Handbook of International Development and Education
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Handbook of International Development and Education

Edited by Pauline Dixon, Steve Humble and Chris Counihan

This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.
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Chapter 13: Introduction to part III

Chris Counihan


The global landscape of education is changing. For those working in international development and education, there have been numerous arguments to suggest that too much effort has been expended on delivering access to education and not enough emphasis on ensuring its quality. Such critiques have rested on the need for radical changes and calls for policies and practices to develop the learning process. Moreover, there are major calls to understand more about pedagogical standards and how this shapes the learning process. In Part III, the focus is on pedagogy and policy development that aims to bring notice to ideas that help answer some of these critiques. Authors present ideas operating at the intersection of local, national and international level with a view to informing policy reform. These chapters taken together offer a new narrative on the potential pathways pedagogies may take going forward, utilising pragmatic approaches that can significantly improve positive outcomes for children and young people from emerging economies. The opening chapter by Monazza Aslam and Shenila Rawal (Chapter 14) examines aspects of teacher effectiveness in South Asia, highlighting some of the major factors that prevent quality education from being realised. The authors synthesise literature from studies in the South Asia region using primary and secondary sources to provide their discussions. However, the topics covered resonate with other emerging economies facing similar issues in the teaching profession.

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