Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Spirituality in education : promoting children's spiritual development through values

This paper reports on research in the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick regarding an educational programme, which is based on what are perceived to be universal values. The programme aims to contribute to the spiritual development of children in schools, which is one of statutory requirements of mainstream school provision in England and Wales. The Sathya Sai Education in Human Values (SSEHV) offers material which seeks to promote ‘human values’. The paper explores what these values are and why they are perceived to be of a universal nature. The focus on values introduces spiritual dimensions which are examined with reference to the educational contexts in which they are conveyed. The contents of the programme and the development from its inception are described. The paper is based on ethnographic data collected in classrooms and other educational environments where the programme has found application

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

Promising practice in school-related gender-based violence(SRGBV) prevention and response programming globally

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Inclusive education in India: interpretation, implementation, and issues

Children with disabilities are a minority that are not prioritised in the context of education programmes in India, although they are often found in many marginalised groups that are catered for if non-disabled ? for example, girls, scheduled tribe, scheduled caste, and other backward caste children. Inclusive education may be a way of merging these children’s needs in order to improve school quality and achieve EFA. However, a dominant special needs conceptualisation of IE in India, combined with negative attitudes towards disability, are currently preventing this approach. After exploring the relevance of disability and inclusive education in the context of EFA, this paper analyses the interpretation and implementation of inclusive education in India. The issues and constraints faced by the stakeholders involved, and the implications these may have, particularly for children with disabilities, lead to the conclusion that a twin-track approach to disability may assist not only in improving education access, but also the reconceptualisation of inclusive education as a school quality issue. In the long-term, it is hoped that this could assist in fulfilling the right to education for all children

Advancing the Global Campaign Against Child Labor: Progress Made and Future Actions

A report of the conference hosted by the Department of Labor, in collaboration with the International Labour Organization, on May 17, 2000. The document “contains an edited collection of the speeches and papers prepared and presented for this meeting, as well as news feature stories and photos documenting many of the efforts discussed. It seeks to highlight some of the innovative and effective strategies being used in various countries around the world to address the problem of exploitative child labor” [excerpt]

A study on teacher education in India: Physical education, some policy issues and challenges

This paper deals with some policies, problems and planned suggestions for teacher education and role of teacher in physical education. The goal of this Special Issue was to raise awareness of physical education teacher education (PETE) by expanding the knowledge base and geographical, theoretical, and innovative writing about PETE, physical education teacher educators, and those who shape (policymakers/higher education leadership) and those who experience PETE. The present research paper is based on explorative types of study. This research study is focused on teachers and physical education in India. This present study is basically case types of study, the researcher used secondary sources. The main implication of the study was to the Govt when any policy is introduced, it is the responsibility to checked in ground level, not only in papers

Public Service Delivery: Role of Information and Communication Technology in Improving Governance and Development Impact

The focus of this paper is on improving governance through the use of information and communication technology (ICT) in the delivery of services to the poor, i.e., improving efficiency, accountability, and transparency, and reducing bribery. A number of papers recognize the potential benefits but they also point out that it has not been easy to harness this potential. This paper presents an analysis of effective case studies from developing countries where the benefits have reached a large number of poor citizens. It also identifies the critical success factors for wide-scale deployment. The paper includes cases on the use of ICTs in the management of delivery of public services in health, education, and provision of subsidized food. Cases on electronic delivery of government services, such as providing certificates and licenses to rural populations, which in turn provide entitlements to the poor for subsidized food, fertilizer, and health services are also included. ICT-enabled provision of information to enhance rural income is also covered

Promoting Handwashing and Sanitation Behaviour Change in Low- and Middle-Income Countries: A Mixed-Method Systematic Review

This systematic review shows which promotional approaches are effective in changing handwashing and sanitation behaviour and which implementation factors affect the success or failure of such interventions. The authors find that promotional approaches can be effective in terms of handwashing with soap, latrine use, safe faeces disposal and open defecation. No one specific approach is most effective. However, several promotional elements do induce behaviour change. Different barriers and facilitators that influence implementing promotional approaches should be carefully considered when developing new policy, programming, practice, or research in this area