Alternatives to the International Monetary Fund in Asia and Latin America: Lessons for Regional Financial Arrangements

Grimes, William W.; Kring, William N.

doi:10.1007/978-3-030-64576-2_9

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…Some studies (Hussein & Vostanis, 2013; Kantavong & Sivabaedya, 2010; Locharoenrat, 2019; Omar et al, 2018) followed rigorous study designs (such as experimental designs with randomised control trials (RCTs) or quasi‐experimental designs) and reported data on the effectiveness of interventions. Others only discussed intended outcomes such as teachers’ perceptions of improvements or asserted that changes had occurred because of the interventions (e.g., Oxfam India, 2020; Grimes et al, 2021a, 2021b).…”

Section: Resultsmentioning

confidence: 99%

“…Encouraged positive classroom behaviour and student engagement. Five included studies report improvements in student behaviours and engagement mostly through observational data collection (Muttiah et al, 2018;Opartkiattikul et al, 2016;Grimes, 2021;HEART, 2013;Owen, 2019). The teachers in these interventions claim to have successfully applied their learning in their classrooms which could be seen in their students' attention and participation.…”

Section: Reporting Of Study Outcomesmentioning

confidence: 99%

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Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map

Ahmed

Jeffries

Chakraborty³

et al. 2022

Campbell Systematic Reviews

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Background: In the Asia-Pacific region, around one-third of the children who are out-of-school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. Objectives: The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in-service TPD focussing on education for the inclusion of students with a disability in low-and middle-income countries (LMICs) in the Asia-Pacific region. Search Methods: A broad range of bibliographic databases and repositories were searched electronically to identify the evidence published between January 2000 and December 2021. Key search platforms included the British Education Index (BEI), Education Research Complete (ERC), Education Resources Information Center (ERIC), SCOPUS, 3ie Development Evidence Portal (Evidence Hub) and the Campbell Collaborations Systematic Reviews and EGMs portal (Better evidence for a better world). In addition, potential program evaluations/impact reports, reviews, case studies, and program descriptions/summaries were sought through 'snowballing' based on searching bibliographies and reference lists of papers located during the search process, as well as specific searches of relevant grey literature. Selection Criteria: To be eligible for inclusion, studies had to contain sufficient details about TPD interventions that support early childhood educators and kindergarten to Year 12 teachers to understand the needs of students with disabilities and aid them to create inclusive mainstream classrooms and/or provide improved support for students with disabilities in special education settings. Data Collection and Analysis: A total of 820 records were entered into the MS Excel file in which the entire data extraction process was managed. All records were screened against the predefined inclusion and exclusion criteria. Data were extracted

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Section: Resultsmentioning

confidence: 99%

Section: Reporting Of Study Outcomesmentioning

confidence: 99%

Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map

Ahmed

Jeffries

Chakraborty³

et al. 2022

Campbell Systematic Reviews

View full text Add to dashboard Cite

show abstract

“…The largest number of programmes were reported from Sub-Saharan Africa (n = 115 or 27%), and the least number from the Middle East and North Africa (n = 14 or 3.3%). To identify relevant national ECD programmes from different world regions we examined ECD and inclusive education reports published after the launch of the SDGs by UNICEF, WHO, the World Bank, UNESCO, and the Organisation for Economic Cooperation and Development (OECD) and USAID (21)(22)(23)(24)(25)(26). We also reviewed global disability-related ECD reports published between 2015 and 2023 by International Disability and Development Consortium, International Disability Alliance, and major funders of disability projects in LMICs, including USAID and DFID to complement the findings from the national ECD programmes (Appendix 1).…”

Section: Data Sourcesmentioning

confidence: 99%

Early childhood development strategy for the world’s children with disabilities

Olusanya,

Wright,

Smythe

et al. 2024

Front. Public Health

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Early childhood is foundational for optimal and inclusive lifelong learning, health and well-being. Young children with disabilities face substantial risks of sub-optimal early childhood development (ECD), requiring targeted support to ensure equitable access to lifelong learning opportunities, especially in low- and middle-income countries. Although the Sustainable Development Goals, 2015–2030 (SDGs) emphasise inclusive education for children under 5 years with disabilities, there is no global strategy for achieving this goal since the launch of the SDGs. This paper explores a global ECD framework for children with disabilities based on a review of national ECD programmes from different world regions and relevant global ECD reports published since 2015. Available evidence suggests that any ECD strategy for young children with disabilities should consists of a twin-track approach, strong legislative support, guidelines for early intervention, family involvement, designated coordinating agencies, performance indicators, workforce recruitment and training, as well as explicit funding mechanisms and monitoring systems. This approach reinforces parental rights and liberty to choose appropriate support pathway for their children. We conclude that without a global disability-focussed ECD strategy that incorporates these key features under a dedicated global leadership, the SDGs vision and commitment for the world’s children with disabilities are unlikely to be realised.

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Alternatives to the International Monetary Fund in Asia and Latin America: Lessons for Regional Financial Arrangements

Cited by 2 publications

References 22 publications

Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map

Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map

Early childhood development strategy for the world’s children with disabilities

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