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NN43, February 2010
A World of Reports? A Critical Review of Global Development Reports with an Angle on Education and Training
| PB |
NN43 Policy BriefBy NORRAGread article |
| 8-10 |
NN43 - PrefaceBy Kenneth King, NORRAG, Edinburgh Universityread article |
| 11-17 |
Editorial: Reporting on Reports - NORRAG’s roleBy Kenneth King, NORRAG, Edinburgh Universityread article |
| 18-19 |
Peter Grootings in MemoriamBy Sören Nielsen, European Training Foundation (ETF)read article |
| 21-23 |
Problems of Comparability, Political Interest, and Perspective in ‘a World of Reports’ on Educational Progress and DevelopmentBy Mark Mason, Hong Kong Institute of Educationread article |
| 24-25 |
The Discourse of the First Commissions on Education for Sub-Saharan Africa: Does History Repeat Itself?By Shoko Yamada, Nagoya Universityread article |
| 26-28 |
Education in Sub-Saharan Africa: Policies for Adjustment, Revitalization and ExpansionBy Birger Fredriksen, Consultant, formerly with World Bank, Washington DCread article |
| 29-30 |
Education and Knowledge: Basic Pillars of Changing Production Patterns with Social Equity. Santiago, Chile: Economic Commission for Latin America and the Caribbean and UNESCOBy Noel McGinn, Nahant, Massachusetts (formerly Harvard University)read article |
| 30-32 |
Development Reports – Are they Useful?!By Lennart Wohlgemuth, University of Gothenburgread article |
| 32-35 |
The Delors Commission and ReportBy Alexandra Draxler, Formerly Editor, Prospects. Secretary of the Delors Commission and its follow-up, 1993 – 2000read article |
| 36-36 |
To Use or Not to Use: The Politics of the Report!By Crain Soudien, University of Cape Townread article |
| 38-39 |
Which Text is More Sacred for Education Targets: Jomtien, Dakar or MDGs?By Ingemar Gustafsson, University of Stockholmread article |
| 40 |
Education and the Global Financial Crisis. What to Do? Organise a Global Conference!By Claudio de Moura Castro, Positivo, Belo Horizonte, Brazilread article |
| 42-44 |
Reflections on UNESCO’s World Education Reports and the Global Monitoring Reports on Education for AllBy John Daniel, Commonwealth of Learningread article |
| 44-45 |
A Couple of Quick Reflections on the Education for All GMRBy Kevin Watkins, EFA GMR team, UNESCO, Parisread article |
| 45-48 |
Ranking the World on Education? The Education For All Development Index of the GMRBy Roy Carr-Hill, University of York and Institute of Education, Londonread article |
| 48-52 |
Picking the Low Hanging Fruits, and Preparing to Reach those a Little Higher Up: Looking Ahead to 2012 – What EFA GMR Indicators of Skill?By Kenneth King, NORRAG, Scotland; Robert Palmer, formerly of University of Edinburghread article |
| 52-54 |
Reflections on the Use of the Global Development Reports with an Emphasis on Reports containing information about Early Childhood Care and DevelopmentBy Robert G. Myers, Hacia una Cultura Democrática, A.C. (ACUDE)read article |
| 54-57 |
Good Quality Education in and through the GMRBy Yusuf Sayed, University of Sussexread article |
| 57-59 |
On Reports, Globalisation and MarginalisationBy Beatrice Avalos-Bevan, University of Chile, Santiagoread article |
| 59-60 |
Global Monitoring Reports: Reflections on Real Potential and RealpolitikBy Michele Schweisfurth, University of Birminghamread article |
| 61-64 |
What Do and Might the EFA GMRs Achieve?By Rosemary Preston, University of Warwickread article |
| 64-65 |
Education for All – and the Value of its EFA GMR ReportBy Lene Buchert, University of Osloread article |
| 67-71 |
Transforming Tertiary Education in Developing Countries: The Role of the World BankBy Jamil Salmi, World Bank, Washingtonread article |
| 71-74 |
The TICAD Process and the Discourse among StakeholdersBy Shoko Yamada, Nagoya Universityread article |
| 74-75 |
Japan’s Commitment to African Development through the TICAD ProcessBy Michiko Miyamoto, Japan International Cooperation Agencyread article |
| 76-77 |
The State of the World’s Children 1999-2010By Sheldon Shaeffer, Development analyst (formerly UNESCO), Bangkokread article |
| 77-78 |
The Impact of the Human Development Index (HDI) 1990-2009By Santosh Mehrotra, Institute of Applied Manpower Research, New Delhiread article |
| 78-80 |
The Contribution of Technical and Vocational Education and Training to Education for Sustainable Development: Fact or Fiction?By Rupert Maclean, The Hong Kong Institute of Education, Hong Kongread article |
| 80-82 |
Are China’s Africa Summits Different?By Liu Haifang, Institute of West Asian and African Studies, CASS, Beijingread article |
| 83-85 |
Education Strategy PapersBy Steve Packer, Consultant, formerly DFID, Londonread article |
| 86-87 |
Every Child in School and Learning – the New DFID Education StrategyBy Gemma Wilson-Clark, DFID, Londonread article |
| 87-89 |
The Treatment of Education and Training in the S. Asia Human Development ReportsBy Shehryar Janjua, Mahbub ul Haq Human Development Centre, Islamabadread article |
| 89-92 |
India ranked at 105 in the Education for All Development IndexBy Jandhyala B G Tilak, National University of Educational Planning and Administration, New Delhi, Indiaread article |
| 92-95 |
A Civil Society Perspective on CONFINTEA V1, Belem, BrazilBy David Archer, ACTIONAID, Londonread article |
| 95-96 |
‘Our Common Interest’ Five Years on: The Commission for Africa Report and EducationBy Myles A Wickstead, Former Head of Secretariat, Commission for Africa, now Open University, UKread article |
| 97-99 |
Realizing the Potential of Africa's Youth: Report of the (Danish) Africa CommissionBy Holger Hansen, University of Copenhagenread article |
| 101-103 |
The Key Dimension of Local ‘Policy Learning’ in the Role of Global ReportsBy Sören Nielsen, European Training Foundation (ETF), Turinread article |
| 104-105 |
How Does the Mass of Policy Recommendations Reach Policy People in the Field?By Mary-Luce Fiaux Niada, Swiss Development Agency, Bernread article |
| 106-107 |
Localizing International Best Practices in Education: The case of PETS in TanzaniaBy Chambi Chachage, Independent researcher and policy analyst, Dar es Salaamread article |
| 107-110 |
Are Chilean Policy Makers Using (or Learning from) World Reports?By Ernesto Schiefelbein and Paulina Schiefelbein, Universidad Autónoma de Chile, Santiagoread article |
| 110-112 |
Global Reports: Issues and Impact in Sub-Saharan AfricaBy Djénéba Traoré, ROCARE/ERNWACA Regional Coordinator, Bamakoread article |
| 113-115 |
World Reports and Need Driven Non-formal Training Programmes: Prospecting a National Vocational Education and Training Commission for NigeriaBy Benjamin A. Ogwo, State University of New York, Oswegoread article |
| 115-116 |
EFA by 2010 in Sub-Saharan Africa: a Long Way to Go, but What’s Next?By G M Joachim Boko, University of Pittsburgh and Consultant at the Netherlands Development Organization Beninread article |
| 116-117 |
Making User-Friendly World Reports?By Elenice Monteiro Leite, Independent consultant, Brazilread article |
| 117-119 |
Translating Policy Related Knowledge into Policy and Action at the Country Level: a Practitioner PerspectiveBy Roger Munns, Education development practitioner, Londonread article |