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撒哈拉以南非洲和南亚的教育发展:规划进展与政策框架

Educational Development in Sub-Saharan Africa and South Asia:Planning Progress and Profiling Policy
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摘要 "世界全民教育大会"(World Conference on Education for All)召开至今已有20多年,但在世界范围内,仍有超过6,000万适龄儿童无法接受小学教育。有些儿童虽然也上学,但由于出勤率低、学业不良,在某种程度上仍应该算作失学儿童(也即"隐性失学")。本文开发了一整套分析框架,来探索教育普及率和参与率变化,并在此基础上对加纳、南非、印度和孟加拉四国的教育状况开展深入分析。 Abstract：Twenty years after the World Conference on Education for All in Jomtien over 60 million primary age children remain out of school and many more are effectively excluded as a result of irTegular attendance, low achievement,and premature drop out before completion of basic education. This paper develops an analytic framework for exploring changes in access and participation in education and applies some of its insights to four country cases-Ghana, South Africa, India and Bangladesh. The paper builds from an extensive programme of research over five year.
作者 柳基思 张璐
机构地区 英国苏塞克斯大学教育学院 北京师范大学实验小学
出处 《比较教育研究》 CSSCI 北大核心 2013年第3期51-57,共7页 International and Comparative Education
基金 教育部人文社会科学重点研究基地重大项目"21世纪国家发展与教育改革对策的比较研究"(课题编号:20002DXM880002)成果之一
关键词 SSA 南亚 教育普及 入学率 参与率 隐性失学 SSA Universal education Southern Asia Enrollment rates Participation rate Hidden out ofschool
分类号 G521 [文化科学—教育技术学]
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参考文献19

  • 1Lewin, K .M. Wang Lu, et al. Education and Change in Rich, Poor and National Minority Areas in China: Two Decades of Transition (CREATE Pathways to Access Re- search Monograph No. 61 ). Brighton: University of Sussex. 2011.
  • 2Lewin, K M. Making Rights Realities : Researching Educa- tional Access, Transitions and Equity (CREATE Synthesis Report). Brighton : University of Sussex. 2011.
  • 3Lewin, K. M. and Sabates, R. Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa : Is Education for All Pro-Poor? ( CRE- ATE Pathways to Access Research Monograph No. 52 )[ M ]. Brighton : University of Sussex. 2011.
  • 4Lewin, K .M, Wasanga, P, Wanderi, E, and Somerset, A. Participation and Performance in Education in Sub-Sa- haran Africa with special reference to Kenya: Improving Policy and Practice( CREATE Pathways to Access Research Monograph No. 75) [ M ]. Brighton : University of Sussex. 2011.
  • 5Lewin, K. M., Improving Access, Equity and Transitions in Education: Creating a Research Agenda. (CREATE Path- ways to Access Research Monograph No. 1 ). Brighton: U- niversity of Sussex. 2007.
  • 6Lewin, K. M. Access to education in sub-Saharan Africa: patterns, problems and possibilities Comparative Education Special Issue. Access to Education in Sub-Saharan Africa. 2009, Vol. 45 (2) .
  • 7Akyeampong, K., Djangmah, J., Seidu, A., Oduro, A. and Hunt, F. Access to Basic Education in Ghana: The Evidence and the Issues. (CREATE Country Analytic Re- view) [ M ]. Winneba/Brighton: The University of" Educa- tion at Winneba/University of Sussex. 2007.
  • 8Akyeampong, K. Revisiting Free Compulsory Universal Ba- sic Education (FCUBE) in Ghana, Comparative Education Special Issue (2009)(Access to Education in Sub-Saharan Africa) [ M ]. 2009, Vol. 45 ( 2 ).
  • 9Motala, S., Diehiens, V., Carrim, N., Kgobe, P., Moyo, G. and Rembe, S. Educational Access in South Africa: Country Analytic Report. (CREATE Country Analytic Re- view). Johannesburg/Brighton: University of the Witwater- srand EPU/University of Sussex. 2007.
  • 10Ahmed, M., Ahmed, K. S., Khan, N. I. and Ahmed, R. Access to Education in Bangladesh: Country Analytic Re- view of Primary and Secondary School. (CREATE Country Analytic Review). Dhaka/Brighton: BU-IED/ University of Sussex. 2007.
比较教育研究
2013年 第3期

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