Vulnerable, Excluded, Invisible & Ignored: The Margins of Education for All<\/strong><\/span><\/p>\n <\/p>\n James H. Williams<\/b><\/p>\n The George Washington University<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Marc Sommers<\/b><\/p>\n Tufts University<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Dan Bar-On<\/b><\/p>\n Ben Gurion Universitu of the Negev<\/p>\n Tal Livak-Hirsh<\/b><\/p>\n Ben Gurion Universitu of the Negev<\/p>\n Rafika Othman<\/b><\/p>\n David Yelin College<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Fatuma Chege <\/b><\/p>\n Kenyatta University<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Yumiko Ono <\/b><\/p>\n Naruto University of Education<\/p>\n Kensuke Chikamori <\/b><\/p>\n Naruto University of Education<\/p>\n Masakazu Kita <\/b><\/p>\n Okayama University<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Emmanuel Y. Jimenez <\/b><\/p>\n The World Bank<\/p>\n Natsuko Kiso <\/b><\/p>\n The World Bank<\/p>\n Cristobal Ridao-Cano <\/b><\/p>\n The World Bank<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Edward s. Cooper <\/b><\/p>\n Partnership for Child Development<\/p>\n Claire L. Risley <\/b><\/p>\n Partnership for Child Development <\/b><\/p>\n Lesley J. Drake <\/b><\/p>\n Partnership for Child Development <\/b><\/p>\n Donald A. Bundy <\/b><\/p>\n The World Bank<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Analice Schwartz <\/b><\/p>\n The George Washington University <\/b><\/p>\n Gisleide Abreu <\/b><\/p>\n Municipal Government of the City of Campinas<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Michael Brophy <\/b><\/p>\n Africa Educational Trust<\/p>\n Emma Page <\/b><\/p>\n Africa Educational Trust<\/p>\n <\/p>\n<\/td>\n<\/tr>\n Nancy Campbell <\/b><\/p>\n The George Wahington University <\/b><\/p>\n James Williams <\/b><\/p>\n The George Washington University<\/p>\n <\/p>\n<\/td>\n<\/tr>\n<\/thead>\n Mioko Saito <\/b><\/p>\n UNESCO International Institute for Educational Planning<\/p>\n <\/p>\n <\/p>\n <\/p>\n<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n","protected":false},"excerpt":{"rendered":" SPECIAL ISSUE Vulnerable, Excluded, Invisible & Ignored: The Margins of Education for All Editorial […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[31,6],"tags":[25],"class_list":["post-3018","post","type-post","status-publish","format-standard","hentry","category-journal_e","category-journal_j","tag-english"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/3018","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3018"}],"version-history":[{"count":1,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/3018\/revisions"}],"predecessor-version":[{"id":9218,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=\/wp\/v2\/posts\/3018\/revisions\/9218"}],"wp:attachment":[{"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3018"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3018"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cice.hiroshima-u.ac.jp\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3018"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n\n
\n Editorial<\/b><\/a><\/td>\n <\/td>\n \n \n Creating Programs for Africa’s Urban Youth: The Challenge of Marginalization<\/b><\/a><\/td>\n <\/td>\n \n \n Within-Group Variance as a Facilitator of Dialogue: A Jewish-Arab Israeli\u00a0Encounter Group Focused on Family Stories<\/b><\/a><\/td>\n <\/td>\n \n \n Education and Empowerment of Girls against Gender-based Violence<\/b><\/a><\/td>\n <\/td>\n \n \n Supporting Teachers to Educate Marginalized Children: Teachers and Teacher\u00a0Education in Afghanistan<\/b><\/a><\/td>\n <\/td>\n \n \n Never Too Late to Learn? Investing in Educational Second Chances for Youth<\/b><\/a><\/td>\n <\/td>\n \n \n HIV as Part of the Lives of Children and Youth as Life Expectancy Increases:\u00a0Implications for Education<\/b><\/a><\/td>\n <\/td>\n \n \n Conditional Cash Transfer Programs for Vulnerable Youth: Brazil’s Youth Agent\u00a0 and Youth Action Programs\u00a0part1<\/a>\u30fbpart2<\/a><\/b><\/td>\n <\/td>\n \n \n Radio Literacy and Life Skills for Out-of-School Youth in Somalia<\/b><\/a><\/td>\n <\/td>\n \n \n \nAppendix: Resources on Particular Marginal Populations<\/b><\/a><\/td>\n <\/td>\n \n \n <\/td>\n<\/tr>\n \n \n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n ARTICLES<\/h4>\n
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\n Construction and Application of SACMEQ School Resources: Portray of School\u00a0\u00a0 Systems Based on the Rasch Scaling Technique<\/b><\/a><\/td>\n <\/td>\n \n