Search

This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools. Over the course of a year, the partnership provided support and training to teachers, reading books for students, and collaborated with parents to instill a culture of reading in the community. These efforts paid off; the share of students in program-supported schools that are reading with understanding more than tripled, while the results in a comparison group remained nearly flat. Critical to this process was the use of data to inform decision making. Assessments such as those described in this book are especially important as they identify which skills need reinforcement--information that can directly inform teaching and learning. With training and support, teachers can then use this information to improve their practice in schools and monitor student progress toward achieving goals and standards. Information can also help parents and communities to pressure for and support improvement in schools. This book contains the following: (1) The Early Grade Reading Assessment: An Introduction (Amber Gove and Anna Wetterberg); (2) Using EGRA as a National Reading Diagnostic: Nicaragua and Senegal (Jessica Mejia and Sarah Pouezevara); (3) Gauging Program Effectiveness with EGRA: Impact Evaluations in South Africa and Mali (Wendi Ralaingita and Anna Wetterberg); (4) Teachers' Use of EGRA for Continuous Assessment: The Case of EGRA Plus: Liberia (Marcia Davidson, Medina Korda, and Ollie White Collins); (5) Mother Tongue and Reading: Using Early Grade Reading Assessments to Investigate Language-of-Instruction Policy in East Africa (Benjamin Piper and Emily Miksic); (6) Using Information and Communication Technologies to Sort EGRA (Sarah Pouezevara and Carmen Strigel); and (7) Motivating Early Grade Instruction and Learning: Institutional Issues (Luis Crouch). Appended are: (1) Early Grade Learning Community of Practice Members; and (2) EGRA Subtask Examples. A glossary and an index are included. Individual chapters contain references and footnotes. (Contains 27 tables and 22 figures.) [Foreword by Ellen Johnson Sirleaf.]

This report sheds light on the use of contract teachers with a particular focus on Cambodia, Nicaragua and India--countries that have all relied on contract teachers at some point. The report documents the use of contract teachers in Cambodia, Nicaragua and India and outlines the experience of contract teachers in West Africa. It also discusses the recent experience of Sweden and England in reforming teacher policies. It provides lessons learned and highlights policy recommendations. The report highlights how the use of contract teachers has expanded educational access, especially in ensuring that ethnic minorities and remote areas are served. However, ensuring quality learning for all students remains a challenge. Policy recommendations include: (1) provide incentives to reward teachers for performance such as professional development; (2) establish increased accountability with the school community; (3) restructure the school force so contract teachers work alongside regular teachers; (4) absorb contract teachers into the regular teaching body; (5) ensure there is a careful plan when phasing out contract teachers; and (6) involve teacher unions in education policy development and implementation. Appended is: Summary table of contract teachers' employment conditions in West African countries. [This report was completed as part of a study on "Contract Teachers and their Impact on Meeting EFA [Education For All] Goals" undertaken for the World Bank and financed through the Norwegian Trust Fund.]

The IFLA/FAIFE World Report Series is unique. It is the only source based on a systematic data collection process that provides an overview of how libraries around the world are tackling barriers to freedom of access to information and freedom of expression. This year's edition includes 84 country reports which detail the extent of Internet access in libraries worldwide and address three specific areas of concern: Anti-terror legislation; freedom of information laws; and the social responsibilities of libraries such as raising awareness of HIV/AIDS and increasing women's access to information. This publication contains the following sections: (1) Acknowledgments (Susanne Seidelin & Stuart Hamilton); (2) Authors; (3) Preface (Kay Raseroka); (4) Introduction (Susanne Seidelin & Stuart Hamilton); (5) Libraries, Liberty and the USA PATRIOT ACT (Marc Lampson); (6) Freedom of Information Legislation, Libraries, and the Global Flow of Information (Barbara Jones); (7) IFLA and Social Responsibility: A Core Value of Librarianship (Al Kagan); (8) Methodology (Stuart Hamilton & Susanne Seidelin); (9) Country Reports (Stuart Hamilton & Susanne Seidelin); and (10) Analysis and conclusions (Stuart Hamilton & Susanne Seidelin). Seven appendices are included: (1) IFLA/FAIFE World Report 2005 Questionnaire; (2) The IFLA/FAIFE World Report Series; (3) National Security Legislation; (4) Follow-up of the work of the Social Responsibilities Discussion Group; (5) Women's Information Needs; (6) The IFLA Internet Manifesto; and (7) The Glasgow Declaration on Libraries, Information Services and Intellectual Freedom. Individual sections contain notes. [Funding for this report was provided by the German Library Umbrella (BID).]

This compelling collection of inspiring case studies from community arts projects in five countries will inform and inspire students, artists, and activists. "VIVA!" is the product of a five-year transnational research project that integrates place, politics, passion, and praxis. Framed by postcolonial theories of decolonization, the pedagogy of the oppressed articulated by Brazilian educator Paulo Freire, and the burgeoning field of community arts, this collection not only analyzes the dynamic integration of the critical and the creative in social justice movements, it embodies such a praxis. Learn from Central America: Kuna children's art workshops, a community television station in Nicaragua, a cultural marketplace in Guadalajara, Mexico, community mural production in Chiapas; and from North America: arts education in Los Angeles inner-city schools, theater probing ancestral memory, community plays with over one hundred participants, and training programs for young artists in Canada. These practices offer critical hope for movements hungry for new ways of knowing and expressing histories, identities, and aspirations, as well as mobilizing communities for social transformation. Beautifully illustrated with more than one hundred color photographs, the book also includes a DVD with videos that bring the projects to life. This book is divided into two parts. Part I, Recovering Cultural histories: From Indigenous to Diasporic Contexts, contains the following: (1) Planting Good Seeds: The Kuna Children's Art Workshops (Jesus Alemancia); and (2) The Lost Body: Recovering Memory--A Personal Legacy (Diane Roberts). Part II, Transforming Urban Spaces: From Post Colonial Neighborhoods to Public Squares, contains the following: (3) Out of the Tunnel There Came Tea: Jumblies Theatre's Bridge of One Hair Project (Ruth Howard); (4) Telling Our Stories: Training Artists to Engage with Communities (Christine McKenzie); (5) A Melting Pot Where Lives Converge: Tianguis Cultural de Guadalajara (Leonardo David de Anda Gonzalez and Sergio Eduardo Martinez Mayoral); (6) Painting by Listening: Participatory Community Mural Production (Sergio G. Valdez Ruvalcaba); (7) Connecting the Dots: Linking Schools and Universities Through the Arts (Amy Shimson-Santo); and (8) With Our Images, Voices and Cultures Bilwivision: A Community Television Channel (Margarita Antonio and Reyna Armida Duarte). A glossary and an index are included.

This collection of essays from the "Harvard Educational Review" offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the "Harvard Educational Review" carries readers to places where people have first imagined--and then organized--their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. Following the Editors' Introduction and In Search of a Critical Pedagogy (Maxine Greene) the following parts and chapters are included: Part I: Insurrectionary Generation: "The Discipline of the Radical Alternative": (1) An Insurrectionary Generation: Young People, Poverty, Education, and Obama (Jay Gillen); (2) Community Power and Student Rights: An Interview with Arthur E. Thomas; (3) Violence, Nonviolence, and the Lessons of History: Project HIP-HOP Journeys South (Nancy Uhlar Murray and Marco Garrido); and (4) Stone Butch Celebration: A Transgender-Inspired Revolution in Academia (Wendy Ormiston). Part II: Participatory Democracy: "Education for the People, by the People": (5) Barack Obama and the Fight for Public Education (William Ayers); (6) La Verneda-Sant Martí: A School Where People Dare to Dream (Montse Sanchez Aroca); (7) Caswell County Training School, 1933-1969: Relationships Between Community and School (Vanessa Siddle Walker); (8) Participatory Literacy Education Behind Bars: AIDS Opens the Door (Kathy Boudin ); and (9) Nationalist Ideologies, Neighborhood-Based Activism, and Educational Spaces in Puerto Rican Chicago (Ana Y. Ramos-Zayas) Part III Critical Hope: "The Courage to Pursue the Painful Path": (10) Note to Educators: Hope Required When Growing Roses in Concrete (Jeffrey M. R. Duncan-Andrade); (11) A Teacher's Quest for a Child's Questions (Kathe Jervis); (12) On Jorge Becoming a Boy: A Counselor's Perspective (Travis Wright); (13) Nicaragua 1980: The Battle of the ABCs (Fernando Cardenal, S. J., and Valerie Miller); and (14) Coda: The Slow Fuse of Change: Obama, the Schools, Imagination, and Convergence (Maxine Greene). Sections about the contributors and the editors are included.

This book examines the complex and varied relations between educational institutions and societies at war. Drawn from the pages of the "Harvard Educational Review," the essays provide multiple perspectives on how educational institutions support and oppose wartime efforts. As the editors of the volume note, the book reveals how people swept up in wars "reconsider and reshape education to reflect or resist the commitments, ideals, structures, and effects of wartime. Constituents use educational institutions to disseminate and reproduce dominant ideologies or to empower and inspire those marginalized." A wide-ranging volume that addresses issues of vital importance within the United States and throughout the world, "Education and War" fills a crucial void in individuals' understanding of education and its critical role in society. This book contains two parts. Part One, Reforms of Education Amidst Conflict, contains: (1) Jesuit Education for Justice: The Colegio in El Salvador, 1968-1984 (Charles J. Beirne); (2) Resistances to Knowing in the Nuclear Age (John E. Mack); (3) The Contradictions of Bantu Education (Mokubung O. Nkomo); (4) Identifying Alternatives to Political Violence: An Educational Imperative (Christopher Kruegler and Patricia Parkman); (5) Developing Cultural Fluency: Arab and Jewish Students Engaging in One Another's Company (Jocelyn Anne Glazier); (6) Black Dean: Race, Reconciliation, and the Emotions of Deanship (Jonathan David Jansen); and (7) "I Was Born Here, but My Home, It's Not Here": Educating for Democratic Citizenship in an Era of Transnational Migration and Global Conflict (Thea Renda Abu El-Haj). Part Two, New Forms of Education Amidst Conflict, contains: (1) The Flying University in Poland, 1978-1980 (Hanna Buczynska-Garewicz); (2) "Not Bread Alone": Clandestine Schooling and Resistance in the Warsaw Ghetto during the Holocaust (Susan M. Kardos); (3) An Interview with Khalil Mahshi; (4) Forming the National Character: Paradox in the Educational Thought of the Revolutionary Generation (David Tyack); (5) Women and Education in Eritrea: A Historical and Contemporary Analysis (Asgedet Stefanos); and (6) Nicaragua 1980: The Battle of the ABCs (Fernando Cardenal and Valerie Miller).

This is a unique collection of leading examples of education grounded in alternative philosophies and cultures--from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational practitioners, leaders, and policy-makers in all types of educational settings, as well as academics and researchers, the book is a resource to help educators think creatively about education at a time when the need to find new ways to nurture spiritual and holistic growth and democratic citizenship has never been greater. After an introduction by Philip A. Woods & Glenys J. Woods, this book contains the following: (1) The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice in Rural Schools and Implications for Educators in All Contexts (Mary John O'Hair & Leslie A. Williams & Scott Wilson & Perri Applegate); (2) Democratic Schools in Latin America? Lessons Learned from the Experiences in Nicaragua and Brazil (Silvina Gvirtz & Lucila Minvielle); (3) The Touching Example of Summerhill School (Ian Stronach & Heather Piper); (4) Quaker Schools in England: Offering a Vision of an Alternative Society (Helen Johnson); (5) A Buddhist Approach to Alternative Schooling: The Dharma School, Brighton, UK (Clive Erricker); (6) Islamic Schools in the US and Netherlands: Inhibiting or Enhancing Democratic Dispositions? (Michael Merry & Geert Driessen); (7) On Their Way Somewhere: Integrated Bilingual Palestinian Jewish Education in Israel (Zvi Bekerman); (8) "Alternative" Maori education? Talking Back/Talking Through Hegemonic Sites of Power (Hine Waitere & Marian Court); (9) Starting with the Land: Toward Indigenous Thought in Canadian Education (Celia Haig-Brown & John Hudson); (10) Montessori and Embodied Education (Kevin Rathunde); (11) Education for Freedom: The Goal of Steiner/Waldorf Schools (Martin Ashley); and (12) Pathways to Learning: Deepening Reflective Practice to Explore Democracy, Connectedness and Spirituality (Philip A. Woods & Glenys J. Woods).

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)

This volume presents observations and thinking of scholars from a variety of disciplines about parental cultural belief systems. The chapters are concerned with the sources and consequences of parental ethnotheories in a number of societies. The following chapters are included: (1) "Introduction" (Sara Harkness and Charles M. Super); (2) "Parents' Free Descriptions of Child Characteristics: A Cross-Cultural Search for the Developmental Antecedents of the Big Five" (Geldolph A. Kohnstamm, Charles F. Halverson, Jr., Valerie Havill, and Ivan Mervielde); (3) "Processes of Generalization in Parental Reasoning" (Jaan Valsiner and Gorjana Litvinovic); (4) "The Answer Depends on the Question: A Conceptual and Methodological Analysis of a Parent Belief-Behavior Interview Regarding Children's Learning" (Irving E. Sigel and Myung-In Kim); (5) "Essential Contrasts: Differences in Parental Ideas about Learners and Teaching in Tahiti and Nepal" (Robert I. Levy); (6) "How Do Children Develop Knowledge: Beliefs of Tanzanian and American Mothers" (Ann V. McGillicuddy-De Lisi and Subha Subramanian); (7) "Japanese Mothers' Ideas about Infants and Temperament" (David W. Shwalb, Barbara J. Shwalb, and Junichi Shoji); (8) "Scenes from a Marriage: Equality Ideology in Swedish Family Policy, Maternal Ethnotheories, and Practice" (Barbara Welles-Nystrom); (9) "Parents' and Adolescents' Ideas on Children: Origins and Transmission of Intracultural Diversity" (Jesus Palacios and Maria Carmen Moreno); (10) "Education and Mother-Infant Interaction: A Mexican Case Study" (Robert A. LeVine, Patrice M. Miller, Amy L. Richman, and Sarah LeVine); (11) "The Contrasting Developmental Timetables of Parents and Preschool Teachers in Two Cultural Communities" (Carolyn Pope Edwards, Lella Gandini, and Donatella Giovaninni); (12) "Ask the Doctor: The Negotiation of Cultural Models in American Parent-Pediatrician Discourse" (Sara Harkness, Charles M. Super, Constance H. Keefer, Chemba S. Raghavan, and Elizabeth Kipp Campbell); (13) "From Household Practices to Parents' Ideas about Work and Interpersonal Relationships" (Jacqueline J. Goodnow); (14) "How Mayan Parental Theories Come into Play" (Suzanne Gaskins); (15) "Parental Theories in the Management of Young Children's Sleep in Japan, Italy, and the United States" (Abraham W. Wolf, Betsy Lozoff, Sara Latz, and Robert Paludetto); (16) "Maternal Beliefs and Infant Care Practices in Italy and the United States" (Rebecca S. New and Amy L. Richman); (17) "My Child Is My Crown: Yoruba Parental Theories and Practices in Early Childhood" (Marian Zeitlin); (18) "Growth Consequences of Low-Income Nicaraguan Mothers' Theories about Feeding 1-Year-Olds" (Patrice L. Engle, Marian Zeitlin, Yadira Medrano, and Lino Garcia M.); (19) "The Three R's of Dutch Childrearing and the Socialization of Infant Arousal" (Charles M. Super, Sara Harkness, Nathalie van Tijen, Ellen van der Vlugt, Marinka Fintelman, and Jarissa Dijkstra); (20) "Imagining and Engaging One's Children: Lessons from Poor, Rural, New England Mothers" (Lynne A. Bond, Mary Field Belenky, Jacqueline S. Weinstock, and Toni Cook); and (21) "American Cultural Models of Early Influence and Parent Recognition of Developmental Delays: Is Earlier Always Better than Later?" (Thomas S. Weisner, Catherine C. Matheson, and Lucinda P. Bernheimer). References follow each chapter, and a sheet of errata is included. (Contains 52 tables and 14 figures.) (SLD)

Reviews a book on the politics of educational change in Nicaragua, 1979-93. Following the revolution, the Sandinistas drastically revised curriculum and methods of instruction. However, when they lost political power, education in Nicaragua became contested terrain marked by fierce ideological debates, eventually rendering educational reform a failure. The book also addresses biases in Nicaraguan bilingual indigenous education. (LP)

Of interest to students of literacy, education, planning, and policy studies and cross-cultural analysis, this book examines the cultural and political dynamics underlying literacy. Case studies focusing on the historical role of literacy and the maintenance or suppression of marginal groups are complemented in the book by reports of data on access to literacy competence for various sub-national minority groups. Issues discussed in the book are framed by close attention to educational, policy, popular, or media accounts of literacy. Chapters in the book are: (1) "Introduction: Explanations of the Current International 'Literacy Crises'" (Anthony R. Welch and Peter Freebody); (2) "Literacy Strategies: A View from the International Literacy Year Secretariat of UNESCO" (Leslie J. Limage); (3) "The Pen and the Sword: Literacy, Education and the Revolution in Kurdistan" (Amir Hassanpour); (4) "Aboriginal Education in Northern Australia: A Case Study of Literacy Policies and Practices" (Christine Walton); (5) "Rights and Expectations in an Age of 'Debt Crisis': Literacy and Integral Human Development in Papua New Guinea" (Naihuwo Ahai and Nicholas Faraclas); (6) "Literacy and Primary Education in India" (Krishna Kumar); (7) "Adult Literacy in Nicaragua 1979-90" (Colin Lankshear); (8) "Literacy and the Dynamics of Language Planning: The Case of Singapore" (Anna Kwan-Terry and John Kwan-Terry); (9) "'The Troubled Text': History and Language in American University Basic Writing Programs" (James Collins); (10) "Workplace Literacy in Australia: Competing Agenda" (Peter O'Connor); and (11) "Individualization and Domestication in Current Literacy Debates in Australia" (Peter Freebody and Anthony R. Welch). (RS)

War and violence are part of day-to-day life for many of the world's children. This book explores the lives of the children of Cambodia, Mozambique, Nicaragua, the West Bank and Gaza Strip, and inner-city Chicago. Through research on the psychological and developmental effects of trauma in early life and interviews with children in war zones around the world, the book examines how children cope with war and violence. Noting that while most children can cope with horrible experiences and high levels of stress if they have a secure relationship with parents or effective substitutes, the book points out that they may face lifelong challenges to their mental health, to their physical well-being, and to their moral development. The book's chapters are: (1) "Children and War"; (2) "At What Cost?"; (3) "Cambodian Survivors: Hell Is a Time and Place"; (4) "Mozambique's Children: Dying Is the Easy Part"; (5) "Nicaragua in Conflict: The Politics of Suffering"; (6) "Palestinians in Revolt: Children of the 'Intifada'"; (7) "Chicago: The War Close to Home"; and (8) "Making a Place for Children Who Have No Place To Be a Child." Contains 109 references. (LPP)

This volume examines teacher education in countries having vigorous reform movements, along with their potential to influence other countries. The issue of teacher education in liberal and people's democracies as well as in industrial and developing countries is studied. Attention is called to such topics as aims and content of teacher education; the selection, retention, and certification of teachers; the organization, administration, and control of teacher education; and the social and intellectual characteristics of teachers and teacher educators. Following an introduction by the editor, the book is organized into two parts, each consisting of three chapters. Part 1, entitled "Teacher Education in Liberal Democracies," includes: "The Education of Teachers in England and Wales" (Harry Judge); "The Education of Japanese Teachers: Lessons for the United States?" (Willis D. Hawley); and "Research and Teacher Education in the American University" (Marvin Lazerson). The second part, "Teacher Education in Peoples' Democracies," incorporates "Teacher Education in the Soviet Union: Processes and Problems in the Context of Perestroika" (Valeri M. Pivavarov); "Teacher Education in Revolutionary Nicaragua" (Robert F. Arnove and Anthony Dewees); and "Teacher Education in the People's Republic of China" (Lynn Paine). (LL)

The following papers (titles are translated into English) were presented at a conference on participatory research: "Participatory Research, Popular Knowledge, and Power"; "Participatory Research and Adult Literacy"; "Developments and Perspectives on Participatory Research"; "Popular Education and Participatory Research"; "The Researcher and the Base Work"; "Research and Communication: Parallel Processes?"; Participatory Research Perspectives on Reality, Knowledge, and on Other Social Processes"; "Adult Literacy Methodology, Participatory Research and Adult Literacy in Nicaragua"; "Participatory Research in the Context of a Rural Community"; "Experiences in Municipality Study Cooperation"; "Participatory Research and Public Health"; and "Participatory Research and Popular Culture." (OPF)

The design, implementation, and evaluation of instructional radio used to teach primary school mathematics in rural Nicaragua is described in detail. The purpose of this Agency for International Development (AID) research and development project has been to demonstrate that rural school children can receive consistently high quality instruction in mathematics by radio. The first- and second-grade mathematics achievement scores reported indicate that the methods used have significantly improved radio's performance as an instructional medium. An extensive analysis of data collected and its interpretation is reported. (MP)

A chapter of the book "Global Perspectives on the United States: A Nation by Nation Survey," edited by David Levison and Karen Christensen is presented. It highlights the labor market of Nicaragua, which has the cheapest labor force in Central America. It explores the history between Nicaragua and the U.S. It states that adventurer William Walker became the president of Nicaragua from 1855 to 1857.

Chapter 6 of the book "Rebuilding the Left" is presented. It focuses on the organic crisis of the Latin American Left. It attributes the existence of organic crisis to an uncritical copying of the Bolshevik model of the party. It notes that the 26th of July Movement in Cuba and the Sandinista Front in Nicaragua won their struggles because they were able to take further an existing tradition of national liberation struggle.

The article examines the occurrence of new forms of urban segregation in contemporary Managua, Nicaragua. The city's segregation and social exclusion are pushed by the wealthy urban elites which alters the cityscape and the relations of the social groups in it. Majority of the infrastructural changes to the cityscape of Managua is for the advantage of the city elites and not to the poor. Furthermore, a case study of Barrio Luis Fanor Hernández is presented.

Introduction In 2000, the World Bank and IMF, the Organisation for Economic Co-operation and Development, and the United Nations published a jointly prepared document titled A Better World for All. In it, the world's two most important international financial institutions guaranteed that, in partnership with others, they would make substantial progress in reducing world poverty by 2015. The report proposes measuring poverty reduction in seven areas: world poverty (the percentage of people living on the equivalent of 1 US dollar or less per day), gender gaps in school enrollment, primary school enrollment, infant mortality and maternal mortality (Sadasivam 1997), access to health services, and sustainable development. Among other specific goals mentioned in the report, the promises include decreasing rates of infant mortality by two-thirds and maternal mortality by three-fourths, providing access to all that need health services, and ensuring that all children are enrolled in primary school. Taken together, the goals in the report are commonly referred to as the “Millennium Development Goals.” This report and these promises made in it were necessary because there is a growing consensus that most of the countries we usually refer to as “developing economies” are not developing at all or are not developing as quickly as had been hoped. Jeffrey Sachs, an economist who directs the Millennium Development Project, notes that, according to World Bank estimates, 1.1 billion people or about one-sixth of the world's population live in extreme poverty (Sachs 2005). [ABSTRACT FROM AUTHOR]

Introduction There is a growing consensus that greater respect for certain human rights leads to economic development that benefits a broader section of society. In this chapter, we explore the logic behind this argument and discuss the relevant findings from previous research. Based on this logic and empirical findings, we conclude that the Bank and the Fund ought to be pursuing a human rights-based approach to economic development in less developed countries. In Chapter 11, we explicitly define what such an approach would look like. For now, let us simply define a human rights-based approach to economic development as one that explicitly seeks to improve the human rights practices of the governments of developing countries as a method to improve levels of economic development. We begin by defining economic development. Economic development that includes economic growth accompanied by a relatively high level of respect for economic and social rights has been described as “equitable economic development” (Sen 1999). It is also sometimes called “high-quality economic growth,” “pro-poor economic growth,” or “equitable economic growth,” the term we will use. This type of growth we believe is the appropriate measure to decide whether economic development is taking place within a society. This is also the standard that we believe should be used to evaluate the economic outcomes of structural adjustment programs. [ABSTRACT FROM AUTHOR]