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Private schooling in the third world is on the increase and in particular in one of the low-income areas of India, where a data analysis on Hyderabad has been carried out. The University of Newcastle has conducted an initiative research in Hyderabad on the impact on pupils' progress in Reading and Spelling tests. This initiative was called "Jolly Phonics". The research was conducted in 20 private unaided English medium schools sited in the low-income areas of the city of Hyderabad. To carry out the programme, 265 children from 14 schools comprised the learning group and 241 children from 6 schools comprised the control group. The teaching and testing of the programme was carried out in 2004-2005. This report outlines the analysis of examining the Jolly Phonics dataset in relation to two different groups, one is learning and the other is control. The data comprises test scores as well as pupil background variables. Analysis of data will be carried out in the first instance. The main research questions will be explored and further supported by statistical evidence. In what follows, a detailed analysis using appropriate statistical methodologies will be presented together with a final conclusion. Eight supplemental tables are appended. (Contains 1 map, 1 table, 6 figures, and footnotes.) [This report was produced by the Statistics Research and Analysis Group (SRAG) of the National Foundation for Educational Research (NFER) and sponsored by the University of Newcastle upon Tyne.]

With the introduction of a growing number of private schools in the third world, several organisations and groups are endeavouring to examine the effects of such schooling systems on poor pupils. Professor James Tooley, the client, has collected data from seven regions internationally (three in India, three in Africa and one in China). For this particular dataset, Tooley directed research from 2003-2005 in 3 low income areas in Hyderabad, located in the South Indian state of Andhra Pradesh, India. He ascertained a number of private schools providing education to the poor and collecting fees for their services. This report outlines the analysis of examining a third world areas' dataset in relation to a mixed private and state schooling system. The initial analysis is for Hyderabad in India, and this data is examined with the presentation of the analysis and the findings which result. The project's data comprises attainment scores as well as pupil, parent, school and teacher questionnaires and background variables. Analysis of data will be carried out in the first instance. The main research question is: what evidence is there that, controlling for all available background data, pupils from poor families do better in private as opposed to state schools. In what follows, a detailed analysis using appropriate statistical methodologies will be presented together with a final conclusion. Nine supplemental tables are appended. (Contains 1 map, 3 tables, 13 figures, and 14 footnotes.) [This report was produced by the Statistics Research and Analysis Group (SRAG) of the National Foundation for Educational Research (NFER) and was sponsored by the University of Newcastle upon Tyne.]

This document is intended to assist individuals directly involved in delivery and implementation of grassroots continuing education programs in the Asia-Pacific region. The first half of the handbook consists of chapters on the following topics: (1) the handbook's structure, contents, audience, and use; (2) the nature and scope of continuing education; (3) examples of successful continuing education; (4) guidelines for implementing continuing education effectively; and (5) learning from experience and moving ahead. The second half of the handbook presents case studies of the following projects: Australia's Farmers Plan for Sustainability and Growth; the Dhaka Ahsania Mission for Lifelong Learning and Community Development in Bangladesh; community-based poverty alleviation in China at a technical training center for ethnic minority women; a continuing education program in India; a CLC in Indonesia; the Korean Credit Bank System; the rural vision movement of Malaysia; the expansion of cattle rearing at a CLC in Nepal; the accreditation and equivalency system of the Philippines Non-Formal Education Project; and Thailand's Community Savings Bank as an example of community education at the village level. Each case study discusses some or all of the following topics: the program's context, objectives, and target audience; innovative features; coordination and management; special features; strengths; and structure of the learning process. (MN)

This paper contains a course outline for a teaching and learning unit to examine India's slums from a geographic perspective. Students in a college freshman and sophomore Human Geography class will discuss the problems and prospects of these slums. The unit is divided into three parts: (1) background information examining the slums from a contemporary geographic perspective while simultaneously discussing its relevance in a Human Geography class; (2) student activities involving critical thinking where students examine these characteristics of the slums through the use of role-playing; and (3) a slide presentation showing many of these slum conditions as they presently exist. Each part of the unit may be covered in one 60-minute class session. (EH)

Traditional adult education has been literacy-oriented, but the curriculum content and methodology has been inadequate in maintaining motivation and interest. An important effort to eradicate these problems has been the Farmer's Functional Literacy Program in India. This major project relates adult education and training in modern agricultural practices. The experimental project was designed in India to develop curriculum materials specifically oriented to problem-solving rather than oriented solely to information supply. The project's five phases consisted of: an exploratory phase, a syllabus and curriculum construction phase, material preparation phase, an action phase, and an evaluation. A survey was conducted to identify crucial problems faced by farmers. From the findings, problems and objectives were classified and selected. Remedial measures were established, focusing on these problems. The organization of the syllabus reformulated the problems in terms of positive remedial operations and transformed into units or contents which are described. The two steps in the syllabus incorporate these remedial measures for farmers and then convey skills needed for improvement. Illustrations of problem-solving approach and curriculum development are provided. A brief report of the action phase is provided, and tentative evaluation criteria discussed. (Author/JB)