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Complementary Education

Meeting EFA: Guatemala PRONADE

Type: Research
Author(s): Moore
Year of Publishing: 2007
Keywords: Meeting EFA: Guatemala PRONADE, Complementary Education Models, Strategies for Achieving EFA, Guatemala
The mission of PRONADE is to assist the Ministry of Education to increase access to and quality of education in rural areas by providing financial resources to organized communities. This case study examines the impact of PRONADE community schools in Guatemala from 1996 to 2005. Comment

Compilation: Reaching the Underserved: Complementary Models of Effective Schooling

Type: Research
Year of Publishing: 2007
Keywords: Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, Zambia, Compilation: Reaching the Underserved: Complementary Models of Effective Schooling, Complementary Education Models, Strategies for Achieving EFA
EQUIP2 identified nine case examples of complementary, community-based approaches to schooling from around the world, and developed a research methodology for analyzing the effectiveness and cost-effectiveness of those models. This book frames the research questions; outlines the research methodology; synthesizes the case study findings; and includes the nine case studies. Comment

Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling

Type: Research
Year of Publishing: 2006
Keywords: Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling, Complementary Education Models, Strategies for Achieving EFA, Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, Zambia
This paper synthesizes the findings from nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia. The programs serve populations that otherwise have limited or no access to government provided schooling, and are not meant to serve as non-formal alternatives to primary education. Comment

Pour arriver à l’Education Pour Tous : Modèles efficaces d’éducation complémentaire pour les délaissés

Type: Research
Year of Publishing: 2006
Keywords: Pour arriver à l’Education Pour Tous : Modèles efficaces d’éducation complémentaire pour les délaissés, Complementary Education Models, Strategies for Achieving EFA, Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, Zambia
This paper synthesizes the findings from nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia. The programs serve populations that otherwise have limited or no access to government provided schooling, and are not meant to serve as non-formal alternatives to primary education. Comment

Meeting EFA: How do Complementary Models Meet the Education Needs of Underserved Populations in Developing Countries

Type: Research
Year of Publishing: 2006
Keywords: Meeting EFA: How do Complementary Models Meet the Education Needs of Underserved Populations in Developing Countries, Complementary Education Models, Strategies for Achieving EFA
Complementary education entails schooling models that reach disadvantaged students who would otherwise not have access to education. The programs complement the formal public education system by offering children an alternative route to achieving the same learning outcomes as students in regular schools. Comment

Meeting EFA: Afghanistan Community Schools

Type: Research
Author(s): Balwanz
Year of Publishing: 2006
Keywords: Meeting EFA: Afghanistan Community Schools, Afghanistan, Complementary Education Models, Strategies for Achieving EFA
This study examines the model and outcomes of the COPE program as well as the institutional and cultural context of the areas in which COPE schools operate. This case study examines the growth and impact of COPE schools in Afghanistan from 1998 to 2003. Comment

Meeting EFA: Mali Community Schools

Type: Research
Author(s): DeStefano
Year of Publishing: 2006
Keywords: Meeting EFA: Mali Community Schools, Mali, Complementary Education Models, Strategies for Achieving EFA
This case study examines the overall growth and impact of community schools in Mali during the last decade. It focuses on the Sikasso region, where Save the Children and 16 local NGOs, using USAID funds, have supported almost 800 schools—roughly 90 percent of the community schools in that region. Comment

Meeting EFA: Honduras Educatodos

Type: Research
Author(s): Moore
Year of Publishing: 2006
Keywords: Meeting EFA: Honduras Educatodos, Complementary Education Models, Strategies for Achieving EFA
This study examines the overall growth and impact of the Educatodos program in Honduras during the past decade. The case examines the program’s contributions in the areas of access, completion, cost and cost-effectiveness, quality, human resources and staffing, and policy and the enabling environment. Comment

Meeting EFA: Ghana School for Life

Type: Research
Author(s): Hartwell
Year of Publishing: 2006
Keywords: Meeting EFA: Ghana School for Life, Ghana, Complementary Education Models, Strategies for Achieving EFA
School for Life is an education program in Ghana’s rural Northern Region, where there is very little access to primary education. School for Life teaches local language literacy, numeracy, and general academics equivalent to three primary school grades in nine months. This case study analyzes three dimensions of effectiveness in Ghana’s School for Life: access, completion, and learning. Comment

Meeting EFA: Egypt Community Schools

Type: Research
Author(s): DeStefano
Year of Publishing: 2006
Keywords: Meeting EFA: Egypt Community Schools, Egypt, Complementary Education Models, Strategies for Achieving EFA
This study looks at UNICEF and the Egyptian MoE’s joint experience in Upper Egypt during the latter half of the 1990s and examines the extent to which community schools successfully provided access, completion, and learning, especially for girls, in three Upper Egypt governorates. The cost and cost-effectiveness of the community schools are compared to government schools. Comment

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