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Summary: Motivation: The Government of Ethiopia has a long‐standing commitment to improving the quality of education. In recent years, this has shifted to include a more explicit focus on equity in learning outcomes. In this paper, we examine the education reform design process in the context of Ethiopia's political environment which is widely recognised as a strong developmental state. Purpose: The article examines how federal, regional, and international donor actors negotiate their interests in relation to Ethiopia's national quality education reform programme, the General Education Quality Improvement Programme for Equity (GEQIP‐E). Methods and approach: We conducted 81 semi‐structured, key informant interviews with federal and regional government officials and international donors who were involved in the design of GEQIP‐E. Findings We find that federal government was able to leverage considerable political influence over high‐level priorities and the framing of GEQIP‐E. Large donors leveraged financial influence to exclude some specific priorities, while smaller donors were able to draw on social influence and technical expertise to include priorities aligned with their interests. Regional governments—which are responsible for policy implementation—were largely excluded from the reform design process. Policy implications: Our analysis highlights the importance of recognizing and understanding different forms of influence in the dynamic process of negotiating reform between government and donors. It identifies that both government and donor voices counted in the process of negotiations, but in different ways and to varying degrees. Understanding how different actors draw on their relative political, financial, and social influence is vital for ensuring successful implementation and sustainability. Importantly, we identify that voices of local actors are left out. [ABSTRACT FROM AUTHOR]

Globally, access to higher education has increased, but inequalities by socio‐economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle‐income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio‐economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio‐economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio‐economic status continues to be a barrier to educational attainment throughout these children's lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries. [ABSTRACT FROM AUTHOR]

This article investigates the extent to which education publications authored by researchers based in sub‐Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer‐reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub‐Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub‐Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access. [ABSTRACT FROM AUTHOR]

SUMMARY It is often assumed that non-government education providers prefer to operate without 'interference' from government. However, in practice, they inevitably need to form relationships. There is also a common view that non-governmental organisations (NGOs) have to choose between service delivery and advocacy. As this article shows, these objectives are often not independent of each other. Drawing on evidence from established national non-government education providers in Bangladesh, India and Pakistan, the article identifies different strategies adopted in balancing their service delivery and advocacy objectives. In all cases, the NGOs find ways to ensure a cooperative rather than conflictual relationship with government to pursue their goals. Strategies vary according to the strength of the national policy context, the formality of the relationship and the degree of dependence on funding sources, with the latter being most influential. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

SUMMARY This article introduces a special issue on relations between governments and non-government organisations (NGOs) that collaborate in improving public service provision in Bangladesh, India and Pakistan. NGOs are the focus because, although they are far from being the main non-state service provider, they are the sector most likely to enter into collaboration with governments. However, such collaboration is often thought to lead to the loss of NGO autonomy and capacity for independent public action. This article analyses the factors that have led to the growth of NGO service provision and to the call for their partnership with the government. It then describes the theoretical approach and the research framework on which the special issue is based. The approach considers the institutional and organisational constraints to which NGOs subject themselves by entering into relations with governments and also their capacity for 'strategic choice' in the exercise of influence. Lastly, the article summarises the contributions to this special issue and relates them to the wider literature. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

While basic education is commonly seen as primarily a state responsibility, non-state providers (NSPs) can play an important role in expanding access to children underserved by public provision. Experience from five countries indicates that collaboration between governments and NSPs is closest when different forms of engagement interact (for example, facilitation or contracting of education services necessitating regulation which can lead to greater involvement in policy dialogue). However, more intense forms of engagement can result in tension, mistrust and even antagonism, particularly where dominant but ineffective centralised ministries of education attempt to maintain control over the sector, even where they are unable to support their own provision effectively. In such contexts, collusion between NSPs through umbrella associations is apparent, often with the aim of challenging restrictive government practices. However, evidence suggests that these associations tend to favour more established NSPs serving élite populations. There is a need both to recognise the complexities of collaboration amongst a diverse group of NSPs, as well as between them and governments, to support the achievement of education for all. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Reports on the importance of international development targets and education in ending poverty in developing countries. Education targets that have been discussed in policy arenas in 2005; Importance of poverty reduction targets to developing countries; Advantages of International Development Education Targets and Millennium Development Goals which has been redefined in different arenas.

The article presents case study of a 83-year-old woman which showcases invasive management of gallstone ileus with cholecystoduodenal fistula. It mentions that duodenal endoscopy was performed, finding a cholecystoduodenal fistula at the antipancreatic border of the first duodenum, immediately behind the pylorus. It states that endoscopic removal of gallstones through the fistula could be interesting in terms of enabling those patients to benefit from mini-invasive procedures.