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AbstractAbstract: Convivencia is a Spanish concept that addresses the ways of living together, living with others. School convivencia in particular is formed by the tapestry of social relations that construct the everyday life in schools, and it provides the relational elements and boundaries where the school experience is constructed. This article derives from an investigation of the relationships between two Mexican primary schools and their local communities and their implications for school convivencia. It presents two challenges of analysing school convivencia from an ethnographic perspective: the struggle between restrictive and comprehensive approaches and the tension between the specific and the complex in understanding convivencia.
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Assessing the Role of the School Operational Grant Program in Improving Education Outcomes in IndonesiaWorld Bank (Jakarta, 2014-12-23)Over the last ten years, Indonesia has
continued to make significant progress in improving
educational opportunities for all its citizens. The purpose
of this report is to provide an assessment of the national
school grants program, Bantuan Operasional Sekolah (BOS),
and its contribution to progress in the education sector.
The BOS program aimed to raise educational attainment
through the provision of school grants to all primary and
junior secondary schools. The report draws together studies
and data that have been used to analyze the program and
undertakes new analysis that looks at the effect of the
program on household education costs and education
participation. The review is used to draw out policy options
to improve the program further and ensure that it
contributes effectively to emerging challenges in the
sector. The first chapter provides a brief overview of
school funding in Indonesia before setting out the channels
through which the BOS program was designed to improve
education outcomes. The chapter also provides background
information on the size and mechanics of the BOS program as
well as the major changes that have occurred over the last
ten years. Chapter two explores the effect of BOS on the
education costs faced by households and whether these
changes have been a key driver of the improvements in
participation, particularly of the poor, seen over the last
decade. Chapter three looks at the role BOS has played in
supporting school based management reforms and whether they
are likely to have led to improvements in education
outcomes. The final chapter provides some suggestions on how
to improve the BOS program and strengthen its role in
improving education outcomes.
Pakistan--Tracing the Flow of Public MoneyWorld Bank Group (World Bank, Islamabad, 2016-07-14)The main objective of the report is to provide recommendations
for policy makers and sector managers to help improve service delivery
and the resultant outcomes in primary education. The fundamental
premise of this analysis stems from Punjab Social Sector Public Expenditure
Review conducted in FY2013.
Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 4 - Costs and Financing of Secondary Education in Ghana, A Situational AnalysisLewin, Keith M. (World Bank, Washington, DC, 2008)This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.