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предмета. Окончание этой ступени часто совпадает с завершением обязательного образования. Второй этап Уровень (коэффициент) перехода на ступень среднего образования (МСКО 3), который является среднего образования. Число поступающих в первый заключительным в рамках среднего образования класс среднего учебного заведения за какой-либо в большинстве стран, отличается еще большей год, выраженное в виде процентной доли от числа специализацией преподаваемых предметов, и учителя учащихся, принятых в последний класс начального зачастую должны иметь более высокую квалификацию учебного заведения в предшествующий год. Этот или специализацию, чем на ступени 2 МСКО.

2 0 1 Всемирный доклад по мониторингу ОДВ ГЛОССАРИЙ показатель позволяет определить только долю учащихся, перешедших к среднему общему образованию.

Уровень младенческой смертности. Вероятность смерти ребенка в возрасте до одного года. Выражается в виде показателя числа умерших детей в расчете на 1 000 живорожденных.

Уровень распространения ВИЧ. Число людей (по оценке) в данной возрастной группе, живущих с ВИЧ/СПИДом, по состоянию на конец какого-либо года, выраженное в виде процентной доли от общей численности населения, относящегося к данной возрастной группе.

Уровень участия рабочей силы. Доля работающих и безработных лиц в общей численности населения трудоспособного возраста.

Успеваемость. Результаты стандартизированных тестов или экзаменов, с помощью которых измеряются знания или умения в какой-либо отдельной предметной области. Этот термин иногда используется как показатель качества образования в рамках какой-либо образовательной системы или при сравнении группы школ.

Эквивалентное (равнозначное) образование.

Программы, предназначенные, прежде всего, для детей и молодежи, которые не имели доступа к формальному начальному/базовому образованию или выбыли из этой системы. Обычно такие программы направлены на предоставление возможностей получить начальное/ базовое образование, эквивалентное формальному образованию.

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Abadzi, H. 2006. Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience. Washington, DC, World Bank. (Directions in Development.) Abadzi, H., Crouch, L. A., Echegaray, M., Pasco, C. and Sampe, J. 2005. Monitoring basic skills acquisition through rapid learning assessments: a case study of Peru. Prospects, Vol. 35, No. 2, pp. 137–56.

Abou Serie, R., Ayiro, L., Crouch, L., Godia, G. and Martins, G. 2009. Absorptive capacity: from donor perspectives to recipients’ professional views. Background paper for EFA Global Monitoring Report 2010.

Acharya, S. and Luitel, B. C. 2006. The Functioning and Effectiveness of Scholarship and Incentive Schemes in Nepal.

Kathmandu, UNESCO. (UNESCO Kathmandu Series of Monographs and Working Papers, 9.) Ackerman, D., Barnett, W. S., Hawkinson, L. E., Brown, K. and McConigle, E. A. 2009. Providing Preschool Education for All 4 Year Olds: Lessons From Six State Journeys. New Brunswick, NJ., National Institute for Early Education Research.

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Characteristics and Causes of Extreme Poverty and Hunger. Washington, DC, International Food Policy Research Institute. (2020 Discussion Paper.) Akyeampong, K. 2007. 50 Years of Educational Progress and Challenge in Ghana. Brighton, UK, University of Sussex, Centre for International Education.

* Со всеми документами, на основе которых был подготовлен настоящий доклад, можно ознакомиться по следующему адресу:t www.efareport.unesco.org 2 0 1 Всемирный доклад по мониторингу ОДВ БИБЛИОГРАФИЯ _. 2009. Revisiting free compulsory basic education (FCUBE) in Ghana. Comparative Education, Vol. 45, No. 2, pp. 175–95.

Akyeampong, K., Sabates, R., Hunt, F. and Anthony, J. 2009. Review of Research on Basic Education Provision in Nigeria (ESSPIN). Brighton, UK, University of Sussex, Centre for International Education. (Unpublished.) Al-Mekhlafy, T. A. 2008. Strategies for gender equality in basic and secondary education: a comprehensive and integrated approach in the Republic of Yemen. Tembon, M. and Fort, L. (eds), Girls’ Education in the 21st Century: Gender Equality, Empowerment and Economic Growth. Washington, DC, World Bank, pp. 269–78.

Al Samarrai, S. 2008. Governance and education inequality in Bangladesh. Background paper for EFA Global Monitoring Report 2009.

Alderman, H., Behrman, J., Lavy, V. and Menon, R. 2001. Child health and school enrollment: a longitudinal analysis.

The Journal of Human Resources, Vol. 36, No. 1, pp. 185–205.

Alderman, H., Hoddinott, J. and Kinsey, B. 2006. Long term consequences of early childhood malnutrition.

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Alderman, H., Hoogeveen, H. and Rossi, M. 2009. Preschool nutrition and subsequent schooling attainment:

longitudinal evidence from Tanzania. Economic Development and Cultural Change, Vol. 57, No. 2, pp. 239–60.

Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y. S., Heugh, K. and Wolff, H. E. 2006. Optimizing Learning and Education in Africa – the Language Factor: A Stock-taking Research on Mother Tongue and Bilingual Education in Sub-Saharan Africa. ADEA 2006 Biennial Meeting, Libreville, Gabon, 27–31 March.

Alkenbrack, S., Chettra, T. and Forsythe, S. 2004. The Social and Economic Impact of HIV/AIDS on Families with Adolescents and Children in Cambodia. Phnom Penh, Government of Cambodia, Child Welfare Department, Technical Directorate of the Ministry of Social Affairs, Veterans and Youth Rehabilitation/the POLICY Project Cambodia.

Altinok, N. 2008. An international perspective on trends in the quality of learning achievement (1965–2007).

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_. 2009. An empirical approach to marginalization in education based on the TIMSS 2007 study. Background paper for EFA Global Monitoring Report 2010.

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the case of the CT-OVC programme in Kenya. Lawson, D., Hulme, D., Matin, I. and Moore, K. (eds), What Works for the Poorest Poverty Reduction Programmes for the World’s Ultra-Poor. Rugby, UK, Practical Action.

Aly, J. H. and National Education Policy Review Team. 2007. Education in Pakistan: A White Paper.

Document to Debate and Finalize the National Education Policy. Islamabad.

Amnesty International. 2009. Shattered Lives: Beyond the 2008–2009 Mindnanao Armed Conflict. London, Amnesty International.

Andrabi, T., Das, J., Khwaja, A. I., Vishwanath, T., Zajonc, T. and the LEAPS Team. 2008. Pakistan Learning and Educational Achievements in Punjab Schools (LEAPS): Insights to Inform the Education Policy Debate. Washington, DC, World Bank.

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provision, patterns and policy issues. Paris, UNESCO International Institute for Educational Planning.

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Banerjee, A., Banerji, R., Duflo, E., Glennerster, R. and Khemani, S. 2008. Pitfalls of participatory programmes:

evidence from a randomised evaluation in education in India. Washington, DC, World Bank, Development Research Group, Human Development and Public Services Team. (Impact Evaluation Series, 21. Policy Research Working Papers, 4584.) ПРИЛОЖЕНИЕ Bangladesh Government. 2008. Final Mid-term Evaluation Report of the Basic Education for Hard to Reach Urban Children’s Project (2nd phase). Dhaka, Government of the People’s Republic of Bangladesh.

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