Keith M Lewin
Biographic Data
| ID | 5240426 |
|---|---|
| NAME | Keith M Lewin |
| GIVEN NAMES | Keith M |
| FAMILY NAME | Lewin |
| SIGNATURE | LEWIN K M |
| AFFILIATIONS | Emeritus Professor of International Development and Education, University of Sussex, Brighton, UK |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 167 |
| WORKS AS AUTHOR | 25 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 8 |
Contingent reflections on coronavirus and priorities for educational planning and development
The COVID-19 pandemic has dramatically shifted education and development priorities. The tragic death toll and high rates of morbidity across many countries are an unprecedented setback and a calamity for those affected physically and mentally. The economic and social effects of lockdowns, loss of production and business confidence, and global recession will cast a long shadow over education systems. Despite the 435 million items that Google alre…
Beyond business as usual
The Sustainable Development Goals for Education
The Commonwealth is well placed to play a key role in catalysing both sustainable educational development (SED) and education for sustainable development (ESD). SED generates the conditions under which education systems can deliver rights to education and provide infrastructure, learning materials and teachers for high-quality learning. ESD engages with the question ‘learning for what?’ It challenges educators to develop curricula that will shape…
Inside private secondary schools in Malawi
School drop out in Bangladesh
Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa
Expanding access to secondary education
Access to education revisited
Policy dialogue and target setting
Governments and development agencies met at Jomtien in 1990 and Dakar in 2000 and committed themselves to achieve ‘Education for All’ (EFA). Most aid to education is now the umbrella of EFA and its associated goals, targets and indicators. This paper selects some of the indicators used for EFA and analyses their strengths and weaknesses. Gross and net enrolment rates (GERs and NERs) are widely used to assess levels of enrolment, but their changin…
The policies, politics and progress of access to basic education
Access to education in sub‐Saharan Africa
The numbers of children with access to basic education in sub‐Saharan Africa have increased substantially over the last two decades but many still remain out of school. Some fail to enrol at all, especially in fragile states, and many more start school but do not complete the basic cycle. Education for All (EFA) and the Millennium Development Goals (MDGs) have generated commitments to improve greatly access to education. This paper first develops…
Education in sub‐Saharan Africa
Access to basic education is a central plank of the global initiatives on Education for All and is prominently included in the Millennium Development Goals (MDGs) to which almost all countries subs
Diversity in convergence
Keywords: EducationDevelopmentDiversity, FinanceEducation for allSecondary schoolingPrimary schoolingDeveloping countries
The Economics of Schooling and School Quality
Planning post-primary education
Insights into the policy and practice of teacher education in low‐income countries
The Multi‐Site Teacher Education Research project (MUSTER) explores initial teacher education in five countries—Ghana, Lesotho, Malawi, South Africa, and Trinidad and Tobago. National research teams collected and analysed data on key dimensions of the training process, which included the characteristics of those selected for training, the curriculum processes they experience, the outcomes of training, the reflections of newly trained teachers in …
Who becomes a teacher? The characteristics of student teachers in four countries
The costs of supply and demand for teacher education
From student teachers to newly qualified teachers in Ghana
New Technologies and Knowledge Acquisition and Use in Developing Countries
This short paper is focused on the development of information and communication technologies (ICTs), their implications for education and learning, and the resource constraints that will shape their impact on developing countries. The analysis in the paper sets a challenge for the future. It argues that educational developments related to ICTs will be highly concentrated in richer countries where connectivity is common and markets for services ar…
Education in emerging Asia
The costs of secondary schooling in developing countries; patterns and prospects
Educational Innovation in China
In 1985 the Communist Party of China announced the most wide-ranging reforms of education since the cultural revolution. This book explores the impact of these reforms on the process of schooling and higher education and identifies emerging issues and problems. The primary data for the book are drawn mainly from the experience of reform in Zhejiang Province. Secondary material is drawn from a variety of English and Chinese language sources to fac…
Development Policy and Science Education in South Africa
South African science education is in a state of flux as the new government embarks on a process of renewal and redress in education policy. Existing curricula reflect priorities that are not relevant to new needs, patterns of participation testify to systematic neglect of the science education of the mass of the population under apartheid. The paper argues that the first step in developing new policy is to understand the links between science an…
British bi-lateral assistance to education
Access to education in sub‐Saharan Africa
The numbers of children with access to basic education in sub‐Saharan Africa have increased substantially over the last two decades but many still remain out of school. Some fail to enrol at all, especially in fragile states, and many more start school but do not complete the basic cycle. Education for All (EFA) and the Millennium Development Goals (MDGs) have generated commitments to improve greatly access to education. This paper first develops…
Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa
From student teachers to newly qualified teachers in Ghana
Beyond business as usual
School drop out in Bangladesh
Planning post-primary education
The costs of supply and demand for teacher education
Who becomes a teacher? The characteristics of student teachers in four countries
Access to education revisited
Diversity in convergence
Keywords: EducationDevelopmentDiversity, FinanceEducation for allSecondary schoolingPrimary schoolingDeveloping countries
Education in sub‐Saharan Africa
Access to basic education is a central plank of the global initiatives on Education for All and is prominently included in the Millennium Development Goals (MDGs) to which almost all countries subs
Development Policy and Science Education in South Africa
South African science education is in a state of flux as the new government embarks on a process of renewal and redress in education policy. Existing curricula reflect priorities that are not relevant to new needs, patterns of participation testify to systematic neglect of the science education of the mass of the population under apartheid. The paper argues that the first step in developing new policy is to understand the links between science an…
The costs of secondary schooling in developing countries; patterns and prospects
Expanding access to secondary education
The policies, politics and progress of access to basic education
The Sustainable Development Goals for Education
The Commonwealth is well placed to play a key role in catalysing both sustainable educational development (SED) and education for sustainable development (ESD). SED generates the conditions under which education systems can deliver rights to education and provide infrastructure, learning materials and teachers for high-quality learning. ESD engages with the question ‘learning for what?’ It challenges educators to develop curricula that will shape…
Inside private secondary schools in Malawi
Policy dialogue and target setting
Governments and development agencies met at Jomtien in 1990 and Dakar in 2000 and committed themselves to achieve ‘Education for All’ (EFA). Most aid to education is now the umbrella of EFA and its associated goals, targets and indicators. This paper selects some of the indicators used for EFA and analyses their strengths and weaknesses. Gross and net enrolment rates (GERs and NERs) are widely used to assess levels of enrolment, but their changin…
Education in emerging Asia
British bi-lateral assistance to education
British bi-lateral assistance to education
Development Policy and Science Education in South Africa
South African science education is in a state of flux as the new government embarks on a process of renewal and redress in education policy. Existing curricula reflect priorities that are not relevant to new needs, patterns of participation testify to systematic neglect of the science education of the mass of the population under apartheid. The paper argues that the first step in developing new policy is to understand the links between science an…
The costs of secondary schooling in developing countries; patterns and prospects
Educational Innovation in China
In 1985 the Communist Party of China announced the most wide-ranging reforms of education since the cultural revolution. This book explores the impact of these reforms on the process of schooling and higher education and identifies emerging issues and problems. The primary data for the book are drawn mainly from the experience of reform in Zhejiang Province. Secondary material is drawn from a variety of English and Chinese language sources to fac…
Education in emerging Asia
New Technologies and Knowledge Acquisition and Use in Developing Countries
This short paper is focused on the development of information and communication technologies (ICTs), their implications for education and learning, and the resource constraints that will shape their impact on developing countries. The analysis in the paper sets a challenge for the future. It argues that educational developments related to ICTs will be highly concentrated in richer countries where connectivity is common and markets for services ar…
Who becomes a teacher? The characteristics of student teachers in four countries
The costs of supply and demand for teacher education
From student teachers to newly qualified teachers in Ghana
Insights into the policy and practice of teacher education in low‐income countries
The Multi‐Site Teacher Education Research project (MUSTER) explores initial teacher education in five countries—Ghana, Lesotho, Malawi, South Africa, and Trinidad and Tobago. National research teams collected and analysed data on key dimensions of the training process, which included the characteristics of those selected for training, the curriculum processes they experience, the outcomes of training, the reflections of newly trained teachers in …
The Economics of Schooling and School Quality
Planning post-primary education
Diversity in convergence
Keywords: EducationDevelopmentDiversity, FinanceEducation for allSecondary schoolingPrimary schoolingDeveloping countries
Access to education in sub‐Saharan Africa
The numbers of children with access to basic education in sub‐Saharan Africa have increased substantially over the last two decades but many still remain out of school. Some fail to enrol at all, especially in fragile states, and many more start school but do not complete the basic cycle. Education for All (EFA) and the Millennium Development Goals (MDGs) have generated commitments to improve greatly access to education. This paper first develops…
Education in sub‐Saharan Africa
Access to basic education is a central plank of the global initiatives on Education for All and is prominently included in the Millennium Development Goals (MDGs) to which almost all countries subs
Expanding access to secondary education
Access to education revisited
Policy dialogue and target setting
Governments and development agencies met at Jomtien in 1990 and Dakar in 2000 and committed themselves to achieve ‘Education for All’ (EFA). Most aid to education is now the umbrella of EFA and its associated goals, targets and indicators. This paper selects some of the indicators used for EFA and analyses their strengths and weaknesses. Gross and net enrolment rates (GERs and NERs) are widely used to assess levels of enrolment, but their changin…
The policies, politics and progress of access to basic education
School drop out in Bangladesh
Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa
Inside private secondary schools in Malawi
The Sustainable Development Goals for Education
The Commonwealth is well placed to play a key role in catalysing both sustainable educational development (SED) and education for sustainable development (ESD). SED generates the conditions under which education systems can deliver rights to education and provide infrastructure, learning materials and teachers for high-quality learning. ESD engages with the question ‘learning for what?’ It challenges educators to develop curricula that will shape…
Contingent reflections on coronavirus and priorities for educational planning and development
The COVID-19 pandemic has dramatically shifted education and development priorities. The tragic death toll and high rates of morbidity across many countries are an unprecedented setback and a calamity for those affected physically and mentally. The economic and social effects of lockdowns, loss of production and business confidence, and global recession will cast a long shadow over education systems. Despite the 435 million items that Google alre…
Beyond business as usual
Economics (22 works) · Economic growth (20 works) · Political science (19 works) · Poverty, Education, and Child Welfare (16 works) · Sociology (12 works) · Education Systems and Policy (10 works) · Psychology (9 works) · Developing country (8 works) · Development economics (8 works) · Business (6 works)