Explore the vast range of titles available.

The Constitution of Nepal ( 2015 ) designates Nepal as a multilingual country, and the most recent population census of 2021 records that 142 ethnic groups speak 124 languages across the nation. However, most languages in Nepal exist only in oral forms and even the government-prescribed school textbooks are monolingual, at best bilingual. This article explores the extent to which the Basic Level English Education (BLEE) in Nepal makes an epistemic shift to protect and promote multilingual and multiethnic diversity of the nation. To do so, drawing upon the decolonial concept of epistemic shift and delinking or localization, the article employs a method of thematic content analysis of four official documents: the National Education Policy (NEP) ( 2019 ), National Curriculum Framework (NCF) ( 2019 ), Basic Level curriculum, and the first unit of the Basic Level English (BLE) textbooks. The article concludes that BLLE in Nepal hardly makes a decolonial epistemic shift to promote and protect multilingual and multiethnic local realities, thereby necessitating further research for the revision and reformation of the entire corpus of BLEE in Nepal. This article evaluates the Basic Level (Grades 1-8) English Education (BLEE) in Nepal by examining whether it offers an opportunity to connect students' English education with diverse Nepali ethnic, social, cultural, lingual, indigenous local knowledge systems. To do so, the authors analyze and interpret four documents: the National Education Policy (NEP) ( 2019 ), the National Curriculum Framework (NCF) ( 2019 ), the basic level English curriculum, and the first unit of all government-prescribed English textbooks, generating the conclusion that BLEE in Nepal hardly connects students' English education with local knowledge diversities. It suggests that the designers of Basic Level English Education (BLEE) need to collectively work on BLEE reformation.

This working paper is based on a literature review and country case studies in six Sub-Saharan African countries: Eritrea, Mali, Namibia, Senegal, South Africa, and Tanzania. It looks at the role of secondary education and training in promoting health, civics and life skills among the African youth. Specifically, this study focuses on examining which schooling programs are effective in equipping young people with life skills, which programs reduce dropout and increase participation and how schools can become agents in tackling health and social issues.

Immunization is one of the main activities implemented by the Ministry of Health in order to decrease the number of child pain and mortality caused by diseases that can be prevented by immunization (PD3I). This research aims to analyze the correlation between the mother characteristics and complete basic immunization on infants at Wonokusumo Community Health Service, Semampir District, Surabaya. The research is analytical study by employing cross-sectional design. The research samples were 86 mothers taken by using simple random sampling techniques. The data collection was carried out by conducting interview based on the existing questionnaire to mothers with 1-2 years children in Wonokusumo area. The analyzed variables were mother’s age, knowledge, employment status, income level, antinatal maternal status, and motivation. The data analysis was carried out by Chi-Square.The results show that there is a correlation of the mothers’ formal education (p=0.005), mothers’ knowledge about immunization (p=0.000), income level (p=0.018), antenatal maternal status (p=0.000), and the mother’s motivation (p=0.000) and complete basic immunization. Meanwhile, the mothers’ age (p=0.849) and mothers’ employment status (p=0.059) have no correlation with the complete basic immunization. In conclusion, the mother’s formal education, knowledge about immunization, income level, antenatal maternal status, and motivation are crucial matters in conducting complete basic immunization.

This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can improve labor market outcomes.

Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic education reform against competing development priorities. They must consider how and sometimes whether, to fund post-basic education in the face of demographic growth, limited public resources, and political and social imperatives. In its new poverty reduction and growth strategy, the Madagascar Action Plan (MAP), the Government of Madagascar made the transformation of its education system one of the key pillars of its development agenda. An important decision was the reform of basic education, covering primary and junior secondary education, including extension of the basic education cycle to 10 years. The Government's new Education for All (EFA) plan provides the policy framework and operational strategies for basic education, covering changes to curricula and learning materials, teaching methods and student assessment. The EFA plan was endorsed by donors and the reform of basic education launched in 2008.The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system.

Unlock the potential of public-private partnerships in education. This groundbreaking study offers fresh empirical evidence on the effectiveness and cost of various educational models in developing countries across Africa, Latin America, and Asia. Delve into rigorous case studies examining voucher programs and faith-based schools, uncovering key insights into school performance, targeting, and cost-effectiveness. Discover how these partnerships impact student achievement, literacy, and numeracy, and learn what factors drive success or failure. Emerging Evidence on Vouchers and Faith-Based Providers in Education is essential reading for policymakers, researchers, and practitioners seeking innovative solutions to improve educational outcomes and promote social mobility in developing nations. Explore the challenges and opportunities of these partnerships and gain a deeper understanding of how to create more effective and equitable education systems.

Equality of opportunity is about leveling the playing field so that circumstances such as gender, ethnicity, place of birth, or family background do not influence a person's life chances. Success in life should depend on people's choices, effort and talents, not to their circumstances at birth. 'Measuring Inequality of Opportunities in Latin America and the Caribbean' introduces new methods for measuring inequality of opportunities and makes an assessment of its evolution in Latin America over a decade. An innovative Human Opportunity Index and other parametric and non-parametric techniques are presented for quantifying inequality based on circumstances exogenous to individual efforts. These methods are applied to gauge inequality of opportunities in access to basic services for children, learning achievement for youth, and income and consumption for adults.

It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.