Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Daniel A. Wagner

Description

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP).

This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children.

This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe.

*The first volume Learning at the Bottom of the Pyramid (LBOP1), may be obtained at: http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608

Sujets

• Learning
• Education

Informations

• Publié par: Open Book Publishers
• Date de parution: 21 février 2022
• Nombre de lectures: 0
• EAN13: 9781800642034
• Langue: English

Extrait

LEARNING, MARGINALIZATION, AND IMPROVING THE QUALITY OF EDUCATION IN LOW-INCOME COUNTRIES

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries
Edited by Daniel A. Wagner, Nathan M. Castillo, and Suzanne Grant Lewis





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© 2022 Daniel A. Wagner, Nathan M. Castillo and Suzanne Grant Lewis. Copyright of individual chapters is maintained by the chapter’s author.




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Daniel A. Wagner, Nathan M. Castillo and Suzanne Grant Lewis, Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Cambridge, UK: Open Book Publishers, 2022. https://doi.org/10.11647/OBP.0256
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DOI: 10.11647/OBP.0256
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Preface
The education goal—Goal 4—of the 2030 UN Sustainable Development Goals places a strong emphasis on “ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all.” This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000—a major accomplishment—such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries—those at the bottom of the pyramid.
This volume— Learning, Marginalization, and Improving the Quality of Education in Low-income Countries —is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers—including researchers, policymakers and practitioners—participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children’s learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.
This volume is the second in a series on “learning at the bottom of the pyramid.” The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2–3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries , published by IIEP-UNESCO.
The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in low-income societies will remain a high priority.
Dan Wagner
UNESCO Chair and Professor of Education
University of Pennsylvania
Karen Mundy
Director, IIEP-UNESCO

Contents
Preface
v
Contributor Biographies
xi
Acknowledgements
xxi
Introduction
1
Daniel A. Wagner
1.
Diversity and Equity in Education: Policy, Practice, and Options for Reaching Children at the Bottom of the Pyramid
13
Lauren Pisani and Amy Jo Dowd
2.
Education on the Move: How Migration Affects Learning Outcomes
45
Jo Kelcey, Ozen Guven, and Dana Burde
3.
Teaching at the Bottom of the Pyramid: Teacher Education in Poor and Marginalized Communities
77
Kwame Akyeampong
4.
Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts
113
Nathan M. Castillo, Taskeen Adam, and Björn Haßler
5.
Reducing Inequality in Education Using “Smaller, Quicker, Cheaper” Assessments
149
Luis Crouch and Timothy S. Slade
6.
Not All Pyramids Are the Same: Relative Learning Exclusion and Its Evolution Over Time
181
Dirk Van Damme, Tijana Prokic-Breuer, and Stan Vermeulen
7.
Financing Education at the Bottom of the Pyramid
193
Samer Al-Samarrai and Luis Benveniste
8.
Mexico: Education and Learning at the Bottom of the Pyramid
223
Sylvia Schmelkes del Valle, Héctor Robles Vásquez, and Annette Santos del Real
9.
India: Learning in the Margin: Reflections on Indian Policies and Programs for Education of the Disadvantaged
277
Rangachar Govinda
10.
India: Learning Challenges for the Marginalized
293
Udaya Narayana Singh, Rajarshi Singh, and Padmakali Banerjee
11.
India: The Role of Civil Society Organizations and Scalable Technology Solutions for Marginalized Communities
309
Rajarshi Singh, Annapoorni Chandrashekar, and Nishant Baghel
12.
Ivory Coast: Children at the Bottom of the Pyramid and Government Policies
323
François Joseph Azoh and Zamblé Théodore Goin Bi
13.
Ivory Coast: Promoting Learning Outcomes at the Bottom of the Pyramid
343
Kaja Jasińska and Sosthène Guei
14.
Kenya: Education, Learning, and Policy-Framing for Children at the Bottom of the Pyramid
361
Sara Ruto, Ann Gachoya, and Virginia Ngindiru
15.
Kenya: Free Primary and Day Secondary Education Policies and Their Contributions to Learning at the Bottom of the Pyramid
381
Emmanuel Manyasa and Mercy G. Karogo
16.
Kenya: Disability and Learning at the Bottom of the Pyramid
397
John K. Mugo, Diana Makau, and David K. Njengere
17.
Kenya: Education in Marginalized Communities
417
Joyce Kinyanjui
Afterword: The Challenge Ahead for Learning at the Bottom of the Pyramid
439
Rachel Hinton and Asyia Kazmi
List of Illustrations
443
List of Tables
449