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This series of books from the OECD's Centre for Educational Research and Innovations provides the results of OECD work on innovation in education.

Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education.

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Education --- Bildungsforschung. --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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Education --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes.

Education --- Education for All --- Education sector --- Effective Schools and Teachers --- Human development --- Human resource development --- Learning --- Learning outcomes --- Papers --- Primary Education --- Schools --- Teacher --- Teachers --- Tertiary Education --- Workers

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In Europe, the idea of Lifelong Learning has developed from an education policy to the most important pedagogic paradigm. The concept was created as an answer to the international education crisis, diagnozed by Philip H. Coombs in 1967. Since the European Year of Lifelong Learning in 1996, it has been regarded as an alternative to deal with the rapid social, political and economic changes of the modern world. Andrea Óhidy shows the genesis of the concept and its development towards a pedagogic paradigm. She investigates the relations between the concept of Lifelong Learning and school education and points out the most important links between Lifelong Learning and adult education. In pedagogical research on the development of Lifelong Learning the importance of cooperative learning methods has frequently been emphasized whereas their application has not been discussed. The author, therefore, explains a teaching unit to show the practical application of cooperative learning methods.

Continuing education --- Education and state --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education