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Long Live Chairman Mao: Propaganda About Mao Zedong in Chinese Primary School Textbooks (1984–1999)

Shenglan Zhou

International Journal of Communication, volume 18 (2024), pp. 3647-3667

"This article examines the portrayal of Mao Zedong in Chinese literacy textbooks published within the context of the Patriotic Education Campaign during the 1980s and 1990s. Employing critical discourse analysis, this study reveals that Mao is depicted as an authoritative, charismatic, and industrio ... more

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Teaching and Learning Materials in Malawi

Nancy Kendall, Madalo Samati

UNESCO (2022), 35 pp.

"This brief examines the status of primary school TLMs in Malawi. It is based on interviews conducted with 22 Malawian educationalists, a review of international development education (IDE) project literature, and scholarly work on TLMs. It concludes that, particularly since the introduction of Free ... more

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Pulse Check on Digital Learning

New York: UNICEF (2022), 38 pp.

"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat ... more

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Supply and Demand for Open Educational Resources (OER) for Basic Education in Africa: Report and Recommendations

Barbara Trudell, Henk Prenger, Angela Becker

Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) (2019), 50 pp.

"Open educational resources (OER) are an important emerging genre of teaching and learning materials with the potential for providing significant learning support on a global scale. OER have the capacity to enhance the availability of quality reading and learning materials to audiences who are not c ... more

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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha, David Hollow

London: Save the Children (2017), 51 pp.

"This report has focused on predicting what basic education, the use of ICTs, and the ways that these technologies will contribute to education will look like by 2025, with a particular emphasis on the implication for those living in the most deprived locations. Three broad conclusions are appropria ... te. First, there is immense diversity, not only in education delivery but also in access to, and use of, ICTs. This will remain the case in 2025, and the resultant inequalities might well be very much worse than they are today. If current trends continue, then the use of technologies by the rich will be markedly different from the use of ICTs by the poor. The most deprived will continue not to have access to ICTs, will continue not to benefit from them, and will become relatively more disadvantaged. However, millions of slightly better off poor people will indeed be able to benefit from the potential that existing ICTs will be able to deliver over the next decade, especially in terms of access to educational content that may enable them to live more fulfilled lives. Second, for education systems to be improved, especially for the poorest and most marginalised children, there must be a fundamental rethinking of the vision for education in almost every country of the world. Educational change is slow, but some of those consulted for this report were optimistic, and thought that the pressure for change will soon become so high that governments will have to respond by instigating fundamental reforms. These, though, will be very expensive, and it still remains unclear how they will be funded and implemented. While the ICT sector is still likely to experience much rapid innovation, it is much more probable that the education sector will only evolve slowly. It is therefore also important that these technologies are used to enhance opportunities for learning everywhere, even where the education systems are slow to evolve. Third, there have indeed been many exciting and innovative uses of technology within education over the last two decades, and some of these are already being applied in contexts of both physical and socio-cultural deprivation. However, all too often those implementing ICTs initiatives in the education sector focus primarily on the technologies, rather than the education. If technology is indeed to be used to support learning, both in school and out of it, there needs to be a complete reversal of much current practice. The focus must be first on the education, and only then on the various technologies that can help deliver it." (Conclusions, page 20) more

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Deep Impact: An Investigation of the Use of Information and Communication Technologies for Teacher Education in the Global South

Jenny Leach

Atef Ahmed; Shumi Makalima; Tom Power (contrib.)

London: Department for International Development (DFID) (2005), 158 pp.

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Enhancing Learning Opportunities in Africa: Distance Education and Information and Communication Technologies for Learning

Paud Murphy, Steve Anzalone, Andrea Bosch, Jeanne Moulton

Washington, DC: World Bank (2002), xii, 55 pp.

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¿Libros para todos? Maestros y textos escolares en el Perú rural

Patricia Ames

Lima: Instituto de Estudios Peruanos (IEP);Consorcio de Investigación Económica y Social (CIES) (2001), 85 pp.

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Guia pedagógico do professor: "Para ouvrir e aprender", vol. 4

Santarém: Projeto Rádio Pela Educação;Rádio Rural de Santarém (2000), 175 pp.

"Este é o Guia Pedagógico para você acompanhar as aulas do Programa "Para Ouvir e Aprender", que é uma realização da Rádio Rural de Santarém, em parceria com as Secretarias Municipais de Educação de Santarém e Belterra com apoio do UNICEF. No Brasil e na nossa região, existem muitas solu ... more

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Statistical Yearbook 1999

Paris: UNESCO;Bernan Press (1999), iv, 238 pp.

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Popular Publishing for Environmental and Health Education: Evaluation of Action Magazine

Terry Russell, Steve Murray

Liverpool: Liverpool University Press (1993), viii, 237 pp.

"Action Magazine is a non-government donor-funded project based in Harare, which produces a magazine for schools targeted at top primary level using a 'popular publishing' format - with comic book elements, fun and games features, cartoons, etc. - to present health and environmental science material ... more

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Planning Textbook Development for Primary Education in Africa

Etienne Brunswic, Habib Hajjar (eds.)

Paris; Stockholm: UNESCO;International Institute for Educational Planning (IIEP);Swedish International Development Cooperation Agency (Sida) (1992), 55 pp.

"Report of a seminar organized by the International Institute for Educational Planning held in Maputo. Gives an overview of the state of textbook development in several African countries, addresses specific issues, and makes some recommendations for future action." (Hans M. Zell, Publishing, Books & ... more

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Incidencia de la educación a distancia sobre la educación basica en América Latina

Miguel Petty, Eduardo Sánchez Martinez, Maria Rosa Maurizi, Liliana Olmos

Santiago: REDUC (1990), 61 pp.

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The SACI/EXERN Project in Brazil: An Analytical Case Study

Emile G. McAnany, João Batista A. Oliveira

Paris: UNESCO (1980), 46 pp.

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Radio for Education and Development: Case Studies. Vol. I

Peter L. Spain (ed.)

Washington, DC: World Bank (1977), 198 pp.

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The Radio Mathematics Project: Nicaragua 1974-1975

Barbara Searle, Jamesine Friend, Patrick Suppes

Barbara Parness; Jane Sachar; Thomas Tilson; Vitalia Vrooman; Mario Zanotti (collab.)

Stanford, Cal.: Stanford University, Institute for Mathematical Studies in the Social Sciences (1976), xiv, 261 pp.

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Africa Prospect: Progress in Education

Richard Greenough

Paris: UNESCO (1966), 111 pp.

"Africa Prospect, in the opening chapter, summarizes the progress made and indicates the problems encountered and those that remain unsolved. Primary school enrolment has overshot the Addis Ababa targets. So, in many a country, has the proportion of the national budget available for financing educat ... more