Doing the Basics Better in Africa: How School Support, Autonomy, and Accountability Improved Outcomes for Girls in PEAS Schools

Autor/in	Hills, Libby
Titel	Doing the Basics Better in Africa: How School Support, Autonomy, and Accountability Improved Outcomes for Girls in PEAS Schools
Quelle	In: Childhood Education, 93 (2017) 5, S.382-387 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2017.1367229
Schlagwörter	Foreign Countries; School Support; Accountability; Females; Equal Education; Partnerships in Education; Cost Effectiveness; Institutional Autonomy; Outcome Based Education; School Administration; Governance; Secondary Schools; Secondary Education; Africa; Uganda; Zambia + Suchen Sie Ihr Suchwort? Ausland; Schulförderverein; Verantwortung; Weibliches Geschlecht; Hochschulpartnerschaft; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Institutionelle Autonomie; Lernerfolgsmessung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sekundarschule; Sekundarbereich; Afrika; Sambia
Abstract	Promoting Equality in African Schools (PEAS) seeks to expand access to sustainably delivered, quality secondary education in Africa. PEAS builds and runs chains of not-for-profit, low-cost private schools in public-private partnership with governments. External evaluation data show that PEAS schools in Uganda are delivering higher quality education, to more disadvantaged students, and at lower average cost per student than government schools. PEAS has been part of the UK Department for International Development's Girls' Education Challenge (GEC) fund over the past four years. The GEC aims to help up to a million of the world's poorest girls improve their lives through education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01