Showing papers in "Compare in 2002"
TL;DR: In this paper, the authors examine the impact of participation and participation on the policy impact of education decentralization in South Africa, by considering four illustrative examples, namely, religion, language, admissions and teacher employment.
Abstract: This paper examines the democratisation of education in South Africa within the context of the policy of educational decentralisation with regards to key policy texts, namely, the South African Schools Act (SASA) and the National Norms and Standards for School Funding (NNSSF). It begins by exploring the concept of decentralisation with specific reference to the notions of democratisation and participation. This leads to an examination of these concepts within the South African context. The final section examines the policy impact of participation and democratisation in relation to the powers and functions of School Governing Bodies (SGBs) by considering four illustrative examples, namely, religion, language, admissions and teacher employment. The paper concludes by considering the policy gap between policy rhetoric and practice in relation to attempts to entrench democracy and participation, and enhance participation at the school level.
115 citations
TL;DR: In this paper, the authors discuss the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their "classroots realities", led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity.
Abstract: Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the...
113 citations
TL;DR: In this paper, the notion of parental participation in school governance, based on data obtained from field research in Uganda, is explored, and it is argued that parents' perceptions of the accountability of the school affect the way they participate in education.
Abstract: Participation, a 'buzzword' in social development in both developed and developing countries, has several different interpretations in terms of purpose, form and implication. For instance, parents are encouraged to participate individually in choosing the school for their own children, and they are expected to participate collectively in school development through the work of school governing bodies. Furthermore, participation in education is often considered to be a means of assuring accountability of decentralised institutions. This paper explores the notion of parental participation in school governance, based on data obtained from field research in Uganda. It argues that parents' perceptions of the accountability of the school affect the way they participate in education. Thus, accountability is one of the crucial factors for realising local democracy through decentralisation.
82 citations
TL;DR: This article argued that these three processes are indivisible in Taiwan and that they involve not only the reallocation of power between the state, society and education, but also the redefinition of the territorial and social components of Taiwanese 'national' identity in relation to the Chinese mainland.
Abstract: Recent studies on globalisation and the literature of democratisation of society and education cannot explain the complicated interplay between democratisation, localisation and the pursuit of 'national' identity in both education and the broader society of Taiwan between the late 1980s and 2000. The paper argues that these three processes are indivisible in Taiwan. They involve not only the reallocation of power between the state, society and education, but also the redefinition of the territorial and social components of Taiwanese 'national' identity in relation to the Chinese mainland. In particular, social pressure groups, teachers and parents are empowered in policymaking processes at various levels, whilst the power of school principals and education officials to respond to these pressure groups is limited. The role of the school curriculum is now reversed from suppressing to promoting ethnic cultures and identities as points of a new collective identity: 'Taiwan people' with Taiwan as their ultimat...
77 citations
TL;DR: In this paper, the authors address the use of policy research in the social sciences and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research.
Abstract: The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. T...
75 citations
TL;DR: The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries as mentioned in this paper.
Abstract: The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries. Beginning with its president's decision in 1996 to become 'the Knowledge Bank', different elements within the Bank went on to elaborate a knowledge discourse, most notably within the World Development Report on Knowledge for Development (1998), as well as a whole series of 'knowledge projects' and 'knowledge-based initiatives'. The article examines some of the tensions and debates that are at the very heart of the Bank's desire to become a knowledge agency. Amongst these, some of the more salient are the implications of the new knowledge discourse for the Bank's changing priorities towards education; the trade-off between knowledge sharing for the improved efficiency of Bank operations versus knowledge development by the Bank's clients; and the use of information...
52 citations
TL;DR: In this paper, it is argued that globalisation is undermining the state and therefore calling for a reconsideration of the concept of citizenship, and that education has generally reproduced the dominant culture, which is increasingly becoming influenced by the global economic market.
Abstract: It is argued in this paper that globalisation is undermining the state and, therefore, calling for a reconsideration of the concept of citizenship. But education has generally reproduced the dominant culture, which is increasingly becoming influenced by the global economic market. Education is reproducing this culture. Adult education, however, has traditionally stood outside of the institutionalised education sector and has served a more democratic and radical function, but as it is being institutionalised it will lose this function - although some areas of adult education will remain outside of this process and be able to be more important.
50 citations
TL;DR: In this paper, the authors describe the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies.
Abstract: The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development sh...
36 citations
TL;DR: In this paper, the authors examine the distinct contribution Japan can make to the major debates about development and aid and identify the crucial role played by Japanese cultural values and particularly the central importance of a Japanese tradition of understanding knowledge that is very different from those of other aid-providing countries.
Abstract: Japan has emerged as a leading player in international aid but has often been seen as being rather peripheral to the major debates about development and aid. This paper seeks to examine the distinct contribution Japan can make to these debates. To develop such an argument it is necessary to look into Japan's own history of development and aid receipt. It is also important to understand the crucial role played by Japanese cultural values and, particularly, the central importance of a Japanese tradition of understanding knowledge that is very different from those of other aid-providing countries.
29 citations
TL;DR: In this paper, the authors used focused classroom observations to examine differences in the democratic behavior of children of different genders and ethnicity attending traditional rural schools and those attending rural schools with an experimental active learning program and found that children in the experimental program engage in significantly more democratic behaviors than their counterparts and these behaviors are related to participation in small group activities.
Abstract: Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethnicity attending traditional rural schools and those attending rural schools with an experimental active learning program. Results show that children in the experimental program engage in significantly more democratic behaviors than their counterparts and these behaviors are related to participation in small group activities. Within the active learning program, greater democratic behavior and small group participation are also related to higher reading achievement at the classroom level.
28 citations
TL;DR: In this article, a critical appraisal of citizenship and governance in relation to gender is presented, which draws on poststructuralist themes which look at the relationship between power and discourse.
Abstract: This paper offers a critical appraisal of citizenship and governance in relation to gender. It draws on poststructuralist themes which look at the relationship between power and discourse. This per...
TL;DR: In this article, it is indicated that the success of the pillars has never been unambiguous, and that in domains of professional services, like education and health care, the pillars were successful.
Abstract: According to research on 'pillarization', some European countries (such as Belgium and the Netherlands) are internally divided into blocs of different religious and political persuasions. In this article, it is indicated that the success of the pillars has never been unambiguous. In domains of professional services, like education and health care, the pillars were successful. Other societal sectors, which function more impersonally, could escape from their influence. Pillars could flourish in societal sectors, whose functioning depends on face-to-face contacts. This explains why 'religious virtuosos' were able to fulfil such a prominent role in the Catholic pillar, and especially in Catholic education.
TL;DR: The main purpose of as discussed by the authors is to review the Argentine case regarding school choice in view of the conclusions of recent research on socio-economic segregation in the educational system, since Argentina has neither demand subsidy programs, nor voucher systems.
Abstract: The main purpose of this paper is to review the Argentine case regarding school choice in view of the conclusions of recent research on socio-economic segregation in the educational system. In this context, the study of the Argentine educational system becomes a rather interesting one since Argentina has neither demand subsidy programs, nor voucher systems. On the contrary, the continuous actions by the State in matters of supply-oriented financing rule out any thoughts of a generalized existence of either educational markets or quasi-markets. Nevertheless, the strong regulating mechanisms imposed by the State seem to breed deregulated areas that promote actions by sectors with a greater economic or political capacity to satisfy their preferences in terms of their children's education.
TL;DR: In this article, the authors focus on the case of the Department for International Development (DFID), the British development cooperation agency, and highlight some of the unresolved tensions that emerge from this new agency area of interest.
Abstract: A number of trends have led development cooperation agencies to embrace the idea of becoming 'knowledge agencies', more efficient and effective users of knowledge both internally and in their work with their recipients/partners. At the same time, agencies have become fascinated with the role that knowledge can play in national development strategies. This paper seeks to highlight some of the unresolved tensions that emerge from this new agency area of interest. In so doing, it will focus on the case of the Department for International Development (DFID), the British development cooperation agency. In common with many other agencies, DFID has been developing its own policy for better internal knowledge management. At the same time, through its research strategy and support to the Global Development Network, DFID is developing its own theory/practice of how it should support partner countries' knowledge generation and dissemination. Through an analysis of key DFID texts, supported by interviews and reflecti...
TL;DR: In this article, the authors critically examine a major World Bank Internet initiative, the Development Gateway, and argue that it will marginalise dissident and minority views, reveal biases and misunderstandings in the World Bank's overall approach to knowledge for development.
Abstract: This article critically examines a major World Bank Internet initiative, the Development Gateway. It describes the importance of the World Bank as the Knowledge Bank and the threats posed by the Internet to its near monopoly of development thinking. The Bank's Gateway plan attempts to bring together views of all stakeholders on a large number of topics at both global and country level. The article argues that this effort is naive, impossible and dangerous. The initiative, which will marginalise dissident and minority views, reveals biases and misunderstandings in the World Bank's overall approach to knowledge for development.
TL;DR: This paper found that native speakers of German have different attitudes towards their own and the other culture than native speakers who teach German as a second language, and that personal biographies influence language teaching in the classroom.
Abstract: Teachers of another language, many of whom are bilingual and bicultural, have had to think about relationships with and attitudes towards the country (ies) or communities where the other language is spoken. By constantly interacting with that language and culture they often think and act 'comparatively' without, in most instances, articulating their views in a formal manner. Such notions are particularly complex in the Anglo-German context. The research project described here aimed to find out if native speakers of German have different attitudes towards their own and the other culture than native speakers of English who teach German as a second language. To what extent do personal biographies influence language teaching in the classroom? What does the concept of citizenship mean to them in their personal and professional lives? These are some of the issues the paper sets out to explore.
TL;DR: Inner Mongolia, as an under-developed autonomous region of the People's Republic of China, provides an interesting insight into the process of higher education reform in China as mentioned in this paper, drawing upon experie...
Abstract: Inner Mongolia, as an under-developed autonomous region of the People's Republic of China, provides an interesting insight into the process of higher education reform in China. Drawing upon experie...
TL;DR: The Programa Integrar as discussed by the authors is an initiative by the Brazilian Metalworkers Union, the Centro Nacional de Metalurgicos, which seeks to integrate vocational training with the construction of a new citizenship that represents a radical departure from the corporatist legacy of "regulated citizenship".
Abstract: This paper presents an initiative by the Brazilian Metalworkers Union, the Centro Nacional de Metalurgicos, which seeks to integrate vocational training with the construction of a new citizenship that represents a radical departure from the corporatist legacy of 'regulated citizenship'. The programme incorporates a strategic vision of the construction of citizenship of the workers through intervention in the development of public policy, principally in relation to policies concerning the creation of work, wealth and education, and in the unions' role in their negotiation. The Programa Integrar transcends the traditional Latin American adult education paradigms of human resource training and popular education, and it is argued that it is an example of an integrated education and training for civil society.
TL;DR: In this paper, the potential interface of technology and education for human development in southern Africa, drawing on the case of Mozambique, and the challenges presented by the global marketplace and by local policy, is explored.
Abstract: The paper explores the potential interface of technology and education for human development in southern Africa, drawing on the case of Mozambique, and the challenges presented by the global marketplace and by local policy. It links this to the ambitious vision of the New Partnership for Africa's Development (NEPAD) for reducing the digital divide for Africa. Four recent publications form the basis for the discussion in this paper, enriched through direct experiences of knowledge networking in southern Africa by the Southern African Research and Documentation Centre (SARDC), a regional information resource centre committed to the development of information access as a key strategic resource for sustainable socio-economic development .
TL;DR: This article surveys the work done in post-literacy in India as part of the National Literacy Mission (NLM) as a second stage of activity after the initial Total Literacy Campaign, the tensions between the radical and the bureaucratic elements within the total literacy campaign are replicated and indeed amplified in the postliteracy stage.
Abstract: This paper surveys the work done in post-literacy in India as part of the National Literacy Mission. Created as a second stage of activity after the initial Total Literacy Campaign, the tensions between the radical and the bureaucratic elements within the Total Literacy Campaign are replicated and indeed amplified in the postliteracy stage. The main issue is the aim of post-literacy--whether it is for the further development of literacy skills or the preparation for some future activity--and if the latter, what that activity should be (self-help group, income generation, continuing education, independent learning etc.). This uncertainty means that post-literacy has become an arena of struggle between individual and group goals, between literacy learning and development goals, between instruction and independent learning; and it is therefore less effective than it could be. Based on an extensive review of the literature and on many interviews and discussions during a series of visits to India between 1993 ...
TL;DR: The International Institute for Communication and Development (IICD) as mentioned in this paper introduced some recent trends in international development cooperation, arguing that applying these to ICT projects would likely accelerate their impact -making them more e-ffective, e-mpowering, and e-efficient.
Abstract: As concerns with knowledge move closer to the development mainstream, donors, governments, the private sector and civil society are hastening to include information and communications technologies (ICTs) in their portfolios. On the ground implementation is beginning to throw up lessons and conclusions familiar to anybody working in development for a year or more. Blinded by the technologies perhaps, existing development principles and lessons are being rediscovered and disseminated in any number of international task forces and reports. This paper introduces some recent trends in international development cooperation, arguing that applying these to ICT projects would likely accelerate their impact - making them more e-ffective, e-mpowering, and e-fficient. It would also free up effort and learning to examine the unique characteristics of ICTs and their impacts on development, if such exist. The current strategy of the International Institute for Communication and Development (IICD) is presented to illustr...
TL;DR: The authors argued that the victim/colonisation hypothesis is exaggerated and argued that it was the East Germans themselves who clamoured for the grammar school without paying sufficient attention to the implications for those pupils who failed to obtain entry into it.
Abstract: German unification took place very rapidly, and it is sometimes argued that East German education was colonised in a process according to which ideas and structures (some of which were not very successful in the West) were foisted on the East in the cause of unity and homogeneity. This paper argues that the 'victim/colonisation' hypothesis is exaggerated. There was a suppressed reform tendency in the German Democratic Republic (GDR) that resulted in several distinctive educational institutions in the New Bundeslander. Although it is true that a controversial divided secondary school structure replaced the GDR unified school, it was the East Germans themselves who clamoured for the grammar school without paying sufficient attention to the implications for those pupils who failed to obtain entry into it. Their suspicions that their most able children were under-achieving were not validated by empirical studies. To a certain degree, reverse transformation can be observed (influence from East to West). In the...
TL;DR: This paper takes issue with Geraldine McDonald’s argument for the persistence of season of birth effects in the UK by referring to the mechanism of ‘selective promotion’.
Abstract: We are writing in response to the above article published in Volume 31:3 of Compare 2001. The author, Geraldine McDonald, focuses on research into the relative performance of the youngest in the year group (often referred to as ‘summer-born children’) in different countries. Among those in which birth date effects have been noted are Cyprus, Australia, New Zealand, Israel, the USA and the UK. McDonald attempts to explain the persistence of season of birth effects in the UK by referring to the mechanism of ‘selective promotion’. We wish to take issue with her argument, as far as her discussion of the UK is concerned. We understand the three main steps in the author’s argument to be as follows:
TL;DR: The Globalisation of Development Knowledge and Comparative Education: A Journal of Comparative and International Education: Vol. 32, No. 3, pp. 281-284 as discussed by the authors.
Abstract: (2002). The Globalisation of Development Knowledge and Comparative Education. Compare: A Journal of Comparative and International Education: Vol. 32, No. 3, pp. 281-284.