Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - cover image

Copyright

Daniel A. Wagner; Nathan M. Castillo; Suzanne Grant Lewis;

Published On

2022-02-21

ISBN

Paperback978-1-80064-200-3
Hardback978-1-80064-201-0
PDF978-1-80064-202-7
HTML978-1-80064-650-6
XML978-1-80064-205-8
EPUB978-1-80064-203-4
MOBI978-1-80064-204-1

Language

  • English

Print Length

488 pages (xxii+466)

Dimensions

Paperback156 x 34 x 234 mm(6.14" x 1.33" x 9.21")
Hardback156 x 37 x 234 mm(6.14" x 1.44" x 9.21")

Weight

Paperback2017g (71.15oz)
Hardback2421g (85.40oz)

Media

Illustrations44
Tables38

OCLC Number

1305397458

LCCN

2021390256

BIC

  • JN
  • JNFN
  • 1QFG

BISAC

  • EDU001030
  • EDU008000
  • EDU048000
  • EDU036000

LCC

  • LC213

Keywords

  • learning
  • Sustainable Development Goal on Education
  • Learning at the Bottom of the Pyramid
  • quality of education
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Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

  • Daniel A. Wagner (editor)
  • Nathan M. Castillo (editor)
  • Suzanne Grant Lewis (editor)
Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP).

This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children.

This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe.

Contents

1. Diversity and Equity in Education: Policy, Practice, and Options for Reaching Children at the Bottom of the Pyramid

(pp. 13–44)
  • Amy Jo Dowd
  • Lauren Pisani
https://doi.org/10.11647/obp.0256.01

2. Education on the Move: How Migration Affects Learning Outcomes

(pp. 45–76)
  • Jo Kelcey
  • Ozen Guven
  • Dana Burde
https://doi.org/10.11647/obp.0256.02

3. Teaching at the Bottom of the Pyramid: Teacher Education in Poor and Marginalized Communities

(pp. 77–112)
  • Kwame Akyeampong
https://doi.org/10.11647/obp.0256.03

4. Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts

(pp. 113–148)
  • Taskeen Adam
  • Björn Haßler
  • Nathan M. Castillo
https://doi.org/10.11647/obp.0256.04

5. Reducing Inequality in Education Using “Smaller, Quicker, Cheaper” Assessments

(pp. 149–180)
  • Luis Crouch
  • Timothy S. Slade
https://doi.org/10.11647/obp.0256.05

6. Not All Pyramids Are the Same: Relative Learning Exclusion and Its Evolution Over Time

(pp. 181–192)
  • Stan Vermeulen
  • Dirk Van Damme
  • Tijana Prokic-Breuer
https://doi.org/10.11647/obp.0256.06

7. Financing Education at the Bottom of the Pyramid

(pp. 193–222)
  • Luis Benveniste
  • Samer Al-Samarrai
https://doi.org/10.11647/obp.0256.07

8. Mexico: Education and Learning at the Bottom of the Pyramid

(pp. 223–276)
  • Sylvia Schmelkes del Valle
  • Héctor Robles Vásquez
  • Annette Santos del Real
https://doi.org/10.11647/obp.0256.08

9. India: Learning in the Margin: Reflections on Indian Policies and Programs for Education of the Disadvantaged

(pp. 277–292)
  • Rangachar Govinda
https://doi.org/10.11647/obp.0256.09

10. India: Learning Challenges for the Marginalized

(pp. 293–308)
  • Udaya Narayana Singh
  • Rajarshi Singh
  • Padmakali Banerjee
https://doi.org/10.11647/obp.0256.10

11. India: The Role of Civil Society Organizations and Scalable Technology Solutions for Marginalized Communities

(pp. 309–322)
  • Lorie Novak
https://doi.org/10.11647/obp.0256.11

12. Ivory Coast: Children at the Bottom of the Pyramid and Government Policies

(pp. 323–342)
  • François Joseph Azoh
  • Zamblé Théodore Goin Bi
https://doi.org/10.11647/obp.0256.12

13. Ivory Coast: Promoting Learning Outcomes at the Bottom of the Pyramid

(pp. 343–360)
  • Kaja Jasińska
  • Sosthène Guei
https://doi.org/10.11647/obp.0256.13

14. Kenya: Education, Learning and Policy-Framing for Children at the Bottom of the Pyramid

(pp. 361–380)
  • Sara Ruto
  • Ann Gachoya
  • Virginia Ngindiru
https://doi.org/10.11647/obp.0256.14

15. Kenya: Free Primary and Day Secondary Education Policies and Their Contributions to Learning at the Bottom of the Pyramid

(pp. 381–396)
  • Emmanuel O. Manyasa
  • Mercy G. Karogo
https://doi.org/10.11647/obp.0256.15

16. Kenya: Disability and Learning at the Bottom of the Pyramid

(pp. 397–416)
  • John K. Mugo
  • Diana Makau
  • David K. Njengere
https://doi.org/10.11647/obp.0256.16

17. Kenya: Education in Marginalized Communities

(pp. 417–438)
  • Joyce Kinyanjui
https://doi.org/10.11647/obp.0256.17

Afterword: The Challenge Ahead for Learning at the Bottom of the Pyramid

(pp. 439–450)
  • Rachel Hinton
  • Asyia Kazmi
https://doi.org/10.11647/obp.0256.18

Introduction

(pp. 1–12)
  • Daniel A. Wagner
https://doi.org/10.11647/obp.0256.19

Contributors

Daniel A. Wagner

(editor)
Professor of Education at University of Pennsylvania

Nathan M. Castillo

(editor)
Assistant Professor of Global Studies in Education at University of Illinois Urbana-Champaign

Suzanne Grant Lewis

(editor)