Developmental evaluation has emerged fairly recently as a way to support adaptive learning in complex and emergent initiatives. Combining the rigour of evaluation with the flexibility and imagination required for development, this new form of evaluation brings critical thinking to bear on the creative process in initiatives involving high levels of uncertainty, innovation, emergence, and social complexity.

This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.

The invention of collage by Picasso and Braque in 1912 proved to be a dramatic turning point in the development of Cubism and Futurism and ultimately one of the most significant innovations in twentieth-century art. Collage has traditionally been viewed as a new expression of modernism, one allied with modernism's search for purity of means, anti-illusionism, unity, and autonomy of form. This book - the first comprehensive study of collage and its relation to modernism - challenges this view. Christine Poggi argues that collage did not become a new language of modernism but a new language with which to critique modernism. She focuses on the ways Cubist collage - and the Futurist multimedia work that was inspired by it - undermined prevailing notions of material and stylistic unity, subverted the role of the frame and pictorial ground, and brought the languages of high and low culture into a new relationship of exchange.

The effective use of educational assessments is fundamental to improving learning. However, effective use does not refer only to the technical parameters or statistical methodologies. Learning assessments in use todaywhether large-scale or household surveys or hybrid (smaller, quicker, cheaper or SQC)have varied uses and purposes. The present volume provides a review of learning assessments, their status in terms of the empirical knowledge base, and some new ideas for improving their effectiveness, particularly for those children most in need. It is argued here that SQC learning assessments have the potential to enhance educational accountability, increase transparency, and support a greater engagement of stakeholders with an interest in improving learning. In addition, countries need a sustained policy to guide assessment choices, including a focus on poor and marginalized populations.

This book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. The book critiques the status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. The authors address one of today’s most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining?