Laura Savage
Dados Biográficos
| ID | 3755838 |
|---|---|
| NOME | Laura Savage |
| PRENOMES | Laura |
| SOBRENOME | Savage |
| ASSINATURA | SAVAGE L |
| AFILIAÇÕES | Department of Politics and International Studies University of Cambridge Cambridge |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 82 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 1 |
Using learning profiles to inform education priorities
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early …
Scaling and ‘systems thinking’ in education
A small research team has recently been scouring the global education landscape for examples of education projects that are working at scale to improve learning outcomes (Dubeck et al. 2019). They
A 'post-aid world'? Paradigm shift in foreign aid and development cooperation at the 2011 Busan High Level Forum
In this paper we suggest that 2011-2012 may mark a paradigm shift in dominant constructions of 'foreign aid' and a substantive shift of power within the architecture of global development governance. We evaluate critically the emergence and central principles of the 'aid effectiveness paradigm' over the last 10-15 years, and the various internal and external pressures that have mounted around it. We then discuss the Fourth High Level Forum on Aid…
Emerging and Submerging Powers
The geopolitics of development is in a state of uncertainty and transition that the Busan High Level Forum both mirrored and contributed to. Busan established a new discourse of international development cooperation in which the old donor-recipient relationship is replaced by an equator-less landscape of a multi-stakeholder global partnership. But by analysing the Busan preparations and conference through textual analysis and participant observat…
A 'post-aid world'? Paradigm shift in foreign aid and development cooperation at the 2011 Busan High Level Forum
In this paper we suggest that 2011-2012 may mark a paradigm shift in dominant constructions of 'foreign aid' and a substantive shift of power within the architecture of global development governance. We evaluate critically the emergence and central principles of the 'aid effectiveness paradigm' over the last 10-15 years, and the various internal and external pressures that have mounted around it. We then discuss the Fourth High Level Forum on Aid…
Using learning profiles to inform education priorities
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early …
Scaling and ‘systems thinking’ in education
A small research team has recently been scouring the global education landscape for examples of education projects that are working at scale to improve learning outcomes (Dubeck et al. 2019). They
Emerging and Submerging Powers
The geopolitics of development is in a state of uncertainty and transition that the Busan High Level Forum both mirrored and contributed to. Busan established a new discourse of international development cooperation in which the old donor-recipient relationship is replaced by an equator-less landscape of a multi-stakeholder global partnership. But by analysing the Busan preparations and conference through textual analysis and participant observat…
A 'post-aid world'? Paradigm shift in foreign aid and development cooperation at the 2011 Busan High Level Forum
In this paper we suggest that 2011-2012 may mark a paradigm shift in dominant constructions of 'foreign aid' and a substantive shift of power within the architecture of global development governance. We evaluate critically the emergence and central principles of the 'aid effectiveness paradigm' over the last 10-15 years, and the various internal and external pressures that have mounted around it. We then discuss the Fourth High Level Forum on Aid…
Scaling and ‘systems thinking’ in education
A small research team has recently been scouring the global education landscape for examples of education projects that are working at scale to improve learning outcomes (Dubeck et al. 2019). They
Using learning profiles to inform education priorities
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early …
Sociology (3 obras) · Computer Science (2 obras) · Early Childhood Education and Development (2 obras) · Economics (2 obras) · Geography (2 obras) · International Development and Aid (2 obras) · Law (2 obras) · Mathematics education (2 obras) · Political science (2 obras) · Poverty, Education, and Child Welfare (2 obras)