Teachers for All â GCE policy briefing (566KB) - VSO

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• meet the target of giving 0.7% of Gross National Income to assist poor countries and cancelunpayable debt of all poor countries• allocate their ‘fair share’ of aid to basic education, allocating the majority of financing throughthe Education For All Fast Track Initiative• fund recurrent costs and ensure predictability of aid over a ten-year time period• support the Netherlands government proposal for reform of current FTI mechanisms to allowupfront commitments to forthcoming plans to be made• promote abolition of user fees but ensure funds are sufficient to employ enough teachers tomeet increased demand.68
REFERENCES1. ActionAid International (2005), Real Aid; An Agenda for Making Aid Work. Johannesburg:ActionAid International.2. ActionAid International (2006), Education Action. Johannesburg: ActionAid International.3. Alcázar, Lorena, F. Halsey Rogers, Nazmul Chaudhury, Jeffrey Hammer, Michael Kremer andKarthik Muralidharan (2004), Why Are Teachers Absent? Probing Service Delivery inPeruvian Primary Schools. Washington: World Bank.4. Asian Development Bank (2001), Health And Education Needs Of Ethnic Minorities In TheGreater Mekong Subregion. Manila: Asian Development Bank.5. Bennell, Paul (2004), Teacher Motivation and Incentives in Sub-Saharan Africa and Asia.Brighton: Knowledge and Skills for Development.6. Bennell, Paul (2005), Teacher Mortality in Sub-Saharan Africa: an Update. Brighton:Knowledge and Skills for Development.7. Beyond Access (2005a), Beyond Access for Girls and Boys, Education and Gender EqualitySeries, Programme Insights. Oxford: Oxfam.8. Beyond Access (2005b), Developing Capacity to Achieve Gender Equality in Education,Education and Gender Equality Series, Programme Insights. Oxford: Oxfam.9. Beyond Access (2005c), Pedagogic Strategies for Gender Equality, Beyond Access ProjectPolicy Paper 2. Oxford: Oxfam.10. Bird, L. (2006), Learning about war and peace in the Great Lakes region of Africa.Unpublished Ph.D. thesis, University of London.11. Bruneforth, Michael (2006), Demand for new teachers 2005 to 2015 – case studies.Unpublished: UNESCO Institute of Statistics.12. Bruns, Barbara, Alain Mingat, and Ramahatra Rakotomalala (2003), Achieving UniversalPrimary Education by 2015: A Chance for Every Child. Washington: World Bank.13. Choudhury, Sutapa (2005), Teacher Professionalism In Punjab: Raising Teachers’ Voices.Islamabad: VSO Pakistan/DFID.14. Clemens, Michael (2004), The Long Walk to School: International education goals inhistorical perspective. Washington: Center for Global Development.15. Commission for Africa (2005), In Our Common Interest: The Report of the AfricaCommission. London: Commission for Africa.16. Commonwealth Ministers of Education (2004), Commonwealth Teacher RecruitmentProtocol. London: Commonwealth Secretariat.17. Commonwealth Secretariat (2006), Achieving Education For All: Good Practice in Crisis andPost-Conflict Reconstruction. A handbook for Education Policy Makers and Practitioners inCommonwealth Countries. London: Commonwealth Secretariat.18. DFID (2005), Education: From Commitment to Action. London: Department For InternationalDevelopment.69
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CONTENTSAcknowledgements 3Acronyms
Page 4 and 5:
ACRONYMS AND ABBREVIATIONSAIDS Acqu
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(EFA) goals 7 demand even greater e
Page 8 and 9:
service training should be coordina
Page 10 and 11:
Recommendations on the costs of qua
Page 12 and 13:
2. THE WORLD DESPERATELY NEEDS MORE
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Cameroon‘Four teachers for six cl
Page 16 and 17:
themselves two majors cause of the
Page 18 and 19: 1. attend the funerals of friends o
Page 20 and 21: Jamaica‘Jamaica is another stop o
Page 22 and 23: There are also often marked regiona
Page 24 and 25: communities (Seel, 2003). There is
Page 26 and 27: 3. A GOOD TEACHER IS A TRAINED TEAC
Page 28: lessons or control classes. As a re
Page 31 and 32: ISCED 4: Post-secondary, non-tertia
Page 33 and 34: Minimum standards for primary teach
Page 35 and 36: use of learning materials; they mus
Page 37 and 38: and Sperling 2004:65). Such beliefs
Page 39 and 40: were similarly narrated about how H
Page 41 and 42: secondary qualification and one or
Page 43 and 44: environments, and promoting greater
Page 45 and 46: Housing, travel, health and other i
Page 47 and 48: Teachers need effective management,
Page 49 and 50: elsewhere) are conspicuous by their
Page 51 and 52: from organisations that have a duty
Page 53 and 54: ‘…reduces corruption and improv
Page 55 and 56: decentralisation processes - leadin
Page 57 and 58: women have adequate arrangements fo
Page 59 and 60: professional development programmes
Page 61 and 62: even where public spending matches
Page 63 and 64: Investment in education should be s
Page 65 and 66: Vicious circles: the role of condit
Page 67: The answer to the World Bank’s qu
Page 71 and 72: 38. GCE/ActionAid (2005b), Deadly I
Page 73 and 74: 76. UNESCO (2006b), The Role of Tra
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Teachers for All â GCE policy briefing (566KB) - VSO