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Open and flexible learning as a vehicle for liberation

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Abstract:

This paper draws on a three-year research study known as the SOFIE Project which aimed to help two project countries, Lesotho and Malawi, reach their Millennium Development Goals (MDGs) for Education through increasing educational access and participation of vulnerable children living in high HIV prevalence areas. The Project sought to achieve this aim through developing, implementing and evaluating a more open and flexible model of learning and support to complement traditional schooling. The paper presents the findings from literature reviews and country case studies to identify the factors that disrupt schooling for these children and describes the intervention developed to address these factors. The intervention was implemented in 20 intervention and 20 control schools in each project country and the findings show that the intervention decreased student drop-out and provided opportunities for social change. These findings suggest that more open and flexible learning and support can act as a vehicle for student liberation and assist governments in high HIV prevalence countries to reach their MDGs by increasing the efficiency of education systems. The paper concludes with a discussion of how to bridge the gap between research findings, policy and practice.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486474_index.html
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MLA Citation:

Pridmore, Pat. "Open and flexible learning as a vehicle for liberation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486474_index.html>

APA Citation:

Pridmore, P. "Open and flexible learning as a vehicle for liberation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486474_index.html

Publication Type: Panel Paper
Abstract: This paper draws on a three-year research study known as the SOFIE Project which aimed to help two project countries, Lesotho and Malawi, reach their Millennium Development Goals (MDGs) for Education through increasing educational access and participation of vulnerable children living in high HIV prevalence areas. The Project sought to achieve this aim through developing, implementing and evaluating a more open and flexible model of learning and support to complement traditional schooling. The paper presents the findings from literature reviews and country case studies to identify the factors that disrupt schooling for these children and describes the intervention developed to address these factors. The intervention was implemented in 20 intervention and 20 control schools in each project country and the findings show that the intervention decreased student drop-out and provided opportunities for social change. These findings suggest that more open and flexible learning and support can act as a vehicle for student liberation and assist governments in high HIV prevalence countries to reach their MDGs by increasing the efficiency of education systems. The paper concludes with a discussion of how to bridge the gap between research findings, policy and practice.


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