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more innovative distance delivery training. It provided a grounded insight into teacher education curricula and practicums and identified many aspects of more and less effective practice. In particular it drew attention to the importance of matching the duration and costs of training with likely career futures and the "half life of a trained teacher". In high turnover systems long periods of residential pre-career training often favoured by teacher educators can be very expensive and inefficient if many graduates do not become career teachers. Lewin showed it is better to rebalance investment between initial training and continuous professional development which delivers more training "just in time" to those who need it when they need it.
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exclusion and inclusion and has been used by DFID, AusAid, UNICEF, ADEA, UNESCO, and the World Bank. The "expanded vision of access" which includes enrolment and progression on schedule, high levels of attendance and time on task, and learning achievement consistent with grades, redefines access and is a reminder that it is not 65 million children who have no access to basic education as may be true in enrolment terms, but over 200 million who are unlikely to complete basic education successfully.
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689:. The study was replicated in 2009–2011 after twenty years of development had transformed many parts of urban and rural China. The new study show dramatic changes in all the case study areas and draws attention to changing patterns of horizontal and vertical equity and to large scale demographic changes related to internal migration. Lewin was made an
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quality learning equitably. Although innovation is needed, it can be disruptive, resource consuming, and may be unevenly implemented. As a result, innovation may adversely affect quality learning and equity. If the result is another innovation, the anticipated upward spiral to greater effectiveness and efficiency may become a downward spiral
918:. Lewin gave the plenary address to the Commonwealth Minister's meeting in Mauritius in 2012 on the post 2015 development agenda for education. As a result, a Ministerial Committee was established with Lewin as technical advisor. The resulting matrix of goals, targets and indicators was published in January 2013.
1119:
Lewin's work in the CREATE consortium, with its extensive network of partners, has made a significant contribution to redefining policy dialogue around access, equity and learning outcomes. The "Zones of
Exclusion" approach, developed within CREATE, has been used widely to unpack different aspects of
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The Multi Site
Teacher Education research Programme, which Lewin co-directed, remains one of the few cross national studies of initial teacher education with an African focus. It explored in depth what happens to trainees before, during and after training in traditional college based programs and in
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Lewin has made several contributions to thinking and to the literature on education and development. He has explored the systemic aspects of educational innovation in low income countries. This generated the "Planner's
Paradox". Simply put innovation is needed where education systems fail to deliver
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approaches a limit. He also highlights the difficulties of interpreting composite indices, such as Gross enrolment rates (GERs), net enrolment rates (NERS), gender parity indices (GPIs), and
Education Development Indices (EDI), when changes in values in the same direction could indicate improvement
1141:
Lewin's work on indicators of progress has also been influential. His work provides insights into the issue that surround the distance between "target setters and target getters" and the risks that performance targeting leads to "gaming" the systems used to evaluate outcomes. It also highlights the
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Lewin's work on financing secondary expansion at IIEP (UNESCO), with the
Secondary Education in Africa programme of the World Bank and in DFID advisor's retreats made a substantial contribution to shifting the emphasis to more balanced patterns of investment consistent with what many recipients of
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and agriculture programs across fourteen Sub
Saharan African countries. The network engaged national examination boards and curriculum developers and was supported by the German Foundation for International Development (DSE). Over the period there were clear improvements in the quality of national
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states fail to reach secondary school. CREATE, a research consortium that Lewin helped develop, has designed and developed an extensive programme of empirical research involving large scale household suirveys and village level school based data collection. In addition Lewin has worked closely with
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students and was the founding
Director of the master's degree program in International Education and Development at the University of Sussex which is now in its thirty third year with over 500 alumni. He has been grant holder for over £4.5 million worth of research and development projects and has
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Its insights into the extent and consequences of over-age enrolment, which is endemic in many parts of Sub
Saharan Africa and South Asia, are critical to the achievement of universal access – through to successful completion of – basic education, especially for girls. The findings illustrate how
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This is related to the result of "planning in terms of what ought to be rather than what is." This is also tied to the concept of "Zones of
Improbable Progress (ZIPS), which Lewin developed, that characterise the pursuit of goals long after it has become clear they are unattainable in the time
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and the reforms needed to create affordable systems. Downstream this resulted in a flow of activities related to addressing problems of sustainable financing for the expanded access to secondary schooling critical for development dependent on more knowledge intensive production and competitive
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Lewin has been the author of numerous books, journal articles and reports on education and development. These include works on educational innovation in developing countries, educational planning and finance, science education and development, access to basic education, non-state providers of
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programs have yet to provide as much benefit to the poorest as the middle poor. It also lead to confirmations that relate to the role of the state as "the provider of last resort" to the poorest, which provides a counterpoint to the arguments of those who believe that the role of the state in
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in
Zhejiang provided a centre for UK-China education links under the leadership of Professor Wang Chengxu. After the links were established, which provided for exchange visits by students and staff, the first phase of work centred around evaluating the impact of the
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in partnership with national teams of researchers. It has produced over 150 research products, including five books, 75 research monographs and four special editions of journals working with over 100 researchers. The research is summarised in the CREATE publication
809:. In each case he developed software for national projection models for recurrent and capital financing to shape sustainable Medium Term expenditure Frameworks, inform Sector Reviews leading to budget support, and focus policy dialogue on key issues.
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Lewin has worked closely with the National University of Educational Planning (NUEPA) on a large scale program of research on access and equity using household surveys and child tracking to understand more about why more than half the children in
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South Africa in 1994. He has been involved in a range of work with national departments including sitting on the panel which reconfigured the national research funding system for science and technology. Lewin developed a link program with the
633:(RMSA) with the aim of progressing towards universal access of quality secondary education across India. These plans project participation, activities and costs forward and identify bottlenecks and critical constraints on expanded access.
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College of Education for UNDP. Subsequently, he has organised programs for high level Ministry officials and assisted with the development of the Education Sector Development Framework Programme (ESDFP) which is coordinated by the
1094:. Jomtien set the scene for an over emphasis on bi-lateral and multi-lateral support for primary schooling at the expense of investment in other education sub-sectors. This became evident as patterns of disbursement under
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in Sussex as one of its first graduate students. He joined a large multi-country project on education and development across six countries focusing on the "Diploma Disease" and the interface between education systems and
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and others. His country experience includes projects in Ghana, Rwanda, Uganda, Kenya, Tanzania, Malawi, South Africa, Zimbabwe, Mauritius, Trinidad and Tobago, Barbados, India, Sri Lanka, Bangladesh, Malaysia, and China.
824:
on secondary school financing and non-state schooling. 2012 he gave the opening plenary at a national research workshop in Ethiopia focused on education access, equity and quality supported by the Ministry of Education,
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In Sri Lanka Lewin initially worked with the national curriculum centre and was then an advisor for the establishment of the National Institute of Education (NIE) for UNDP. He also contributed to the development of the
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Lewin's main research commitment since 2005 has been to develop the parallel program of work within the framework of the CREATE partnerships. Lewin established this research consortium with initial funding from
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in initial teacher education and newly qualified teachers and created a collection of six books, over thirty working papers and a special edition of the International Journal of Educational and Development.
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like basic education to the poorest can and should be reduced. The country research reports of CREATE have all been launched at national level meetings attended by Ministers and development partners.
906:. In the recent past UNICEF's program to undertake research on out of school children has drawn on models of educational exclusion developed by Lewin for CREATE. These models have also been used by
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2083:
1306:
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In addition to the CREATE consortium for Research on Educational Access, Transitions and Equity, Lewin has directed several multi-country research and development programs that include:
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and Director of the Consortium for Research on Educational Access, Transitions and Equity (CREATE). He is known for his work in educational planning, economics and finance of education,
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891:
850:
686:
592:
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Lewin, Keith M. (2008). "Why Some EFA and Millennium Development Goals Will Not Be Met: Difficulties with Goals and Targets". In Linda Chisholm; Graeme Bloch; Brahm Fleisch (eds.).
899:
861:. The latter developed over time and led to seminars on the development of science education at the World Bank and a book. Lewin's interests in financing led to an invitation from
555:
in 1986 and Professor in 1995 when he became Director of the Centre for International Education. He is a chartered physicist and an Academician of the Academy of Social Sciences.
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and the impact of externally supported innovations to improve access, quality and outcomes linked to development. In 1973/74 he took time out from his Doctorate to work with
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Lewin, Keith M. (October 2003). "Insights into the Policy and Practice of Teacher Education in Low Income Countries: The Multi Site Teacher Education Research Project".
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in its 2011 Thematic Strategy for Education. They were recently presented in the opening plenary of the ninth meeting of the Forum of Education Minister's (FEdMM) in
1803:
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designed to support the development of the Education Sector Development Programme. Currently he is undertaking research on low price private schools in Malawi
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whilst completing his doctorate working closely with colleagues in the Pusat Perkembangan Kurrikulum (PPK). Subsequently, he co-authored a major report on
145:
125:
894:. Lewin's work on secondary school financing and development was presented in plenary to the Commonwealth Education Minister's Conference (CCEM 16) in
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Science Education and Development (funded by IIEP and World Bank) exploring curriculum, pedagogy, planning and financing across a range of countries.
931:
of £2.5 million. The consortium has undertaken research on access, equity and learning in basic education (including lower secondary schooling) in
685:
in three different districts – one rich, one poor, and one with a national minority population. This was consolidated into a book published by the
754:. He was also the director of the Mpumalanga Primary School Initiative (MPSI), the first post apartheid DFID education programme in South Africa.
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Lewin was one of the first analysts to consistently argue for balanced development strategies during and after the Jomtien World Conference on
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2237:. Brighton: Research Report of the Consortium for Research on Educational Access, Transitions and Equity, University of Sussex. p. 72.
1343:
Reintegrating Education, Skills and Work in Africa: towards informal or Knowledge Economies? Towards Autonomy or Dependency in Development?
1230:
Science Education and Development; Planning and Policy Issues at Secondary Level. Pergamon/International Institute of Educational Planning
433:. He has been adviser to various governmental, multilateral and non-profit organisations on education planning and policy, including the
630:
1362:
2003, "An International Perspective on Teacher Education Across the MUSTER Countries" in K. M. Lewin, M. Samuel M and Y. Sayed (eds.),
2289:
Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor?
1507:
Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor?
742:
funded African Children's Literacy in Science and Technology programme at UDW. He subsequently developed a close partnership with the
789:
to develop the national framework for Post Primary Education and Training (PPET). Subsequently, he was also senior consultant to the
757:
Lewin developed and co-directed the Multisite Teacher Education Research Project (MUSTER) with Dr Janet Stuart. This was the largest
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assessments which determine the outcomes from learning and teaching. Lewin was also Special Advisor to the Minister of Education in
236:
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52:
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1146:" embedded in systems that reward progress by withdrawing support when goals are achieved, and the difficulties when performance
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588:
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2000, "Educational Development in Asia; Prospects, Problems and Priorities" in L. E. Malberg, S. E. Hansen and K. Heino (eds.),
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to co-convene the Round table on "Educating all the Children: The Financial Challenge for the 1990s" at the World Conference on
1462:
Participation and Performance in Education in Sub-Saharan Africa with special reference to Kenya: Improving Policy and Practice
1175:. Research Report of the Consortium for Research on Educational Access, Transitions and Equity. Brighton: University of Sussex.
948:
743:
2082:
Lewin, Keith M. (2011). "Four Decades of Educational Planning – Retrospect and Prospect". In Varghese, N. V.; Bray, M (eds.).
1341:
2005, "Seeking Secondary Schooling in Sub-Saharan Africa: Four Fallacies, Four Foresights and Four Freedoms" in K King (ed.),
1663:
735:
1778:
1298:
2012, "Nine Year Compulsory Education in China: What can be Learned from Two Decades of Development?" in Hangyin Qin (ed.),
641:
Lewin established the first educational link programs in China with a UK university in the early 1980s after the end of the
1810:
1615:
Secondary Education in Africa Follow-up: Technical Workshop on Science and Mathematics – World Bank reports by Keith Lewin
199:
1920:
Lewin, Keith (1995). "Development Policy and Science Education in South Africa; Reflections on Post-Fordism and Praxis".
474:
been a top ten grant holder at the University of Sussex for most of the last 15 years. Lewin is an honorary professor at
149:
141:
1399:
Access to Education Revisited: Equity, Drop out and Transitions to Secondary School in South Asia and Sub Saharan Africa
797:
on finance for the Secondary Education Development Programme (World Bank) and for Planning Nine Year Basic Education in
171:
38:
1376:
2000, "The Cost of Culture: Some Dilemmas for Educational Investment in Mauritius" in F. Leach and A. W. Little (eds.)
1327:
2007, "The Limits to Growth of Non-Government Private Schooling in Sub-Saharan Africa" in G Walford and P Srivastava,
2206:
Lewin, Keith M. (April–July 2002). "The Costs of Supply and Demand for Teacher Education: Dilemmas for Development".
2053:
1180:
130:
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on a large scale with high level partners over five years. The research has also taken place on a smaller scale in
536:
511:
310:
178:
1355:
2003 "Science Teacher Education Policy in Developing Countries" in K. O-saki, K. Hosea, and W. Ottevanger (eds.),
134:
698:
674:
479:
403:
320:
1638:"Compilation of reports produced by Keith Lewin for the UNESCO International Institute for Educational Planning"
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185:
2155:
Multi-Site Teacher Education Research Project (MUSTER). new perspectives on practice, performance and policy
1054:
399:
2416:
952:
790:
739:
552:
465:, which he developed as an internationally recognised centre for research on education and development in
346:
2295:(CREATE Pathways to Access Research Monograph No. 52. ed.). Brighton: CREATE, University of Sussex.
2000:
Lewin, Keith (1997). "The Costs of Secondary Schooling in Developing Countries: Patterns and Prospects".
1422:
2011, "Policy Dialogue and Target Setting: Do Current Indicators of Education for All Signify Progress?"
1369:
2001, "The Status of Secondary Schooling in Developing Countries" in K. M. Lewin and F. Caillods (eds.),
841:
Lewin has acted as an advisor to many multi and bi-lateral development partners. After presenting to the
629:
and with the Ministry of Human Resource Development and NUEPA to develop state level framework plans for
76:
1947:
Lewin, Keith (1985). "Quality in Question; A New Agenda for Curriculum Reform in Developing Countries".
1839:
883:
714:
499:
290:
281:
167:
1710:
Implementing basic education in China: progress and prospects in rich, poor and national minority areas
1251:
Implementing Basic Education in China: Progress and Prospects in Rich, Poor and National Minority Areas
2337:
Lewin, Keith M. (July 2005). "Taking Targets to Task: Planning Post Primary Education International".
1749:. Fundamentals of Educational Planning Series, International Institute for Educational Planning, 1987
1189:
Non State Secondary Schooling in Sub Saharan Africa? Exploring the Evidence in South Africa and Malawi
816:
includes planning and financing teacher education and the extensive program of research of CREATE. In
960:
956:
806:
782:
694:
548:
466:
462:
422:
407:
1184:. Secondary Education in Africa (SEIA): Africa Human Development Series; World Bank, Washington DC.
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667:
650:
642:
503:
475:
328:
306:
285:
1722:
Education and Change in Rich, Poor and National Minority Areas in China: Two Decades of Transition
1480:
Education and Change in Rich, Poor and National Minority Areas in China: Two Decades of Transition
1318:
Why Some EFA and Millennium Development Goals Will Not Be Met: Difficulties with Goals and Targets
713:. For ten years he worked with Dr Ude Bude and colleagues on a network to support development for
91:
2368:(CREATE Pathways to Access Research Monograph No. 54. ed.). Brighton: University of Sussex.
1288:. Fundamentals of Educational Planning Series, International Institute for Educational Planning.
710:
690:
682:
482:. He is the author of numerous books, journal articles and reports on education and development.
430:
324:
316:
156:
2366:
Taking Targets to Task Revisited: How Indicators of Progress on Access to Education can Mislead
1498:
Beyond Universal Access to Elementary Education in India: Is it Achievable at Affordable Costs?
1489:
Taking Targets to Task Revisited: How Indicators of Progress on Access to Education can Mislead
1453:
Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy
2369:
2296:
2268:
2238:
2159:
2132:
2092:
2062:
2032:
1900:
1525:
Expanding Access to Secondary Schooling in Sub-Saharan Africa: Key Planning and Finance Issues
1471:
The Role of Maternal Education During Educational Expansion for Children in Sub-Saharan Africa
1125:
1095:
1091:
993:
878:
866:
858:
659:
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580:
528:
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From 1995 to 2011 he was the Director of the Centre for International Education (CIE), at the
411:
354:
1196:
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funded education research project in the 1990s. It undertook empirical work in South Africa,
87:
2346:
2215:
2188:
2009:
1956:
1929:
1709:
939:, India at National University of Educational Planning and Administration (NUEPA), Ghana at
418:
361:
350:
44:
1758:
1712:, Keith M. Lewin and Wang Jing Yie, International Institute for Educational Planning, 1994.
1552:
Improving Access, Equity and Transitions in Education: Creating a Research Agenda (Summary)
1221:
514:
and wrote a thesis on the scientific research organisations that were supported by British
936:
830:
564:
1724:, Keith M Lewin, Wang Lu, CREATE PATHWAYS TO ACCESS Research Monograph No. 61, April 2011
1429:
2009, "Access to education in sub-Saharan Africa: patterns, problems and possibilities."
1334:
2006, "Costs and Finance of Multigrade – How Do the Books Balance?" in A W Little (ed.),
849:
in 1981 he became increasingly involved in educational planning working closely with the
192:
2153:
2029:
Financing Secondary Education in Developing Countries; Strategies for Sustainable Growth
1543:
The Limits to Growth of Non-Government Private Schooling in Sub Saharan Africa (Summary)
1371:
Financing Secondary Education in Developing Countries; Strategies for Sustainable Growth
1317:
1222:
Financing Secondary Education in Developing Countries; Strategies for Sustainable Growth
2316:
1804:"Promoting opportunities for all – Education Thematic Strategy November 2011 by AUSAID"
1147:
842:
626:
524:
507:
2267:(Pathways to Access Research Monographs No 1 ed.). CREATE, University of Sussex.
2219:
2013:
1604:
Consortium for Research on Educational Access, Transitions and Equity (CREATE) website
820:
he has worked closely with the Centre for Educational Research and Training (CERT) in
2410:
1436:
2009, "Education in Sub Saharan Africa: Researching Access, Transitions and Equity".
1364:
Changing Patterns of Teacher Education in South Africa: Policy Practice and Prospects
1205:
Changing Patterns of Teacher Education in South Africa: Policy Practice and Prospects
1143:
821:
2287:
2131:. Hong Kong, China: Comparative Education Research Centre, University of Hong Kong.
1721:
1625:
1515:
1506:
1497:
1488:
1479:
1470:
1461:
1452:
1265:
Educating All the Children; Strategies for Primary Education in Developing Countries
2350:
2259:
1975:
1551:
1542:
1533:
1524:
1246:, with S. Maimunah (eds.), International Institute for Educational Planning, Paris.
1197:
Researching Teacher Education: New Perspectives on Practice, Performance and Policy
1130:
751:
646:
617:
495:
262:
2261:
Improving Access, Equity and Transitions in Education: Creating a Research Agenda
2055:
Strategies for sustainable financing of secondary education in Sub-Saharan Africa
1667:
1181:
Strategies for Sustainable Financing of Secondary Schooling in Sub Saharan Africa
2192:
415:
366:
314:
President of the British Comparative and International Education Society 2006–07
2235:
Making Rights Realities: Researching Educational Access, Transitions and Equity
1862:
Making Rights Realities: Researching Educational Access, Transitions and Equity
1272:
Science Education in Developing Countries; Issues and Perspectives for Planners
1172:
Making Rights Realities: Researching Educational Access, Transitions and Equity
2402:
Consortium for Research on Educational Access, Transitions and Equity (CREATE)
1311:
Directions in Educational Planning: International Experiences and Perspectives
1253:, with Wang Ying Jie, International Institute for Educational Planning, Paris.
1115:
Consortium for Research on Educational Access, Transitions and Equity (CREATE)
1050:
1027:
932:
922:
Consortium for Research on Educational Access, Transitions and Equity (CREATE)
794:
722:
on financing and the implementation of the Education Masterplan, supported by
673:
In parallel with the work in Zhejiang a similar exchange was established with
605:
434:
2272:
1960:
1897:
Educational Innovation in Developing Countries; Case Studies of Change Makers
1237:
Educational Innovation in Developing Countries; Case Studies of Change Makers
1225:, with F. Caillods, International Institute for Educational Planning, Paris.
1046:
972:
895:
854:
730:
719:
572:
532:
1933:
1313:, International Institute of Educational Planning, UNESCO Publishing, Paris
1244:
Insights into Science Education; Planning and Policy Priorities in Malaysia
1874:
1736:– report produced by Keith M Lewin and Albert Kwame Akyeampong, March 2005
1456:, Kwame Akyeampong, Caine Rolleston, Joseph Ghartey Ampiah, Keith M Lewin.
1415:
2011, "The Policies, Politics and Progress of Access to Basic Education",
1279:
Doing Educational Research in Developing Countries: Qualitative Strategies
1019:
The Mpumalanga Primary School Initiative support program, the first major
658:. This anticipated the global commitments made at the World Conference on
1042:
1005:
874:
600:
568:
540:
470:
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1592:
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service sector industries. This was the subject of a Round Table at the
666:
to universalise access to primary schooling, and followed from China's "
2129:
Education, growth, aid and development : towards education for all
1534:
Long Term Planning for EFA and the MDGs: Modes and Mechanisms (Summary)
1336:
Education for All and Multigrade Teaching: Challenges and opportunities
1258:
Educational Innovation in China; Tracing the Impact of the 1985 Reforms
997:
915:
870:
853:(IIEP) in Paris where he developed approaches to planning in financial
762:
747:
663:
544:
1516:
School Drop Out in Bangladesh: New Insights from Longitudinal Evidence
1213:
Primary Teacher Education in Malawi: Insights into Practice and Policy
1603:
1408:
2011, "Expanding Access to Secondary Education: Can India Catch Up?"
1038:
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and all other research products are available at the CREATE website.
968:
911:
903:
862:
846:
817:
798:
766:
678:
454:
446:
992:
The Multisite Teacher Education Research Project (MUSTER) exploring
1759:
World Conference on Education for All: Meeting Basic Learning Needs
1734:
MAPPING WAYS FORWARD: PLANNING FOR 9-YEAR BASIC EDUCATION IN RWANDA
595:
and has worked with many students and officials from the Ministry.
964:
887:
813:
770:
622:
612:
576:
1352:, South African Institute of International Affairs, Johannesburg.
1322:
Education, Growth Aid and Development: Towards Education for All.
1063:
Non Government Providers of Education in Malawi and South Africa.
1033:
Financing Secondary Education in Developing Countries (funded by
1020:
1013:
928:
907:
826:
802:
786:
758:
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506:
degree. He then went on to complete a Masters in Innovation and
491:
450:
438:
1976:"Long Term Planning for EFA and the MDGs; Modes and Mechanisms"
1689:
1324:
Comparative Education Research Centre, University of Hong Kong.
1307:
Four Decades of Educational Planning – Retrospect and Prospect
1216:, with Janet Stuart and Demis Kunje, DFID Research Series 49c.
1124:
increased participation as a result of massive investments in
515:
426:
155:
from the article and its talk page, especially if potentially
110:
59:
18:
2401:
1474:, Ricardo Sabates, Jimena Hernandez Fernandez, Keith M Lewin.
2427:
People educated at Beckenham and Penge County Grammar School
2391:
387:
2031:. Paris: International Institute for Educational Planning.
1348:
2004, "Planning Post Primary Education: A New Priority" in
781:
In 2001 Lewin was invited to be a senior consultant to the
1569:
Pacific: Parents must send children to school at right age
1373:. International Institute for Educational Planning, Paris.
1274:, International Institute for Educational Planning, Paris.
1300:
The Experience of Nine Year Compulsory Education in China
381:
2061:( ed.). Washington, D.C.: World Bank. p. 170.
1378:
Education, Culture and Economics: Dilemmas and Prospects
1207:, edited with Yusuf Sayed and Michael Samuel, Heinemann.
1899:(2nd edition, first edition 1991 ed.). MacMillan.
1772:"Learning For All: DFID's Education Strategy 2010–2015"
1626:
Compilation of reports produced by Keith Lewin for DfID
851:
UNESCO International Institute for Educational Planning
687:
UNESCO International Institute for Educational Planning
593:
UNESCO International Institute for Educational Planning
443:
UNESCO International Institute for Educational Planning
83:
1260:, with A. W. Little, Xu Hui and Zheng Ji Wei, Longman.
900:
Association for the Development of Education in Africa
494:
in the United Kingdom. He attended school in Kent and
1385:
Basic Education for All: A Global Concern for Quality
1345:, Centre of African Studies, University of Edinburgh.
2158:. London: Department for International Development.
1465:, K. M. Lewin, P. Wasanga, E. Wanderi, A. Somerset.
1102:development assistance had long argued was needed.
877:in 1990 and to the first estimates of the costs of
376:
360:
342:
302:
277:
269:
253:
2208:International Journal of Education and Development
1761:, WCEFA, 5–9 March 1990, Jomtien, Thailand, pp. 75
1664:"Centre for International Education (CIE) website"
1410:International Journal of Education and Development
1403:International Journal of Education and Development
1320:", in L Chisholm, G Bloch G and B Fleisch (eds.),
1519:, Ricardo Sabates, Altaf Hossain, Keith M. Lewin.
1357:Science Teacher Education in Africa, Ways Forward
1281:, with G. Vulliamy and D. Stephens, Falmer Press.
2002:International Journal of Educational Development
1836:"Commonwealth Education Framework for Post 2015"
1588:
1586:
1584:
1359:, Free University of Amsterdam, the Netherlands.
1232:, with F. Caillods and Gottelmann-Duret, Paris.
1106:Multi Site Teacher Education research Programme
984:Multi-country research and development programs
1200:, with Janet Stuart, DFID Research Series 49a.
959:, and the Centre for International Education,
746:to undertake research on access and equity in
1267:, with C. Colclough, Oxford University Press.
1030:Secondary Education in Africa (SEIA) Program.
349:and finance, economics of education, science
311:Academician of the Academy of Social Sciences
8:
1747:Education in Austerity; Options for Planners
1690:"Centre for International Education website"
1286:Education in Austerity; Options for Planners
579:. In Malaysia he was a visiting lecturer at
1302:, pp. 1–22 UNESCO Publishing, Beijing.
1026:Financing Secondary Education in Africa. A
738:(UDW) and was instrumental in locating the
53:Learn how and when to remove these messages
2152:Lewin, Keith M.; Stuart, Janet S. (2003).
1068:Contributions to education and development
677:and Professor Wang Yingjie. This led to a
543:, Malaysia. In 1977 he was appointed to a
261:
250:
148:about living persons that is unsourced or
2027:Lewin, Keith; Françoise Caillods (2001).
237:Learn how and when to remove this message
219:Learn how and when to remove this message
1239:, with Janet S Stuart (eds.), MacMillan.
845:of development partners in Mt St Marie,
837:Bilateral and Multilateral Organisations
1593:Profile on University of Sussex website
1580:
1329:Private Schools in Developing Countries
1098:programs shifted over the next decade.
498:. From 1968 to 1971 he read physics at
2442:Alumni of the University of Manchester
1309:", in N V Varghese and M Bray (eds.),
709:Lewin has worked in many countries in
2452:Academics of the University of Sussex
2317:"CREATE Publications – Policy Briefs"
2286:Lewin, Keith M.; Sabates, R. (2011).
2091:. Paris: United Nations Educational.
1983:Pathways to Access Research Monograph
1023:project in education in South Africa.
7:
2397:Profile page at University of Sussex
2339:Journal of Education and Development
1510:, Keith M Lewin and Ricardo Sabates.
469:. Lewin has supervised more than 40
2432:People in international development
1338:, Springer, Dordrecht, Netherlands.
910:in its 2010 Strategy paper, and by
2437:Alumni of the University of Sussex
2181:British Education Research Journal
2085:Directions in Educational Planning
1895:Lewin KM, Stuart JS, eds. (1996).
1560:Selected articles in popular press
1160:education, and teacher education.
631:Rastriya Madhyamik Shiksha Abhiyan
14:
1387:, Abo Akademi University, Sweden.
1191:, with Yusuf Sayed. DFID, London.
1151:or deterioration in performance.
34:This article has multiple issues.
941:University of Education, Winneba
563:Lewin has worked extensively in
520:Institute of Development Studies
296:Institute of Development Studies
115:
64:
23:
1989:. CREATE, University of Sussex.
1086:Balanced development strategies
949:University of the Witwatersrand
744:University of the Witwatersrand
589:Malaysian Ministry of Education
42:or discuss these issues on the
2392:Keith Lewin's personal website
2351:10.1016/j.ijedudev.2005.04.004
736:University of Durban-Westville
729:Lewin started working in post
681:supported program to research
539:teaching physics and maths in
1:
2447:British educational theorists
2220:10.1016/s0738-0593(01)00060-8
2014:10.1016/s0738-0593(96)00057-0
1424:Journal of Educational Policy
1417:Journal of Educational Policy
1392:Selected articles in journals
587:in Malaysia published by the
353:, assessment and evaluation,
693:at Hangzhou University (now
126:biography of a living person
2193:10.1080/0141192032000133703
1440:, 45 (2). pp. 143–151.
1433:, 45 (2). pp. 151–174.
1426:, 26 (4). pp. 571–589.
1412:, 31 (4). pp. 382–394.
1405:, 31 (4). pp. 333–338.
902:(ADEA) biennial meeting in
153:must be removed immediately
2468:
1571:", Pacific.Scoop, May 2012
1445:Recent CREATE Publications
537:Voluntary Service Overseas
512:Manchester Business School
502:where he graduated with a
398:is a British Professor of
73:This biographical article
1483:, Keith M Lewin, Wang Lu.
1380:. Garland, New York 25pp.
699:Beijing Normal University
675:Beijing Normal University
559:South and South East Asia
480:Beijing Normal University
388:http://www.create-rpc.org
372:
335:
321:Beijing Normal University
260:
2258:Lewin, Keith M. (2007).
2233:Lewin, Keith M. (2011).
2052:Lewin, Keith M. (2008).
1961:10.1080/0305006850210202
945:University of Cape Coast
656:1986 Basic Education Law
567:with a special focus on
2422:Development specialists
1072:
1055:Francophone West Africa
978:Making Rights Realities
575:, and most recently in
518:. He then moved to the
400:International education
1934:10.1080/03050069529119
1293:Selected book chapters
1137:Indicators of progress
953:Institute of Education
947:, South Africa at the
791:Government of Tanzania
740:Rockefeller Foundation
527:. His thesis explored
416:science and technology
140:Please help by adding
2364:Lewin, K. M. (2011).
1974:Lewin, Keith (2007).
1949:Comparative Education
1922:Comparative Education
1875:"CREATE Publications"
1438:Comparative Education
1431:Comparative Education
1350:The Blackboard Jungle
884:World Education Forum
715:environmental science
645:and the fall of the "
500:Manchester University
291:Manchester University
282:Manchester University
86:by revising it to be
1816:on 16 September 2012
1784:on 13 September 2012
961:University of Sussex
957:University of London
807:CfBT Education Trust
783:Government of Uganda
695:Zheijiang University
670:" drive to develop.
549:University of Sussex
510:jointly taught with
467:low income countries
463:University of Sussex
423:developing countries
408:University of Sussex
347:Educational planning
146:Contentious material
775:Trinidad and Tobago
668:Four Modernizations
651:Hangzhou University
643:Cultural Revolution
551:. He was appointed
504:first class honours
476:Hangzhou University
329:Zhejiang University
307:Chartered Physicist
1419:, 26 (4). 477:483.
1331:, Symposium Books.
890:in 2000 hosted by
711:Sub-Saharan Africa
705:Sub Saharan Africa
691:Honorary professor
683:educational reform
625:, Tamil Nadu, and
490:Lewin was born in
431:program evaluation
325:Honorary professor
317:Honorary professor
2375:978-0-901881-61-8
2302:978-0-901881-59-5
2244:978-0-901881-80-9
2138:978-962-8093-99-1
2098:978-92-803-1360-4
2068:978-0-8213-7115-2
2038:978-92-803-1199-0
1126:Education for All
1096:Education for All
1092:Education for All
1073:Planner's Paradox
994:teacher education
879:Education for All
867:Education for All
859:science education
697:) in 1993 and at
660:Education for All
585:science education
581:University Malaya
529:science education
412:teacher education
393:
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355:teacher education
337:Scientific career
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1842:on 15 April 2013
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1640:. Archived from
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1555:, Keith M Lewin.
1546:, Keith M Lewin.
1537:, Keith M Lewin.
1528:, Keith M Lewin.
1501:, Keith M Lewin.
1492:, Keith M Lewin.
1004:, South Africa,
857:and to planning
531:in Malaysia and
419:education policy
386:
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351:education policy
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1670:on 30 June 2022
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1745:Lewin, K. M.,
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508:Science Policy
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