Carr‐Hill, R;
Rolleston, C;
Pherali, T;
Schendel, R;
(2014)
PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review.
Campbell Systematic Reviews
, 10
(1)
pp. 1-46.
10.1002/cl2.127.
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Abstract
The Problem Education is internationally understood to be a fundamental human right that offers individuals the opportunity to live healthy and meaningful lives. Evidence from around the world also indicates that education is vital for economic and social development, as it contributes to economic growth and poverty reduction, sustains health and well‐being, and lays the foundations for open and cohesive societies (UNESCO, 2o14). In recognition of the vital importance of education, governments across the globe have made a substantial effort to expand and improve their education systems, as they strive to meet the Education for All goals, adopted by the international community in 1990. These efforts have borne remarkable results; it is estimated that the number of out‐of‐school children has halved over the last decade (ibid, p. 53). However, there are still serious barriers to overcome, particularly in terms of access, completion and learning (Krishnaratne, White, & Carpenter, 2013). Access to education ‐ particularly for girls, poor children and children in conflict‐affected areas ‐ remains a crucial issue. The 2013 Global Monitoring Reports claims that an estimated 57 million children are still out of school, over half of whom are in sub‐Saharan Africa (UNESCO, 2014, p.53).1 Furthermore, despite increases in enrolment numbers, there has been almost no change since 1999 in the percentage of students dropping out before the end of the primary cycle. The evidence also indicates that many children enrolled in school are not learning. Recent estimates suggest that around 130 million children who have completed at least four years of school still cannot read, write or perform basic calculations (UNESCO, 2014, p. 191).
| Type: | Article |
|---|---|
| Title: | PROTOCOL: The Effects of School‐Based Decision Making on Educational Outcomes in Low and Middle Income Contexts: A Systematic Review |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/cl2.127 |
| Publisher version: | https://doi.org/10.1002/cl2.127 |
| Language: | English |
| Additional information: | Copyright © 2014 Carr‐Hill et al. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10092387 |
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