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What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education
How the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards and training
This paper examines the case of Nigeria, which adopted a national policy to establish School-Based Management Committees (SBMCs)
Efforts to improve learning outcomes are unlikely to produce results unless there is a fundamental reconfiguration of power relations
This study draws on ethnographic fieldwork with a network of community-supported Islamic and Quranic schools in the state of Kano
Evidence from Pakistan
This paper assesses a 25-year state-school improvement programme run by CARE, an education foundation in Pakistan
This study aims to evaluate the effectiveness of a teacher education programme, known as Pendidikan Profesi Guru Prajabatan
An Under-Appreciated and Under-Studied Market—Supply-Side Dynamics in Pakistan
Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia.
This paper explores the engagement of political elites in setting the education-reform agenda in Karawang and Purwakarta
This paper sets out principles for designing a process initiated and supported at the national level
This paper examines the politics of education policies in the decentralised political system of Indonesia
This paper uses a near-representative household panel survey of primary-school-aged children in rural Tamil Nadu
This paper shows that low-income parents in Pakistan are keen to secure good-quality education for their children
This paper is based on the micro data of international and regional achievement tests
Explores the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities
This paper uses rich panel data from Pakistan
Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia
This paper proposes a conceptual framework for understanding drivers of education system performance
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