The Politics of Education in Developing Countries: From Schooling to Learning?
- Submitting institution
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The University of Manchester
: A - Development Studies
- Unit of assessment
- 22 - Anthropology and Development Studies : A - Development Studies
- Output identifier
- 185903837
- Type
- T - Other
- DOI
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- Location
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- Brief description of type
- A collection of critical work
- Open access status
- -
- Month
- March
- Year
- 2018
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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B - SEED
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This peer-reviewed edited collection is based on work undertaken within the DFID-funded Effective States and Inclusive Development research centre, located within GDI. Hickey is research director of this centre and led the £200,000 sub-project on 'The Politics of Education in Developing Countries' that this collection derives from, in collaboration with co-editor Hossain, an expert on education. The book addresses a key dimension of global inequality, namely persistently low levels of learning that take place in developing countries despite the earlier success in ensuring access to school for the majority of children. The project involved adapting ESID’s conceptual framework to the field of education and then applying it to six country case-studies in order to investigate the political economy drivers of this problem. The book’s introductory chapter sets out what we currently know about the problem of learning in developing countries, drawing on secondary data and a thorough review of the available literature (Component 1, led by Hossain with inputs from Hickey). Chapter Two identified the lack of a coherent framework in this field, and proposed an original conceptual and methodological approach to investigating the politics of education (Component 2, led by Hickey). Chapter Ten offers a comparative analysis of the six country cases, each of which applied the same conceptual approach, and sets out the implications for theory and practice (Component 3, jointly led by Hickey and Hossain, with further authorial inputs from Jackman). Hickey took a lead role in establishing and directing the research and in terms of liaising with both the authors of the closing commentaries and the publisher, and shared editorial responsibilities with Hossain. The books evidence and arguments directly informed the World Bank’s World Development Report 2018 on Education.
- Author contribution statement
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- Non-English
- No
- English abstract
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