- Author:Helen Craig,Ward Heneveld
- Publisher:World Bank (October 1, 1995)
- Pages:127 pages
- FB2 format1705 kb
- ePUB format1815 kb
- DJVU format1525 kb
- Formats:lrf rtf lrf mobi
Heneveld, Ward; Craig, Helen.
Heneveld, Ward; Craig, Helen. Schools Count : World Bank Project Designs and the Quality of African Primary Education. This paper examines education systems and the importance of measuring learning achievement for children with disabilities to respond appropriately to the needs of students. Assessments are needed to promote learning and equip teachers with appropriate skills to address classroom diversity, and not exclusively as a tool to measure what is taught.
Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa. This paper presents a conceptual framework developed for Sub-Saharan Africa to assist policy-makers in bridging the gap between school practice and national policies. World Bank Technical Paper. It also describes how the framework was applied to current school-improvement efforts in Madagascar. The framework identified 16 factors and divided them into five main g inputs, enabling conditions, school culture and climate, and the teaching/learning process.
Schools count: World Bank project designs and the quality of primary education in sub-Saharan Africa, Volumes 23-303. Ward Heneveld, Helen Craig, World Bank. Download (epub, 382 Kb). FB2 PDF MOBI TXT RTF. Converted file can differ from the original. If possible, download the file in its original format.
Heneveld, W. & Craig, . 1995.
Author: Heneveld, Ward; Format: Book, Microform; 153 . Africa Technical Development Series. Technical Paper Number 303, Ward Heneveld and Helen Craig. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.
Heneveld, Ward, and Helen Craig. Washington, DC: The World BankGoogle Scholar. Lockheed, Marlaine, Adriaan Verspoor, and Associates. Schools Count: World Bank Project Designs and the Quality of Primary Education in Sub-Saharan Africa, World Bank Technical Paper Number 303. Improving Primary Education in Developing Countries. New York: Oxford University PressGoogle Scholar. Marzano, Robert . 2003. Alexandria, VA: Association for Supervision and Curriculum DevelopmentGoogle Scholar. Reimers, Fernando, Mcginn Noel 1997.
Financing Education in Sub-Saharan Africa Chapter 5. Financing the quality of education . Introduction . The . Figure 1. Projected population pyramid of sub-Saharan Africa by sex, 2010 and 2030.
Financing Education in Sub-Saharan Africa. Meeting the Challenges of Expansion, Equity and Quality. Financing Education in Sub-Saharan Africa. Chapter 5. The definition of education quality . Measuring education quality in sub-Saharan Africa . Data on enabling inputs . Allocation of resources for improved learning . Conclusion. 15. Figure 2. Child dependency ratio by region, 1990 and 2008. United States: World Bank. Seginer, Rachel (Spring 2006). Parents' Educational Involvement: A Developmental Ecology Perspective"
Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa. Parents' Educational Involvement: A Developmental Ecology Perspective". Parenting: Science and Practice. a b c d e Lopez, Scribner & Mahitivanichcha, Gerardo, Jay $ Kanya (Summer 2001). Redefining Parental Involvement: Lessons from High-Performing Migrant-Impacted Schools".