Reforms to Increase Teacher Effectiveness in Developing Countries: Systematic Review, September 2016

RLOsRLOsProvides high-quality evidence on reforms/interventions in education systems aimed at improving teacher effectiveness, at scale. This executive summary provides an overview of that key evidence to answer three review questions: RQ1. What is the evidence on the impacts of reforms/interventions of education systems, at scale, to increase teacher effectiveness on: the quality of teaching and on learning outcomes in low- and middle-income countries? RQ2. What is the evidence on the relationship between educational reforms/interventions for improving teacher effectiveness, at scale, and the quality of teaching and learning outcomes in low- and middle-income countries? RQ3. Where reforms/interventions to education systems to increase teacher effectiveness, at scale, have occurred, what is the evidence on how technical, financial and political barriers have been overcome?ESRC-DFI

A profile of patients registered at art centre Jayarogya hospital Gwalior, MP, India

Introduction: An approximately 36.9 million people were living with HIV globally at the end of 2014 with around 2 million new infections in2014. In this study was arranged in order to understand the clinico-epidemiological profile of patients attending ART centre. Methodology: Across sectional study was conducted at an ART center of Gajara Raja Medical College and Jayarogya Hospital Gwalior, Mp, India. The data of500 patients who is suffered from HIV/AIDS registered at ART centre from 1stAugust, 2014 to 31st July, 2015. Result: In this study total 500patients, 299(59.80%) were male, 197(39.40%) were female and 4(0.80%) sample are transgender. in this study Out of the total 500 patients,maximum 178 (35.6%) belonged to 30-39 years of age group. Out of the total 500 patients, 211(42.20%) were unemployed. IntegratedCounseling and Testing Centers (ICTCs), ICTC emerged as being the most common agency to refer HIV-positive patients into ART (67.4%)followed by private practitioners (13.4%) and government health centers (7.6%). other entry point are self referred like DOTS, STI/RTI etc.Psychosocial support, prevention and treatment of opportunistic infections (OI) including tuberculosis, and facilitating home based care andimpact mitigation. In this study was significant improvement in CD4 count, body weight after receiving the ART for an average duration 6month.Conclusion: Building on the experience of past, this phase saw a twin drive to focus on coverage among high-risk groups like commercial sexworkers (CSWs), truck drivers and IDUs as well as to make the programme multisectoral. This resulted in a strongly decentralized programmewith the responsibility of implementation vested with the states as State AIDS Control Societies (SACS) were formed

A rigorous review of the political economy of education systems in developing countries

Teachers and schools do not exist in isolation of the larger world around them. Frequently, many of their actions – and the school outcomes that they are accountable for – are influenced by incentives and constraints operating outside the schooling system. Each of these factors influences different aspects of education reform, whether policy design, financing, implementation or evaluation. Given the importance of these power relations in influencing student outcomes, there is surprisingly little literature to guide us in making related policy decisions. One reason is that examining these issues in the case of education may not be amenable to a particular disciplinary lens and is better served through an inter-disciplinary approach. A key contribution of this review is to pull together the essential literature from various disciplinary and interdisciplinary traditions and to provide a conceptual framework in which to situate the analysis of political economy issues in education research. Another contribution is to carefully review the existing literature and identify research gaps in it