Education for All 2000–2015

Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine M.; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma

doi:10.1002/9781118468005.ch13

Cited by 10 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such dictionaries or textbooks can play an important role in (un)learning gender stereotypes: "Textbooks are used by teachers as a core means of teaching in 70-95% of classroom time. Gendersensitive books can encourage children to discuss gender stereotypes and help promote equitable behaviour" (Benavot 2016).…”

Section: Gender Stereotypes In the Longman School Dictionariesmentioning

confidence: 99%

Lexikos 33(2)

Lexikos

2023

LEXI

View full text Add to dashboard Cite

show abstract

Section: Gender Stereotypes In the Longman School Dictionariesmentioning

confidence: 99%

Lexikos 33(2)

Lexikos

2023

LEXI

View full text Add to dashboard Cite

show abstract

“…The progress of a nation is intricately tied to both the quantity and quality of its educated and skilled workforce (Benavot et al, 2016). Elevating a nation's human resources stands as a pivotal element for its economic prosperity and expansion, facilitating the efficient utilization of its tangible assets.…”

Section: Introductionmentioning

confidence: 99%

Enhancing School Organizational Health: Exploring the Nexus of Professional Development, Transformational Leadership, and Cultural Intelligence in Indian and Ethiopian Secondary Schools

Agidew,

Kaur

2024

eatp

View full text Add to dashboard Cite

Recognizing that the quality of secondary education encompasses more than academic achievement alone, it's crucial to acknowledge the significant role played by the overall organizational health of schools. This includes various elements such as effective leadership, access to professional development opportunities, and the promotion of cultural inclusivity. However, existing literature on school organizational health lacks cohesion in terms of its antecedents and lacks empirically tested research. Therefore, this study addresses two key gaps in the literature: firstly, whether Professional Development, Transformational Leadership, and Cultural Intelligence impact School Organizational Health; and secondly, how this impact compares between Indian and Ethiopian schools. To investigate this, a factorial design of 2x2x2x2 was analyzed using stepwise regression, based on data collected from 600 respondents. The results confirmed that Professional Development, Transformational Leadership, and Cultural Intelligence significantly influence school organizational health in both Indian and Ethiopian secondary schools. Furthermore, the predictive power of these factors appeared to be notably stronger within the Ethiopian context, as evidenced by the higher R 2 value and the greater explained variance.

show abstract

“…The figures presented by UNESCO are of major concern, however it is important to reflect upon the considerable progress that has been made in providing primary education in many countries, including those which continue to face significant socio-economic disadvantages (Benavot, Antoninis, Bella, Delprato, Härmä, Jere, Joshi, Köseleci Blanchy, Longlands, McWilliam and Zubairi, 2015). It is also important to recognise that the very notion of progress towards universal primary education is complex and that simplistic comparisons across countries and education systems is likely to ignore those "in-country" factors which may be prime inhibitors of development in this area.…”

Section: Introduction: International Initiatives and Challengesmentioning

confidence: 99%

Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

Rose¹,

Malkani²

2020

Oxford Research Encyclopedia of Education

View full text Add to dashboard Cite

International agreements that aim to achieve universal primary education for all children, regardless of need or ability, have ensured that governments around the world have considered policy development to support greater equity in education. Many of the world’s more economically advantaged countries have made significant progress to ensure that all children have opportunities to attend school. Progress has also been evident in countries which are less advantaged, though often this has been inhibited because of a lack of resources and expertise. The relationship between policy, provision, and practice in education is complex, and in responding to international agreements, governments have needed to take account of their own cultural and socio-economic circumstances. While many administrations have adopted models developed in other countries, the need to take account of existing practices and to build upon local expertise is apparent.

show abstract

Education for All 2000–2015

Cited by 10 publications

References 5 publications

Lexikos 33(2)

Lexikos 33(2)

Enhancing School Organizational Health: Exploring the Nexus of Professional Development, Transformational Leadership, and Cultural Intelligence in Indian and Ethiopian Secondary Schools

Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

Contact Info

Product

Resources

About