Learning in the post-2015 education and development agenda (Prospects #167)

(04-12-13)

This issue of Prospects, the second non-thematic collection of peer-reviewed articles published in 2013, includes articles that bear on the complexity of the current educational landscape with critical topics ranging from education assessments and teacher quality to the role that universities can play in peace-building.

 

As we approach the 2015 deadline to achieve universal primary education, 57 million children remain out of school. Among other issues, the quality of education, teacher training, curriculum development, gender equality, and student achievement remain as pertinent as ever and they must continue to be prioritized.

 

The articles gathered in this issue add substantive arguments to ongoing scholarly debates by:

  • critiquing the “abuses” of education assessments;
  • comparing teacher certification and student achievement in various contexts;
  • exploring the financial burden of attending university and its implications for rural students;
  • considering the educational disadvantages that indigenous women face;
  • analyzing how universities in conflict zones contribute to development;
  • examining the actual practices of inclusive education; and
  • highlighting the role that mentoring, peer counselling, and parental involvement can play in student achievement.

 

Different aspects of education from various perspectives are brought together here. The authors express concerns about a range of issues in the field, but they also share much in common, including the implicit concern that students at every level be provided with quality inclusive education. As such, this issue offers an important contribution to the current international debate about education policies, goals, and targets in the post-2015 international development agenda. 

 

PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.

 

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