Relevant bibliographies by topics / Education for All (EFA)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education for All (EFA)'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Education for All (EFA)"

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Kusumawardhana, Indra, and Arry Bainus. "A Coxian Approach: Mengungkap Hegemoni Agenda “Education For All” Terhadap Negara Berkembang." Jurnal Global Strategis 12, no. 2 (2018): 53. http://dx.doi.org/10.20473/jgs.12.2.2018.53-68.

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Artikel ini fokus kepada dinamika agenda Education for All (EFA) sebagai agenda pendidikan dunia yang telah digaungkan sejak dua dasawarsa kebelakang. Ironisnya, setelah 15 tahun EFA dilaksanakan hingga paripurna di tahun 2015 silam, realitas implementasi dari EFA sebagai komitmen dunia tidak seindah tujuan mulia yang digaungkannya. Berdasarkan problematika tersebut, pertanyaan utama yang akan diajukan dalam artikel ini adalah bagaimana EFA sebagai agenda pendidikan global membenamkan hegemoni terhadap trajektori kebijakan pendidikan negara – negara berkembang? menggunakan pendekatan Cox dalam
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Kuhon, Richard Richy. "DECENTRALISATION AND EDUCATION FOR ALL IN INDONESIA." Polyglot: Jurnal Ilmiah 16, no. 1 (2020): 14. http://dx.doi.org/10.19166/pji.v16i1.1996.

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The discourse on decentralisation in developing countries is seen as a strategy in restructuring and improving economic, social and public welfare including the education sector. This idea is fundamentally in line with the goals of Education for All (EFA). The experience of Indonesia that had shifted from a strongly centralised system to a decentralised one in the early 2000s provides an interesting case. This article argues that the current decentralised system in education has seen an insignificant effect in achieving EFA. Through an extensive literature study, this article draws attention t
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Rose, M. Mugweni, and Emson Dakwa Francis. "Exploring the Implementation of 'Education for All' in Early Childhood Development in Zimbabwe: Successes and Challenges." International Journal of Case Studies 2, no. 10 (2019): 01–09. https://doi.org/10.5281/zenodo.3521212.

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The article sought to explore the provision of education for all (EFA) in relation to the implementation of early childhood education (ECE) in Zimbabwe. An exploration was undertaken to analysis data from literature, research reports, policies and practices in order to establish the state of affairs in the provision of ECE to all children including those with the special needs. The data was analysed using theme identification methods to solicit emerging issues from the data. Generally, it was found that in Zimbabwe, EFA is implemented in the ECD sub-sector with both successes and challenges. T
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Yabouri Namiyate. "Education For All As A Point Of Convergence Of Ideologies: Understanding The Foundations." Journal of Namibian Studies : History Politics Culture 33 (May 22, 2023): 3514–31. http://dx.doi.org/10.59670/jns.v33i.3069.

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Today as yesterday, the ideology and the concepts related to it arouse mistrust, fear, and even defiance in a general context of socio-political, economic and cultural rivalries in which the market economy has become the almost outstanding. But it is clear that the fear of ideologies does not erase them in everyday life. On the contrary and with a close look the immanence of ideologies in visions, projects and practices constitutes a permanent reality of social life. In the specific case of public education for all (EFA), ideologies constitute the main basis of its foundation, as well as its s
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Shah, S. Farooq, Asghar Ullah Khan, Mati Ullah, and Irfan Ullah. "Education for All Goals: A Dream in the Presence of Child Labour In Pakistan." Academic Journal of Social Sciences (AJSS ) 4, no. 1 (2020): 37–59. http://dx.doi.org/10.54692/ajss.2020.04011019.

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Child labour is amongst one of the largest & foremost confronts for the accomplishment of the Education for All Goals in our country Pakistan. The in-hand article is an effort regarding prevailing situation of Child Labour in Pakistan & its inverse effects on the development towards the achievement of the EFA Goals. This article reached the conclusion that Child Labour is often caused as a result of the culture, attitude, commitment & priorities of the society & the states which not only has increased the number of Child Labourers but has become a strong & rigid obstacle to
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Munthali, Josephine. "The Education of Girls in Malawi: Access and Retention." Scottish Educational Review 36, no. 1 (2004): 45–57. http://dx.doi.org/10.1163/27730840-03601006.

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Governments and aid donor agencies worldwide have acknowledged the importance of female literacy as a prerequisite for development. At the Jomtien Conference (1990) the importance of universal education was delineated in the policy Education for All (EFA). Indeed, EFA is seen as a strategy for introducing children, especially girls, to conventional schooling. Whilst some progress has been made, retention of girls in schools presents a major obstacle to the fulfilment of the EFA vision, especially in Sub-Saharan Africa including Malawi. External policies such as EFA are questionable in a countr
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Pontes, Edel Alexandre Silva, Ricardo Menezes Almeida dos Santos, Josivaldo da Silva, and Elinelson Gomes de Oliveira. "Learning and teaching mathematics for professional and technological education." Concilium 24, no. 15 (2024): 163–74. http://dx.doi.org/10.53660/clm-3791-23p71.

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The guidelines for Professional Technological Education (EFA) define that the teaching of mathematics needs to be addressed in technical high school courses in a comprehensive, interdisciplinary and, above all, contextualized way. This study aimed to argue about the role of the EFA mathematics teacher in the development of effective educational practices, bringing the student closer to mathematical knowledge as a preponderant factor for his/her entry into the labor market. The idea of the article is based on four major areas of Mathematics: function, geometry, trigonometry and matrices with li
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Maslak, Mary Ann. "Higher Education and Women: Deconstructing the Rhetoric of the Education for All (EFA) Policy." Higher Education in Europe 30, no. 3-4 (2005): 277–94. http://dx.doi.org/10.1080/03797720600625663.

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Agyemang, Frederick, Benedicta Woode, Samuel Kofi Fosuhene, et al. "Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA)." F1000Research 14 (July 9, 2025): 679. https://doi.org/10.12688/f1000research.163862.1.

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Choosing a course of study in a Senior High School in Ghana is a major problem for both students and parents due to the limited number of Courses Offered. Irrespective of a student’s career aspiration, the current policies of the Ministry of Education, the Ghana Education Service, and the West Africa Examinations Council is restricted to seven main courses, namely: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts, and General Science. These courses do not reflect the numerous educational courses and career options of the world of work. Although there are schools that
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Musa, C. N., and Jennifer J. Agbaire. "A GLOBAL ASSESSMENT OF THE IMPLEMENTATION LEVELS OF THE EDUCATION FOR ALL (EFA) INITIATIVE AND THE MILLENNIUM DEVELOPMENT GOALS (MDGs) ON EDUCATION IN SUB-SAHARAN AFRICA: A FOCUS ON NIGERIA." Sokoto Educational Review 14, no. 2 (2013): 14. http://dx.doi.org/10.35386/ser.v14i2.115.

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This paper presents an analytical appraisal of the varying levels to which the Education for All (EFA) project linked with two of the Millennium Development Goals (MDGs) has been implemented in sub-Saharan Africa with particular focus on Nigeria. It draws attention to the inequities among countries of the region while generally assessing Nigeria’s prospects in the achievement o f the EFA goals. The paper begins by highlighting the goals of the EFA project which include expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged
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Dissertations / Theses on the topic "Education for All (EFA)"

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Richter, Claudia. "Schulqualität in Lateinamerika : am Beispiel von "Education for All (EFA)" in Honduras /." Münster ; München [u.a.] : Waxmann, 2010. http://deposit.d-nb.de/cgi-bin/dokserv?id=3421365&prov=M&dokv̲ar=1&doke̲xt=htm.

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Richter, Claudia. "Schulqualität in Lateinamerika am Beispiel von "Education for All (EFA)" in Honduras." Münster New York, NY München Berlin Waxmann, 2009. http://d-nb.info/999920553/04.

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Nishimuko, Mikako. "Primary education in Sierra Leone and development partnership with Britain : progress towards achieving Education for All (EFA)." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019917/.

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One of the world's poorest countries, Sierra Leone, experienced a civil war from 1991 to 2002. The government has since been in the process of rebuilding the nation, including the education sector. Yet, the challenge is that Sierra Leone is a very poor country with about half of its national budget being donor-funded. Sierra Leone's former colonial master and largest aid provider, Britain, is a particularly important development partner. With donor assistance, the government introduced a free primary education policy to achieve the international goal of EFA. The net primary enrolment ratio has
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Burley, Meghan E. "Education for All?: Girls' Access and Retention in Guatemalan Primary Schools." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242237894.

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Banda, Dennis. "Education for All (EFA) and 'African Indigenous Knowledge Systems (AIKS)' : the case of the Chewa People of Zambia." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10525/.

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This research is an investigation of whether 'African Indigenous Knowledge Systems (AIKS)' can enhance the achievement of Education for All (EFA) with particular reference to the Chewa people of Zambia. The study raises challenges that many countries have experienced in their effort to achieve EFA. Among the Chewa people of Zambia, quality, relevance and credibility of the education are some of the reasons affecting the provision of education to all. This research has argued that formal schooling education, in its current form may not be the right vehicle to deliver EFA goals. The research has
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Metia, Arindam. "Role of sarva shiksha abhiyan in achieving education for all (EFA): study of rural and urban areas of Jalpaiguri district." Thesis, University of North Bengal, 2018. http://ir.nbu.ac.in/handle/123456789/2811.

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Wawro, Patrick Richard. "Gendered Distances: A Methodological Inquiry into Spatial Analysis as an Instrument for Assessing Gender Equality in Access to Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2320.

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This study focused on how accessibility to secondary schools in the Mukono District of Uganda is related to the sex and gender of the student and the distance that separates the student's home from the school they attend. This research is methodological inquiry exploring the use of spatial analysis, specifically how cognitive and metric distances can be used as alternatives to gross enrollment rates (GER) and net enrollment rates (NER) for assessing gender equality in realized accessibility to secondary schools. Student home locations were collected for 756 secondary students, including 437 bo
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Kalinka, Claudia. "Die Einbeziehung der Nichtregierungsorganisationen in die Arbeit der UNESCO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-129327.

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NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Tanner, Janet Jeffery. "Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.

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Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on p
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Books on the topic "Education for All (EFA)"

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Mohanty, J. Education for all (EFA). Deep & Deep Publications, 1994.

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Nasional, Indonesia Departemen Pendidikan, ed. EFA mid decade assessment, Indonesia: EFA 2007. EFA Secretariat, Ministry of National Education, 2007.

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Bangladesh. Ministry of Primary and Mass Education, ed. EFA 2015 national review, Bangladesh. Ministry of Primary and Mass Education, Government of Bangladesh, 2015.

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Indonesia. Direktorat Jenderal Pendidikan Anak Usia Dini, Nonformal, dan Informal. Success story: Education For All (EFA) 2011. Directorate General of Early Childhood, Non Formal, and Informal Education, Ministry of Education and Culture, 2012.

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National Committee on Education for All (Philippines). Philippines: Education for all EFA 2000 : Philippine assessment report. National Committee on Education for All, 1999.

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Unesco. Regional Office for Education in Africa., ed. EFA: Paving the way for action : education for all in Africa. UNESCO, Regional Office in Dakar, 2005.

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Laos, ed. National education for all (EFA) action plan, 2003-2015: Final. Lao People's Democratic Republic, 2004.

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ministér, Ethiopia YaTemhert. Special needs education program strategy: Emphasising inclusive education to meet the UPEC and EFA goals. Ministry of Education, 2006.

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Namibia, UNESCO, UNDP Namibia, UNICEF Namibia, and United Nations Population Fund, eds. Government of the Republic of Namibia: Education for All (EFA) national plan of action, 2001-2015. UNESCO, 2001.

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Richter, Claudia. Schulqualität in Lateinamerika: Am Beispiel von "Education for All (EFA)" in Honduras. Waxmann, 2010.

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Book chapters on the topic "Education for All (EFA)"

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Plaat, Felice Van Der. "Advocating EFA in Zambia." In Campaigning for “Education for All”. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_8.

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LITTLE, ANGELA W. "Multigrade lessons for EFA: a synthesis." In EDUCATION FOR ALL AND MULTIGRADE TEACHING. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3_14.

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Hardman, Frank. "Summary and Policy Recommendations." In SpringerBriefs in Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4917-1_6.

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AbstractA common trend emerging from the four country case studies has been the need to broaden the focus of educational development in rural communities from improving access to improving the quality of education and that teachers are at the heart of such improvements. While all four case studies show significant gains have been made in improving access to education in developing countries since the launch of Education for All (EFA), there remain significant challenges for improving the quality of education once the students are in the schools, particularly in rural areas.
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AIKMAN, SHEILA, and HANAN EL HAJ. "EFA for pastoralists in North Sudan: a mobile multigrade model of schooling." In EDUCATION FOR ALL AND MULTIGRADE TEACHING. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3_10.

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Tonegawa, Yoshiko. "Education in SDGs: What is Inclusive and Equitable Quality Education?" In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.

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AbstractEducation was positioned as Goal 4 (i.e., SDG4) in SDGs. SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The lack of education and the inability to read and write often limit access to information and disadvantage the livelihoods of people. From the perspective of acquiring knowledge and skills, along with developing human resources, it is clear that the elements of education are present across all 17 SDGs. In other words, education is a cross-cutting discipline that influences a variety of areas (Kitamura et al. 2014
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Wahyuningtyas, Azizah Rizka, and Jamil Suprihatiningrum. "Realizing Education for All (EFA) through chemistry teaching and learning in a senior high school providing inclusive education." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_102.

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Safont, Pilar. "Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment." In Current Research in Bilingualism and Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92396-3_7.

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Zaki, Amel Fawzi. "Investigating the Impact of Extracurricular Activities on the Academic and Social Skills of University Students in Post-Covid-19: A Case Study." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_20.

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AbstractIn the aftermath of COVID-19, education has been disrupted worldwide. Universities had to instantly adapt to online education taking into consideration all the factors that foster success of education in such unprecedented circumstances. However, online education negatively affected students’ academic and social skills. This study explores the impact of relaunching Extra-Curricular Activities (ECA) in the post-COVID-19 period on enhancing university students’ academic and social skills. The ECA used is magazine writing; it was launched in March 2021 at the Arab academy for Science, Tec
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Raya, Rene R., and Raquel de Guzman Castillo. "5. Emerging partnerships in the Philippine EFA process." In Partnerships for Girls’ Education. Oxfam Publishing, 2005. http://dx.doi.org/10.3362/9780855988159.005.

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Sharif, Andleeb. "School Capacity the Neglected Paradigm in EFA Movement." In Learning and Doing Policy Analysis in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-933-6_4.

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Conference papers on the topic "Education for All (EFA)"

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Zizka, Laura. "ALL CLEAR: COPILOT AND HIGHER EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2006.

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Uehara, Suwako. "A Rasch analysis validation of a survey on the use and beliefs of machine translation." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16954.

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Many English as a Foreign Language (EFL) students use Machine Translation (MT) to a varying degree and studies on the students’ use and beliefs of MT are primarily conducted through surveys and interviews. It is important for educators to understand students’ use and beliefs related to MT, however, there are few studies in the Japanese setting, and none validated the surveys prior to implementation. The goal of this study was to validate a survey on MT to be used in the Japanese context. Considerations for validity are crucial when designing surveys for quantitative analysis. In this study, a
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Tias, Silfia Asning. "A Case Study in EFL Teaching and Learning Process for Students with Visual Impairement: Understanding Needs and Necessities." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.8.

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Mirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.

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The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative
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Bradonjić, Tamara. "STEM APPROACH FOR 21st CENTURY SKILLS AND INTERDISCIPLINARY DEVELOPMENT – EFL TEACHERS’ ATTITUDES." In STEM/STEAM/STREAM APPROACH IN THEORY AND PRACTICE OF CONTEMPORARY EDUCATION. University of Kragujevac, Faculty of Education in Jagodina, 2025. https://doi.org/10.46793/stream25.181b.

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STEM education is an approach that has affected all countries of the world in recent years. The study aims to explore English as a foreign language (EFL) teachers’ beliefs about the potential of the STEM approach to contribute to interdisciplinary and 21st-century skills development in teaching EFL in primary and secondary school education. It deals with EFL teachers’ attitudes towards the relevance of the STEM approach for moving from de-contextualized use of technology in learning towards a learning flow that fosters engagement with digital experiences in a way that can develop students’ coo
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Phong, Hoang Anh. "Strategies in Learning English Vocabulary Among Twelfth Graders in Xuan Dinh High School." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.010.

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ABSTRACT Vocabulary learning is an immense journey which leaves its trademarks in all of the four skills. It places an upheaval importance in every EFL learner’s process of acquiring it. The aim of this study was to identify the vocabulary learning strategies in terms of frequency patterns and the differences between Social Science and Natural Science students. 151 Xuan Dinh non-majoring in English students participated in the research. The study utilized quantitative method with questionnaires as the representative. Descriptive statistics, including means and standard deviations and response
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Waked, Arifi N., Minnah Yassin, Reem Ahmad, and Maura Pilotti. "Phonological Awareness of Novel Phonemes and English-Language Reading Comprehension in EFL University Students." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17092.

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This study examines the relationship between phonological awareness of English-language phonemes not found in EFL students’ native language and their reading comprehension. Participants included 51 native speakers of Arabic who were all EFL learners. Participants were enrolled in an English-medium university following an American curriculum. Participants’ phonological awareness of three sounds was tested. The phoneme /f/, which is found in both English and Arabic, served as the baseline, whereas the test phonemes were /p/ and /ʊ/, which are not found in Arabic. Participants were then tested on
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de Sousa, Bruno. "Universal design for inclusive education." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.kxvpc.

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With enforced distance learning based teaching during the Covid-19 pandemic, educators were urged to reflect on their teaching practices and best approaches to reach out to a variety of students. Universal Design allows for an inclusive world that considers the specificities that characterize and apply to each individual. The concept of Universal Design, advanced by Architect Ronald Mace, proposes that, whenever possible, all products and buildings should be deemed visually pleasing and usable by most individuals, regardless of age, ability or financial status. Seven principles are at the core
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van Deest, Johannes, and Salomey, A. Addo. "Designing for motivation, when there is none: lessons of designing a python-based data literacy program mandatory for all students." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.krbgx.

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With data exponentially growing lately, data literacy has become essential for individuals and organizations to prosper. Nonetheless, it is rare and seems an unattainable goal to the majority of people. Researchers, policymakers, and educators are exploring ways of getting learners excited about data, and the Leuphana University of Luneburg is not left behind in this quest. Starting in the winter semester of 2021/2022, all 1,450 first-year students will undergo basic data literacy education at Leuphana, which includes the teaching of related knowledge and skills as well as relevant ethical iss
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Young, Anthony Edward. "Machine translation use in the English as a Foreign Language (EFL) classroom." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16862.

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Machine Translation (MT) increasingly has the potential to facilitate or impede second language learning in the English as a Foreign Language (EFL) classroom. To understand teacher and EFL learner perspectives about its use, two surveys of 20 university professors (10 non-native English teachers and 10 native English teachers) and 139 EFL students were carried out. To measure MT’s capacity to promote language awareness, a comparative study with an online dictionary was done, using two translation tasks, a posttest, and a post-questionnaire. The preliminary survey results revealed variations in
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Reports on the topic "Education for All (EFA)"

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Naffi, Nadia, Ann-Louise Davidson, Roger Kaufman, et al. Disruption in and by Centres for Teaching and Learning During the COVID-19 Pandemic : Leading the Future of Higher Ed. Observatoire international sur les impacts sociétaux de l'intelligence artificielle et du numérique, 2020. http://dx.doi.org/10.61737/aqfz8766.

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Today the educational community as a whole faces a universal challenge: to ensure equitable and quality education as well as effective and efficient evaluation of student learning in hybrid, flexible or 100% distance modalities for their students. In addition, we must also plan for the post-COVID-19 pandemic era. Centres for Teaching and Learning play a pivotal function in addressing and overcoming this challenge. In the midst of the pandemic, the centres, the equivalent services, and their teams of instructional designers, teaching and learning experts and multimedia developers became the fir
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university reposit
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Carter, Sara, Jane Griffin, Samantha Lako, Cheryl Harewood, Lisa Kessler, and Elizabeth Parish. The impacts of COVID-19 on schools’ willingness to participate in research. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rb.0036.2401.

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COVID-19 had significant impacts on the field of education and, in turn, on school-based research. During this unprecedented time, nearly all schools closed, disrupting learning as schools shifted to a virtual format. Addressing the lasting effects of school closures is a major challenge in the post-pandemic education climate. Educators indicate these challenges have limited their willingness or ability to participate in research. We analyzed over 700 reasons for refusal in four recent education studies to examine the effects of COVID-19 on school-based research. About 4% of education leaders
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Krishnaratne, Shari, Howard White, and Ella Carpenter. Quality education for all children? What works in education in developing countries. International Initiative for Impact Evaluation (3ie), 2014. http://dx.doi.org/10.23846/wp0020.

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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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bin Ahsan, Wahid, Imran Hossain, Habibur Rahman, et al. Global Mobile App Accessibility: A Comparative Study of WCAG Compliance Across 12 Countries. Userhub, 2024. http://dx.doi.org/10.58947/mxrc-rzkh.

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This study assesses the accessibility of mobile applications across twelve countries, including the USA, Vietnam, Turkey, Ireland, and South Korea. Our evaluation of 60 popular apps reveals a widespread failure to meet the Web Content Accessibility Guidelines (WCAG), with Vietnam exhibiting the highest average of 41.2 violations per app. These violations were particularly prevalent in essential areas such as touch target size and color contrast, critical for users with visual and motor impairments. Despite robust accessibility laws such as the Americans with Disabilities Act (ADA) in the USA a
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Näslund-Hadley, Emma. Education among Adolescent Mothers, Non-mothers and All. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0005980.

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Teen mothers in Latin America complete 1.8 to 2.8 fewer years of education than Latin American women who delay bearing children. Pregnancy is often believed to be the reason why girls drop out of school.
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Kumar, T. Vijay, and A. Giridhar Rao. All-English education in India neither desirable nor doable. Edited by Tasha Wibawa. Monash University, 2022. http://dx.doi.org/10.54377/0b12-40d4.

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Bergman, Peter, and Isaac McFarlin. Education for All? A Nationwide Audit Study of School Choice. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w25396.

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