tr>\n
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Author: Virglio Juvane<\/span>
\nAs part of the preparation for the 8th Biennale Conference on Education in Africa, held 5\u20138 May 2008, in Maputo, Mozambique, the Commonwealth Secretariat-led Working Group on the Teaching Profession (WGTP) conducted\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe recognition of teacher \u00a0 qualifications in the Commonwealth<\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: James Keevy<\/span>
\nThe challenges associated with the recognition and transferability of teacher qualifications across the Commonwealth are not new and remain closely interrelated with the increased migration of skilled professionals internationally\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nCommonwealth Education Good Practice Awards \u00a0<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: GOLD Peer Education Development Agency<\/span>
\nIn 2005, the Commonwealth Secretariat launched the first round of the Education Good Practice Awards, which Ministers had recommended in 2003 to recognise and acknowledge good practices in education\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Challenges and approaches \u00a0 Expanding learning opportunities in Sub-Saharan Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Wim Hoppers and Steven Obeegadoo<\/span>
\nFocus on post-primary education \u00a0The expansion of post-primary education (PPE) cannot be conceived of as a policy option for African ministries of education for it is already unfolding across the region, although the pace and precise pattern\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nHelping farmers prosper \u00a0 Announcing a new model for partnership \u00a0<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Sir John Daniel and Dr. Krishna Alluri<\/span>
\nMost people in developing countries live in rural areas and depend on farming. We will never create a better world unless we tackle poverty in the rural areas, which means improving the livelihoods of the many\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nEarly childhood education in New Zealand<\/a><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Caterina Murphy<\/span>
\nThis commentary offers a personal view, fuelled by the context in which I live and work as an early childhood teacher, researcher and senior lecturer. It highlights some recent developments in early childhood education\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nExploring the role of ICTs in addressing educational needs<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Sir John Daniel, Mr Paul West and Dr Wayne Mackintosh<\/span>
\nIntroduction \u00a0Persistent myths have lessened the impact of Information and Communications Technologies (ICTs) on education. Fortunately, they are balanced by miracles of theory and practice that are gradually gaining the upper hand\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nDigital divide or digital dividend?<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Asha Kanwar<\/span>
\nWe firmly believe that the Commonwealth can contribute meaningfully to measures aimed at bridging and closing the digital divide and are resolved to do so. ICTs provide an opportunity for individuals to learn\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nAIDS and education \u00a0 The planner\u2019s perspective<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Fran\u00e7oise Caillods, Barbara Tournier and Michael Kelly<\/span>
\nIntroduction \u00a0In the past 20 years, HIV and AIDS have been rightly considered the world\u2019s most devastating epidemics, particularly in Sub-Saharan Africa. In severely affected countries, HIV and AIDS have reversed decades of\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\nThe first 25 years of HIV \u00a0 Some key lessons for the education sector in responding to HIV and AIDS<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: David J. Clarke<\/span>
\nThe advent of South Africa\u2019s first democratic government in 1994 signalled the beginning of significant policy changes in education, including a notable emphasis on distance education. Distance Education\u2026<\/p>\n<\/td>\n<\/tr>\n

\"\"<\/a><\/td>\n<\/td>\n<\/td>\n Teacher quality in Southern Africa<\/a><\/span><\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n\n

Author: Mary Metcalfe<\/span>
\nThose who have invested large amounts of energy securing national and international commitments to increased access to education have won only a small step in the larger battle of providing access to\u2026<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>","protected":false},"excerpt":{"rendered":"

  Education for All Author: Steve Packer Sixty years ago, the Universal Declaration of Human Rights stated that elementary education shall be free and compulsory, and that the higher levels of education will be equally available to all on merit. … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":69,"menu_order":80,"comment_status":"open","ping_status":"closed","template":"","meta":[],"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\t\n\t\n\t\n