Volume 2, Issue 1
USAID Education Workshop Presentations, Moving from Access to Relevance

NOTE FROM THE EDITOR
Welcome to the Journal of Education for International Development (JEID). JEID is very pleased to publish articles that bring relevant and timely information to education professionals working in developing countries around the world.

Many developing countries today are striving to meet international education targets set by the Education for All Conferences and the Millennium Development Goals and to achieve their own national education goals. As countries worldwide move toward universal access to quality education, they face many challenges. These include financial constraints, inadequately trained education professionals, lack of reliable and accurate data, and policy limitations. Information to help overcome these challenges is essential. The goal of JEID is to make available information on all issues relevant to the improvement of quality education at all levels. All JEID issues are published online, free of charge.

I encourage you to consider contributing your articles to JEID and to register as a peer reviewer. By working together, we can put our knowledge in the service of sustainable development worldwide

Deborah Glassman, Editor

Constructing Knowledge Societies: New Challenges for Education

Jamil Salmi, World Bank

Citation
Salmi, Jamil (2006). Constructing Knowledge Societies: New Challenges for Education. Journal of Education for International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/KnowledgeSocieties.pdf on [insert month] [insert day], [insert year].

Abstract
Technology is dramatically changing the knowledge being produced in the world today. The changes, which could be as fundamental as was the introduction of blackboards into classrooms two centuries ago, will test education systems in developing countries. This keynote address considers the importance of new applications of knowledge, the continuous restructuring of education systems in response, especially at the tertiary level, and the challenges that developing countries and their donors face as a result of these changes.

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Education and Emergencies

Eldrid K. Midttun, Education Adviser
Norwegian Refugee Council

Citation
Midttun, Eldrid K. (2006). Education and Emergencies, Journal of Education for International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/EducationandEmergencies.pdf on [insert month] [insert day], [insert year].

Abstract
This keynote address examines the global situation and the prospects for education in emergencies, including natural disasters and armed conflicts. It reviews the roles of different actors in emergencies and their coordination and cooperation. The author describes the efforts of the Norwegian Refugee Council in planning and providing relevant, quality education support to individuals and communities affected by emergencies.

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Fostering Education for Female, Out-of-School Youth in Afghanistan

Jo Ann Intili, Ph.D. and Ed Kissam, Ph.D., Aguirre International, Division of JBS International, with Creative Associates
Eileen St. George, Ph.D., Creative Associates

Citation
Intili, Jo Ann; Kissam, Ed; St. George, Eileen (2006). Fostering Education for Female, Out-of-School Youth in Afghanistan. Journal of Education for International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/Afghanistan.pdf on [insert Month] [insert day], [insert year].

Abstract
In 2003, in response to the lack of educational opportunities in Afghanistan for the general population and especially for females, the United States Agency for International Development funded the Afghanistan Primary Education Program (APEP). APEP offers emergency access to accelerated elementary education for out-of-school youth between ten and eighteen years of age, focusing on females. Between 2003 and 2005, APEP supported Accelerated Learning (AL) programs for 170,000 over-age youth in more than 3,000 villages in Afghanistan. This paper describes the program strategies and the significant results achieved for female youth.

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Impact of New Horizons for Primary Schools on Literacy and Numeracy in Jamaica 1999-2004

Marlaine Lockheed, Ph.D., Abigail Harris, Ph.D., Paul Gammill, Karima Barrow
The Academy for Educational Development

Citation
Lockheed, Marlaine; Harris, Abigail; Gammill, Paul; Barrow, Karima (2006). Impact of New Horizons for Primary Schools on Literacy and Numeracy in Jamaica 1999-2004, Journal of Education for International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/NewHorizons.pdf on [insert month] [insert day], [insert year].

Abstract
In school year 1998-1999, the United States Agency for International Development fully rolled out the New Horizons for Primary Schools Program (NHP) for approximately 10% of the most poorly performing schools in Jamaica. The program was designed to improve the quality of teaching in these primary schools, to raise literacy and numeracy levels, to increase school attendance and to strengthen school management. The first cohort of students to attend NHP schools for all or most of Grades 1-6 completed Grade 6 in 2004. This report examines how NHP affected student learning achievement and discusses the data requirements for more rigorous analyses.

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Beyond the Basics: Balancing Education and Training Systems in Developing Countris

Robert Palmer, University of Edinburgh, Centre of African Studies

Citation
Palmer, Robert (2006). Beyond the Basics: Balancing Education and Training Systems in Developing Countries. Journal of Education in International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/BeyondBasics.pdf on [insert month] [insert day], [insert year].

Abstract
Since 1990, post-primary or post-basic education has received far less support that primary education. Yet, it is becoming increasingly clear that concomitant support is needed to both post-basic education and training (PBET) and to the development of a supportive labour market environment for economic growth and poverty reduction. Using evidence primarily from Ghana, this paper examines the reasons for the pattern of low returns to lower levels of education across sub-Saharan Africa. To achieve the correct skill-mix for poverty reduction and growth, all levels of education and training need to be supported to bring about the kinds of expected developmental outcomes associated with education. Narrowly funding primary/basic education will not reach the Millennium Development Goals.

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Marshall Plan Concepts and Technical Assistance in Kharkiv, Ukraine

Leland M. Cole and James M. Silberman
Center for Economic Initiatives

Citation
Cole, Leland M., Silberman, James M. (2006). Marshall Plan Concepts and Technical Assistance in Kharkiv, Ukraine. Journal of Education for International Development, 2:1. Retrieved from http://www.equip123.net/JEID/articles/2/MarshallPlan.pdf on [insert month] [insert day], [insert year].

Abstract
The Marshall Plan was probably the world’s most successful assistance program. The Technical Assistance Productivity Program, one of its components, brought 25,000 Europeans and several thousand other people from developing countries to the United States to learn about the latest techniques in management, technology and marketing. Study tour participants adapted American techniques and increased productivity at home. The United States Agency for International Development funded a series of similar study tours for businessmen from Kharkiv, Ukraine to the United States. This paper describes those study tours and their very positive results.

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The opinions and findings presented in this publication are those of the author's and do not necessarily reflect the views of USAID.