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(PDF) Strategies and policies for literacy | Helen Abadzi - Academia.edu

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data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="29824170" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29824170/The_benefits_and_costs_of_alternative_strategies_to_combat_illiteracy">The benefits and costs of alternative strategies to combat illiteracy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39285882" href="https://iastate.academia.edu/PeterOrazem">Peter Orazem</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2006</p><div 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style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="27146407" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27146407/Health_Education_and_Poverty_Reduction_OECD_2002">Health, Education and Poverty Reduction_OECD 2002</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1173408" href="https://ferdi.academia.edu/MorrissonChristian">Morrisson Christian</a></div><p class="ds-related-work--abstract ds2-5-body-sm">● The poor are the principal beneficiaries of universal access to social services. ● Instead of thinking in terms of supply, we need to meet the demand for services from the poor. ● Policies should be judged by their outcomes rather than by the amount of resources employed. ● Coherent, long-term and participatory policy are needed to escape from the poverty trap. In its research activities, the Development Centre aims to identify and analyse problems the implications of which will be of concern in the near future to both Member and non-member countries of the OECD. The conclusions represent a contribution to the search for policies to deal with the issues involved. The Policy Briefs deliver the research findings in a concise and accessible way. This series, with its wide, targeted and rapid distribution, is specifically intended for policy and decision makers in the fields concerned. It is generally agreed that spending on education and health is key to poverty reduction, but simply allocating more resources to these sectors does not ensure that poverty actually declines. On the basis of four in-depth case studies (on Indonesia, Madagascar, Peru and Tanzania) and three Technical Papers on malnutrition and primary education in sub-Saharan Africa, this Policy Brief demonstrates the need to rethink the distribution of social spending and the way these sectors are managed. Instead of simply providing services to the poor, it is necessary to meet their demand for services; instead of thinking solely in terms of resources, in the belief that increased funding will suffice, we must judge policies by their outcomes and enhance the efficiency of these sectors. Health and education expenditures need to be better targeted, and this Policy Brief recommends measures that always benefit the poor – and only the poor. Lastly, to break the process by which poverty is transmitted from one generation to the next. Initiatives must be integrated to form a coherent, long-term strategy that involves the participation of all stakeholders.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Health, Education and Poverty Reduction_OECD 2002&quot;,&quot;attachmentId&quot;:47396083,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/27146407/Health_Education_and_Poverty_Reduction_OECD_2002&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27146407/Health_Education_and_Poverty_Reduction_OECD_2002"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="33433389" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33433389/_Addressing_the_need_for_a_social_infrastructure_Education_for_development">&quot; Addressing the need for a social infrastructure &quot; : Education for development</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32046904" href="https://gfsu.academia.edu/AnantMishra">Anant Mishra</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Education is a major contributing factor in eliminating poverty while promoting growth and overall development. Ignoring the importance of education has led to poor investment in capital in such economies hampering the necessary economic growth. Developing economies in the sub- Saharan Africa and Southeast Asia are few of the regions that lack necessary improvement in education. Since, the UN emphasis the need for education as a basic human right, one out of three in Sub Saharan Africa cannot read or write. In South-East Asia over 26.6% of the people are illiterate, which was earlier estimated to be 50% in 1990, but today, one out of four individual is unable to read and write. There are disparities recorded in least economic developed countries where as most of the developing economies are severely affected by illiteracy. However, many international development agencies are converging the gap of illiteracy, a firm political will and urgent address to reform will be needed to reinforce such extensive efforts.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;\&quot; Addressing the need for a social infrastructure \&quot; : Education for development&quot;,&quot;attachmentId&quot;:53484183,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/33433389/_Addressing_the_need_for_a_social_infrastructure_Education_for_development&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33433389/_Addressing_the_need_for_a_social_infrastructure_Education_for_development"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="88979201" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/88979201/Setting_the_agenda_for_change_in_the_new_millennium_an_open_invitation_from_the_International_Poverty_and_Health_Network_to_all_health_professionals">Setting the agenda for change in the new millennium: an open invitation from the International Poverty and Health Network to all health professionals</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32314696" href="https://lshtm.academia.edu/AndyHaines">Andy Haines</a></div><p class="ds-related-work--metadata ds2-5-body-xs">JPMA. The Journal of the Pakistan Medical Association, 2000</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Setting the agenda for change in the new millennium: an open invitation from the International Poverty and Health Network to all health professionals&quot;,&quot;attachmentId&quot;:92858589,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/88979201/Setting_the_agenda_for_change_in_the_new_millennium_an_open_invitation_from_the_International_Poverty_and_Health_Network_to_all_health_professionals&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/88979201/Setting_the_agenda_for_change_in_the_new_millennium_an_open_invitation_from_the_International_Poverty_and_Health_Network_to_all_health_professionals"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="9473079" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9473079/Cost_Effectiveness_of_Primary_School_Interventions_in_Africa">Cost-Effectiveness of Primary School Interventions in Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="509985" href="https://independent.academia.edu/LaurenceWolff">Laurence Wolff</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1129871" href="https://independent.academia.edu/ErnestoSchiefelbein">Ernesto Schiefelbein</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Sub-Saharan African countries are engaged in the difficult task of meeting the Millennium Development goals as well as the broader targets of Education for All, both of which seek to provide six full years of primary education of good quality. Until recently the focus was on keeping children in school and on finding the financial resources to pay teachers. Increasingly there is an interest in the quality side of the equation, as leaders and decision makers have begun to recognize that children can stay in school and not learn very much. This paper seeks to strengthen this changed focus by estimating the “cost effectiveness” of 46 potential “interventions” that could result in increased primary school learning. Furthermore, throughout the world quality improvement is often sought through investments made on the basis of untested or partially tested assumptions about the cost-effectiveness of particular interventions. While education is increasingly considered the key to economic success --and investments in education by national governments as well as international agencies are growing--, current knowledge about cost-effectiveness in education is extraordinarily inadequate, especially considering the huge amounts of money that go into education. Undertaking traditional empirical cost-effectiveness research in education is costly and time consuming. The authors sought a “short cut” this approach, though an approach which harnesses expert opinion on “what works” in education. A “typical” low income English speaking country, a composite of six East and West African countries (e.g., Ghana, Kenya, Malawi, Tanzania, Uganda, Zambia) was created. The authors decided that French speaking Africa as well as southern Africa had different characteristics and could be the subject of a future survey. The authors then devised a questionnaire which was given to twenty-three international education planners and economists, mainly located in universities and international agencies, all of whom were well acquainted with educational research, and who have an understanding of attempts at educational reform in the region. Each respondent was asked to estimate the potential impact of 46 possible primary school interventions on learning (as defined by the score on a standardized test given at the end of fourth grade), as well as the probability that these interventions would be adequately implemented. These interventions included those typically thought of in the African context as well as interventions used elsewhere in the world. The authors plugged in their own estimates of the incremental unit costs of these interventions, and then created an index ranking the cost-effectiveness of each of the 46 interventions. . The main conclusions from this exercise are as follows: • There appear to be a number of low cost but effective interventions which can be utilized to increase learning; These include: assigning best teachers (for teaching to read and write) to first grade; enforcing regulations on the official length of the school year; enforcing student attendance policies; paying teachers regularly; using a revolving fund for textbooks; ending the practice of switching teachers during the school year; and rotating teachers and principals among schools. ii • Some very expensive interventions may have a small impact on learning (per unit of required resources). These especially include computers, school feeding programs, longer daily schedule, smaller number of students per class, and raising teachers&#39; salaries without complementary training and better selection criteria for new teachers. • Some interventions are of moderate to high cost but could have a significant impact. These include : making textbooks available to each student, and providing a small library for each classroom. Other interventions with high probable impact are those related to a longer school year, decentralization, and mass media campaigns encouraging parents to pay more attention to learning and developmental needs of their children. • All those polled consider implementation issues of great importance. 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href="https://www.academia.edu/9473079/Cost_Effectiveness_of_Primary_School_Interventions_in_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="79172592" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/79172592/PROTOCOL_Protocol_Interventions_for_improving_learning_outcomes_and_access_to_education_in_low_and_middle_income_countries_a_systematic_review">PROTOCOL: Protocol Interventions for improving learning outcomes and access to education in low- and middle-income countries: a systematic review</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29513166" 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class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/79172592/PROTOCOL_Protocol_Interventions_for_improving_learning_outcomes_and_access_to_education_in_low_and_middle_income_countries_a_systematic_review"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="15336917" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15336917/Education_for_All_in_South_and_West_Asia">Education for All in South and West Asia</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="225524" href="https://csdindia.academia.edu/JandhyalaTILAK">Jandhyala TILAK</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Education for All in South and West Asia&quot;,&quot;attachmentId&quot;:38640486,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/15336917/Education_for_All_in_South_and_West_Asia&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15336917/Education_for_All_in_South_and_West_Asia"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="28899501" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28899501/Health_Programs_in_a_Developing_Country_why_do_we_Fail">Health Programs in a Developing Country- why do we Fail</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="14270277" href="https://cmcludhiana.academia.edu/ParamitaSengupta">Paramita Sengupta</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Background: Developing countries, including India, face similar problems in implementation of health programs and thus have shown poor progress on the Millennium Development Goals. Many of these countries are also facing epidemiological transition and facing a dual disease pattern, which leads to increasing burden on the limited resources, leading to program failure. This review is undertaken to look at the possible reasons for program failure focusing on India.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Health Programs in a Developing Country- why do we Fail&quot;,&quot;attachmentId&quot;:49334086,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/28899501/Health_Programs_in_a_Developing_Country_why_do_we_Fail&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28899501/Health_Programs_in_a_Developing_Country_why_do_we_Fail"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="4520160" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4520160/Public_Funding_and_Budgetary_Challenges_To_Providing_Universal_Access_To_Primary_Education_in_Sub_Saharan_Africa">Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5620111" href="https://ucla.academia.edu/EdmondKeller">Edmond Keller</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2010</p><p class="ds-related-work--abstract ds2-5-body-sm">Budgetary capacity that would allow for the public funding of the provision of universal access to primary education is lacking in many sub-Saharan economies. National revenues significantly lag behind the overall economic productivity measure of GDP. Analysis of data derived from UNESCO and UNDP for 2004 shows that governments in the region spend far less in US dollars per unit cost on primary education than do developed countries. Increasing the unit cost of education in order to enable a government to guarantee universal primary education would take away resources from other tiers of the education system in many countries in the region. The alternative is to universalise access, despite existing budget allocation constraints, and thereby further compound the problems of poor infrastructure and limited human resource capacity that continue to compromise education quality in sub-Saharan Africa.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa&quot;,&quot;attachmentId&quot;:49809032,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/4520160/Public_Funding_and_Budgetary_Challenges_To_Providing_Universal_Access_To_Primary_Education_in_Sub_Saharan_Africa&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4520160/Public_Funding_and_Budgetary_Challenges_To_Providing_Universal_Access_To_Primary_Education_in_Sub_Saharan_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="3805068" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3805068/Increasing_Adult_Literacy_A_focus_on_stable_skills">Increasing Adult Literacy: A focus on stable skills</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3720180" href="https://uta.academia.edu/HelenAbadzi">Helen Abadzi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;Increasing Adult Literacy: A focus on stable skills&quot;,&quot;attachmentId&quot;:31461639,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/3805068/Increasing_Adult_Literacy_A_focus_on_stable_skills&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3805068/Increasing_Adult_Literacy_A_focus_on_stable_skills"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;continue-reading-button--sticky-ctas&quot;,&quot;attachmentId&quot;:36568285,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;workUrl&quot;:null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;download-pdf-button--sticky-ctas&quot;,&quot;attachmentId&quot;:36568285,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;workUrl&quot;:null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_36568285" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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