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Education Diplomacy for Improving Learning of Vulnerable Children in Community Schools in Zambia

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Bibliographic Details
Title: Education Diplomacy for Improving Learning of Vulnerable Children in Community Schools in Zambia
Language: English
Authors: Murru, Anna C., Miyato, Harriet, Vandenbosch, Tom E.
Source: Childhood Education. 2018 94(3):67-72.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Community Schools, Disadvantaged, At Risk Students, Educational Improvement, Student Improvement, Access to Education, Partnerships in Education, Educational Cooperation, Educational Change, Change Strategies, Community Needs, Needs Assessment, Participative Decision Making
Geographic Terms: Zambia
DOI: 10.1080/00094056.2018.1475718
ISSN: 0009-4056
Abstract: Communities and governments can learn from each other to provide access to education and meet the learning needs of their most vulnerable children. Education Diplomacy can be used to prioritize education challenges, build mutual understanding, and shape consensus toward solutions that are supported by empowered parents/guardians, teachers, school leaders, civil society, and local and central governments committed to inclusive learning for all children.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1179541
Database: ERIC
Description
Abstract:Communities and governments can learn from each other to provide access to education and meet the learning needs of their most vulnerable children. Education Diplomacy can be used to prioritize education challenges, build mutual understanding, and shape consensus toward solutions that are supported by empowered parents/guardians, teachers, school leaders, civil society, and local and central governments committed to inclusive learning for all children.
ISSN:0009-4056
DOI:10.1080/00094056.2018.1475718