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  • 1.
    Chinapah, Vinayagum
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Cars, Mikiko
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Grinberg, Sarit
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Global Efforts towards Quality Education for All: Evidence and Reflections from an International and Comparative Educational Perspective2013In: Journal of Education and Research, ISSN 2091-0118, Vol. 3, no 2, p. 39-58Article in journal (Refereed)
    Abstract [en]

    In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter the labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual´s learning potentials.

  • 2.
    Grinberg Rabinowicz, Sarit
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Chinapah, Vinayagum
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Good Practices in Pursuit of Sustainable Rural Transformation2014In: Journal of Education and Research, ISSN 2091-0118, Vol. 4, no 2, p. 7-23Article in journal (Refereed)
    Abstract [en]

    Responding to the world’s instability in the economy, society, and in the environment, initiatives such as the EFA goals and MDGs acknowledge that the developing world is in crisis. For the rural people, who are the majority of the poor worldwide, economic, social, and environmental instability is a daily reality. Rural people are among the most vulnerable, the most marginalized, and the most oppressed groups and they make up the majority of the poor in most countries.  With education as a catalyst for transformation, providing the rural people with the knowledge, skills, and tools they need to improve their lives, and taking into account the context and reality of rural people, sustainability has to be a part of this transformation process.  Sustainable rural transformation as a holistic perspective takes into account rural needs, the context, and the process of transformation. This paper identifies the challenges that rural populations are facing, and argues how the concept and practice of education for rural transformation should work towards a sustainable development, envisioning a ‘sustainable rural transformation’. This paper illustrates and examines the concept of sustainable rural transformation and why education and good practices are important to promote an equitable sustainable rural transformation and human well-being.

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