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The age pattern of school entry reflects a complex social and empirical reality that is inadequately captured by a single number. Recognising these complexities in national and international research and policy discourse raises important but neglected questions around the identification of vulnerable groups, the relative value of pre-primary and primary education, as well as the normative powers and responsibilities of governments vis-à-vis parents, and the international educational community vis-à-vis both. This is illustrated by the example of Indonesia, where the official age norm for primary school entry is widely disregarded in practice, with a majority of children starting school one or even two years earlier. Crucially, it is the compliant children entering at the statutory age who tend to be from more disadvantaged households, and enjoy no benefit in educational outcomes from their greater maturity.

The significant improvement in school access (particularly at the primary level) is one success story of the Education for All (EFA) movement and the Millennium Development Goals (MDGs). However, many already marginalised children were left further behind during the global mass enrolment drive of the 1990s and early 2000s, and today half of the world's children without basic skills in literacy or numeracy are actually in school, according to recent data from UNESCO (Rose, 2015). With the launch of the Incheon Declaration for Education 2030 in May 2015 and the Sustainable Development Goals (SDGs) later that year came a noticeable shift in the discourse, from an almost exclusive focus on expanding access to formal schooling to the improvement of the quality of education, specifically through the improvement of student learning outcomes. SDG 4 includes targets and corresponding indicators for basic literacy and numeracy achievement (Targets 4.1 and 4.6), for 'relevant skills … for employment, decent jobs and entrepreneurship' (Target 4.4), and, finally, for 'the knowledge and skills needed to promote sustainable development' (Target 4.7). This emphasis on improving quality by improving learning outcomes has ignited an interest in teachers and teaching and, subsequently, has put teachers in a position of greater prominence on the SDG agenda in the form of a dedicated 'means of implementation' in Target 4.c: 'By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States' (UNGA, 2015b). While some might view it as a promising development that teachers are included in the SDGs, in this chapter, we argue that how teachers are included in the agenda is a cause for concern for educationists and for the international community as a whole.

"The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly.The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how 'good' education functions as an 'enabling right', impacting positively on many other areas. The book's scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs. "--Provided by publisher.

Includes bibliography ; Publication produced with the financial support of the European Union and the Open Society Foundations ; This report looks at how elementary school teachers are managed in different communities hosting Syrian refugees in Jordan. It identifies promising policies and practices and gaps in policy and practice to support effective teacher management in refugee settings.

Includes bibliography ; Publication produced with the financial support of the European Union and the Open Society Foundations