כניסה עם גוגל
כניסה עם פייסבוק
Education and development in rural Kenya : a study of primary school graduates / Foreword by Philip Foster.
Lewis Brownstein
ספרבחרו את שפת העמוד:
שפה נוכחית
Toward universal primary education
להגדלת הטקסט להקטנת הטקסט- ספר
The Millennium Development Goals, adopted at the UN Millennium Summit in 2000, are the world's targets for dramatically reducing extreme poverty in its many dimensions by 2015?income poverty, hunger, disease, exclusion, lack of infrastructure and shelter?while promoting gender equality, education, health and environmental sustainability. These bold goals can be met in all parts of the world if nations follow through on their commitments to work together to meet them. Achieving the Millennium Development Goals offers the prospect of a more secure, just, and prosperous world for all. The UN Mi
| כותר |
Toward universal primary education : investments, incentives, and institutions / Lead authors: Nancy Birdsall and Amina Ibrahim (Coordinators), Ruth Levine. |
|---|---|
| מוציא לאור |
London Sterling, Va. : Earthscan |
| שנה |
2005 |
| הערות |
"Achieving the Millennium Development Goals"--Cover. Sponsored by the United Nations Development Programme on behalf of the UN Development Group. Includes bibliographical references (p. [167]-183). English |
| הערת תוכן ותקציר |
Toward universal primary education: investments, incentives, and institutions Copyright Foreword Contents Task force members Preface Acknowledgements Abbreviations Millennium Development Goals Executive summary Part 1 Setting the stage Chapter 1 The task force's contribution Task force methods Audience and organization of the report The contribution of the task force Chapter 2 Education and society: multiple benefits, unrealized potential Education is society's main instrument for reproducing itself and can be a key ingredient for social change Education is an end in itself and has tremendous benefits for individuals and societyThe benefits of education are conditioned by the context Chapter 3 The Goals and the history of goal-setting in education Chapter 4 Trends in primary education and gender parity A host of factors affect enrollment and retention rates Learning achievement needs to be measured Conclusions and future prospects Part 2 Education systems in developing countries: income, institutions, and incentives Chapter 5 Education systems in developing countries High-performing educational systems can achieve results even with limited resourcesCountries with low-performing systems need to address a variety of governance problems Conclusion Chapter 6 Strategies for creating more and better educational opportunities Strategy 1: get out-of-school children into school Strategy 2: create better institutions, increase transparency, and provide better incentives Chapter 7 Financing the education Goals Part 3 Forging an international compact for education: roles and responsibilities of donors and developing countries Chapter 8 A global compact for basic educationChapter 9 What donors should do Recommendation 1: support bold political leadership and provide firm financial commitments to make Education for All and the Fast Track Initiative work Recommendation 2: reform the donor business Recommendation 3: use a transparent accountability framework for reporting Recommendation 4: invest in genuine evaluation Chapter 10 A call to action Appendixes Appendix 1. Commissioned papers for educational report Appendix 2. Summary of the civil society e-discussion on the education report of the Task Force on Education and Gender EqualityAppendix 3. Success stories in policy interventions toward high quality universal primary education Appendix 4. Data issues Appendix 5. Major initiatives that promote the Millennium Development Goals on education and gender equality Appendix 6. Need for postprimary education Notes References |
| היקף החומר |
1 online resource (203 p.) |
| שפה |
אנגלית |
| מספר מערכת |
997010707727605171 |
תצוגת MARC
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