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List of Figures and Tables |
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xii | |
Series Editor's Foreword |
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xiii | |
Acknowledgements |
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xv | |
Glossary of Acronyms |
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xvii | |
Introduction |
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xix | |
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Education for All---Unfinished Business |
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1 | (24) |
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1 | (2) |
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3 | (4) |
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The Long Saga of Striving for EFA |
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7 | (8) |
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EFA: The Challenges Ahead |
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15 | (5) |
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Scaling up Secondary Schooling |
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20 | (1) |
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Scaling up Teacher Education |
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21 | (2) |
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23 | (2) |
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25 | (20) |
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25 | (1) |
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Expanding Public Schooling |
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26 | (3) |
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Private Schools: A Poor Choice or the Choice of the Poor? |
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29 | (3) |
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Children and Computers: What Works? |
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32 | (11) |
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43 | (2) |
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Technology Is the Answer---What Is the Question? |
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45 | (20) |
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45 | (1) |
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Attitudes to Technology: Irrational Exuberance or Instinctive Scepticism? |
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46 | (1) |
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46 | (2) |
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Technology-Based Innovations in Conventional Schooling |
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48 | (1) |
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49 | (1) |
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50 | (3) |
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53 | (4) |
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Designing Learning Systems to Operate at Scale |
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57 | (3) |
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The Economy of Learning Systems |
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60 | (3) |
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63 | (2) |
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Open Schools and Mega-Schools |
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65 | (18) |
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65 | (1) |
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What Are Open Schools and Mega-Schools? |
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66 | (2) |
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Parallels with Higher Education |
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68 | (1) |
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Open Schools: Means and Ends |
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69 | (1) |
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Which Model: Complementary, Alternative or Intergrative? |
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70 | (4) |
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The Collaborative Creation of Learning Materials |
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74 | (2) |
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Open Schooling to Strengthen the Conventional Schooling System |
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76 | (2) |
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Open Schools as Catalysts for Reform |
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78 | (1) |
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Computing and Children: Can Open Schools Help? |
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79 | (1) |
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The Governance of Open Schools |
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80 | (1) |
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81 | (2) |
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Teacher Education at Scale |
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83 | (14) |
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83 | (2) |
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Teacher Supply and Retention |
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85 | (2) |
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Teacher Recruitment and Education |
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87 | (8) |
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95 | (2) |
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97 | (10) |
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97 | (1) |
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98 | (1) |
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99 | (2) |
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101 | (1) |
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102 | (2) |
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How Can the International Community Help? |
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104 | (1) |
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105 | (1) |
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105 | (2) |
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Appendix 1: Profiles---Selected Open Schools and Mega-Schools |
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107 | (34) |
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107 | (1) |
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Home Schooling in North America |
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107 | (3) |
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Centre National d'Enseignement a Distance (CNED), France (Mega-School) |
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110 | (3) |
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Telesecundaria, Mexico (Mega-School) |
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113 | (3) |
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National Institute of Open Schooling (NIOS), India (Mega-School) |
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116 | (6) |
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SLTP Terbuka (Open Junior Secondary School), Indonesia (Mega-School) |
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122 | (3) |
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Botswana College of Distance and Open Learning (BOCODOL) |
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125 | (4) |
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Namibian College of Open Learning (NAMCOL)(Mega-School) |
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129 | (5) |
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Open College, Papua New Guinea (Mega-School) |
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134 | (4) |
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Contact North, Ontario, Canada |
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138 | (3) |
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Appendix 2: Programmes and Mechanisms for Expanding Teacher Supply |
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141 | (30) |
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141 | (1) |
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Centre National d'Enseignement a Distance (CNED), France |
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141 | (5) |
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PERMAMA (Perfectionnement des Maitres en Mathematiques), Quebec, Canada |
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146 | (3) |
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National Teachers' Institute (NTI), Kaduna, Nigeria |
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149 | (4) |
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Allama Iqbal Open University, Pakistan |
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153 | (2) |
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The UK Open University (UKOU) |
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155 | (5) |
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The Open University Malaysia (OUM) |
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160 | (3) |
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CalState TEACH, California, USA |
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163 | (2) |
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TESSA (Teacher Education in Sub-Saharan Africa) |
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165 | (3) |
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Protocol for the Recruitment of Commonwealth Teachers |
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168 | (3) |
Bibliography |
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171 | (9) |
Subject Index |
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180 | (4) |
Name Index |
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184 | |