Whose Progress? Causes and Consequences of Unequal Transitions
by Rhiannon Moore & Bridget Azubuike, Young Lives, University of Oxford
presented at the CIES international Conference
9th March 2017
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Comparative Evidence from Rwanda, Zanzibar, Puntland and Kenya
A presentation from the CIES 2019 Time-to-Teach Panel
CIES Conference
April 17, 2019
San Francisco
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Comparative Evidence from Rwanda, Zanzibar, Puntland and Kenya
A presentation from the CIES 2019 Time-to-Teach Panel
CIES Conference
April 17, 2019
San Francisco
Presentación de Juan León, Investigador asociado del estudio Niños del Milenio / Young Lives de GRADE, en la Universidad del Pacífico para estudiantes de maestría y doctorado de programa de Educational Leadership de la Universidad de Louisville en USA.
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Quality education in Australia: development throughout the years and future g...Grupo Areté
¡Nuevo trabajo! / New project!
Asignatura: Historia de los países de habla inglesa/History of english-speaking countries
✏ Título: "Quality education in Australia: development throughout the years and future goals"
#ODS 4: Educación de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. For more info, see www.oecd.org/edu/eag2009
To achieve the Millennium Development Goal of 'Education For All' by 2015, an estimated 18 million teachers will have to be recruited and trained. An additional 2 million will be required in India alone. For this kind of scale to be realised, a paradigm shift in thinking is required in how we go about educating prospective teachers.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017
Presentación de Juan León, Investigador asociado del estudio Niños del Milenio / Young Lives de GRADE, en la Universidad del Pacífico para estudiantes de maestría y doctorado de programa de Educational Leadership de la Universidad de Louisville en USA.
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Quality education in Australia: development throughout the years and future g...Grupo Areté
¡Nuevo trabajo! / New project!
Asignatura: Historia de los países de habla inglesa/History of english-speaking countries
✏ Título: "Quality education in Australia: development throughout the years and future goals"
#ODS 4: Educación de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. For more info, see www.oecd.org/edu/eag2009
To achieve the Millennium Development Goal of 'Education For All' by 2015, an estimated 18 million teachers will have to be recruited and trained. An additional 2 million will be required in India alone. For this kind of scale to be realised, a paradigm shift in thinking is required in how we go about educating prospective teachers.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES
Atlanta, 9 March 2017
Whose Progress? Causes and Consequences of Unequal Transitions
Rhiannon Moore & Bridget Azubuike
Young Lives, University of Oxford
CIES International Conference, 9th March 2017
CIES 2017 From Access to Equity (3) 21st Century SkillsYoung Lives Oxford
21st Century Inequality? Transferable skills and who learns them
Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
CIES Conference, Atlanta, 6-9th March 2017
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Starting Together, Growing Apart:
Gender gaps in learning from preschool to adulthood in four
developing countries
Abhijeet Singh
University College London,
Young Lives
Sofya Krutikova
Institute for Fiscal Studies,
Young Lives
Young Lives conference, Oxford
9 Sept 2016
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Disrupted Futures 2023 | Delivering equality of opportunity in educationEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at How career guidance can best respond to social inequalities: new OECD analysis and guidance "Delivering Equality of Opportunity in Education. Presented by Esther Doyle and Carol Guildea.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Presentación de Santiago Cueto, coordinador en el Perú del estudio Niños del Milenio / Young Lives y director de investigación de GRADE, en UKFIET, conferencia internacional sobre educación y desarrollo. Este evento se realizó del 15 al 17 de septiembre en la Universidad de Oxford.
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation discusses public education issues in developing countries and what has been done in some nations in general and in Egypt specifically to address those issues. The presentation introduces online/virtual social schools as a possible solution to alleviate some of the current public systems problems and how to implement that solution in Egypt.
"Presentation given by Dr Dinesh Kumar, Joint Commissioner, Kendriya Vidyalaya Sangathan (KVS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: IMPROVING GROSS ENROLLMENT RATIO AND MANAGING QUALITY IN HIGHER EDUCATION INSTITUTES: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"
The report provides information of the current status of Quality Education. This report will discuss about the Introduction, Overview of current situation goal in Bangladesh, Government initiative to achieve the goal’s target and key challenges of Quality Education.
Criticism of K to 12 System and Legal Basis
1. It creates factions:
By segregating the students in such a manner, it is easy to create factions that would lead to divisions in the school.
2. It is lengthy:
k12 education model requires that students stay in school for thirteen years before they can join tertiary education. This is long and tiresome especially for children who are growing up.
3. It encourages repetition:
k12 grading is such that each of the students will be measured by how good they are in each class. Those who fail to pass qualifying exams are forced to repeat the grade.
4. It is tiresome:
Children going through this mode of education are required to stay in class for up to 8 hours each day for 13 years. This is not only lengthy but it is also tiresome.
5. It diminishes students’ interest to study:
Like any other long process, children are most likely to lose interest in studying by the time they hit the halfway mark in this type of education.
6. It is costly for parents:
The k12 system of education is costly especially due to the fact that it is lengthy and requires students to stay in school for several years.
7. Schools lack enough facilities:
Some schools with this system of education lack enough facilities owing to the high demand that the system puts on the already limited resources.
8. Only beneficial to private schools:
The system is only beneficial to private schools that are out to make a profit but are costly for government schools.
9. Needs a lot of money from the government:
The government-funded schools require a lot of money to manage the system. The money could have been channeled to other uses.
An Extensive Longitudinal Study into Children & Youth around the world: Methodological challenges, strengths and weaknesses
Marta Favara, Young Lives
CLOSER Longitudinal Methodology Series seminar
July 28th , 2016
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
CIES 2017 From Access to Equity (1) transitions
1. Whose Progress? Causes and Consequences
of Unequal Transitions
Rhiannon Moore & Bridget Azubuike
Young Lives, University of Oxford
CIES Conference
9th
March 2017
@yloxford
@rhi_moore
@orbeezy06
2. OUTLINE
Progression through school and grade repetition:
introduction
Enrolment trajectories of Young Lives children:
transitions from primary to secondary
Grade progression and repetition: when are children
falling behind?
Grade repetition: some of the factors involved
Discussion
3. TRANSITIONS TO SECONDARY EDUCATION
With access to basic education now
close to universal in most countries,
there is increasing policy focus on
secondary education:
Who is progressing to secondary
education and who is not?
Are there key transition points at
which children are more likely to drop
out or fall behind?
What does this mean for the equity of
secondary education?
4. RETURNS TO SECONDARY EDUCATION
Increasing returns for higher
levels of education in developing
countries (Colclough et al, 2009)
Declining returns to primary
education as economies change
Unequal transition to secondary
reinforces exclusion of
disadvantaged groups in labour
market (DFID, 2017)
Secondary education ‘critical’ to
breaking intergenerational
transmission of poverty (World
Bank, 2009)
5. GRADE REPETITION & BEING ‘OVERAGE’
Enrolment is not all that matters:
patterns of grade progression or
repetition are also important
Considerable costs (economic &
other) of grade repetition
Children who repeat grades learn
less than those of similar ability
level who progress to the next
grade (Glick & Sahn, 2010)
‘Over-age for grade’ children are
most at risk of not completing
basic education (Sabates et al,
2010)
6. ENROLMENT TRAJECTORIES
Young Lives data – can
track education history
across time
By age 12 (2013), the
number of Young Lives
children enrolled in
school was comparable
across the three
countries
But different paths to
getting to this point –
differences across the
countries, points in
time and groups in each
country
7. GRADE PROGRESSION: VIETNAM
0
500
1000
1500
2000
2007 2009 2011 2013 2015
Year
Dropped out
2 to 4 years ahead
One year ahead
Right grade for age
One year behind
2 to 4 years behind
5 to 7 years behind
VN YC Schooling Progress
8. GRADE PROGRESSION: INDIA
0
500
1000
1500
2000
2007 2009 2011 2013 2015
Year
Dropped out
2 to 4 years ahead
One year ahead
Right grade for age
One year behind
2 to 4 years behind
5 to 7 years behind
IN YC Schooling Progress
9. GRADE PROGRESSION: ETHIOPIA
0
500
1000
1500
2000
2008 2010 2012 2014 2016
Year
Dropped out
2 to 4 years ahead
One year ahead
Right grade for age
One year behind
2 to 4 years behind
5 to 7 years behind
8 to 9 years behind
ET YC Schooling Progress
10. FACTORS IN GRADE PROGRESSION
Quite a lot of variation
in grade progression in
Ethiopia and India
explained by student
background
characteristics
This is less apparent in
Vietnam – suggests
other factors in grade
repetition
Type of school
attended is also
important in Ethiopia
and India – more likely
to repeat grades in
private schools.
OLS regression.
Dependent Variable: Positive grade
progression.
VARIABLES Ethiopia India Vietnam
R1 middle tercile (ref category: R1 bottom tercile) 0.368*** 0.149** 0.0824**
R1 top tercile 0.401*** 0.201** 0.0855**
R4 middle tercile (ref category: R4 bottom tercile) -0.141* 0.198*** 0.0704**
R4 top tercile 0.155 0.281*** 0.0605
Male (ref category: Female) -0.170*** -0.215*** -0.0237
Urban (ref category: Rural) 0.0931 0.155* -0.0676*
Caregivers education -0.0130* 0.0454*** 0.0121***
Private School (ref category: Public school) -0.243** -0.672*** 0.206
Other School type -0.372* -0.715*** -0.0370
Score on Language Test R4 0.0302*** 0.0186*** 0.00352***
Constant 3.012*** 3.748*** 4.474***
Observations 1,078 1,409 1,402
R-squared 0.283 0.224 0.053
Standard errors in parentheses
*** p<0.01, ** p<0.05, * p<0.1
11. DISCUSSION & IMPLICATIONS
Grade repetition is an important
aspect of the schooling trajectories
of Young Lives children
Children in private schools more
likely to repeat grades in Ethiopia
and India
Need to understand more about
the factors behind grade repetition
Policy solutions need to address
grade repetition and ‘over-age for
grade’ enrolment e.g. remedial
education
12. DISCUSSION & IMPLICATIONS
Children from all backgrounds are
staying in school for longer - but most
disadvantaged are still more likely to
drop out before age 15
Transition to secondary school is key
point for dropout
Policy solutions needed which focus
on helping children make this
transition
But need to avoid placing emphasis
on completing more years of
education rather than improving
learning (e.g. ASER 2016)
13. REFERENCES
ASER (2016) ASER 2016 (Rural) Findings. Delhi: ASER.
Colclough, C., Kingdon, G. and Patrinos, H.A. (2009) The Pattern of Returns to
Education and Its Implications. RECOUP Working Paper 4. Cambridge:
RECOUP.
DFID (2017) Economic Development Strategy: prosperity, poverty and meeting
global challenges. London: DFID.
Glick, P. and Sahn, D.E. (2010) ‘Early Academic Performance, Grade Repetition,
and School Attainment in Senegal: A Panel Data Analysis’ World Bank Economic
Review. 24 (1): 93-120.
Sabates, R., Akyeampong, K., Westbrook, J. and Hunt, F. (2010) School Drop
out: Patterns, Causes, Changes and Policies. Paper commissioned for the EFA
GMR 2011, The Hidden Crisis: Armed conflict and education.
World Bank (2009) Secondary Education in India: Universalising Opportunity.
Washington DC: Human Development Unit South Asia Region.