Dissertation•
A strategy for a mini–education system to support transformational development in a developing community
01 Jan 2011-
Abstract: ................................................................................................................ lxv
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Posted Content•
TL;DR: The economics of being poor, the economics of poverty in low income countries investing in poor people, reflections on poverty within agriculture our welfare state and the welfare of farm people economic puzzles pertaining to proverty as discussed by the authors.
Abstract: Part 1 Most people are poor: Nobel lecture - the economics of being poor the economics of poverty in low income countries investing in poor people reflections on poverty within agriculture our welfare state and the welfare of farm people economic puzzles pertaining to proverty. Part 2 Investing in skills and knowledge: investment in human capital capital formation by education rates of return on education resources for higher education reckoning education as human capital equity and efficiency in college instruction are university scholars and scientists free agents? Adam Smith and human capital. Part 3 Effects of human capital: institutions and the rising economic value of man the increasing economic value of human time woman's new economic demands children - an economic perspective high value of human time population equilibrium investment in entrepreneurial ability a long view of increases in the value of human time.
15 citations
Book•
17 Aug 2006
TL;DR: The role of the Rockefeller Foundation (RF) in Medical Research and Health in Kenya is discussed in this article, where the authors also present the Genesis of NGOs: the idea, the movement and implications for Kenya.
Abstract: Introduction 1. The Paradox of NGOs in Africa's Development: Unraveling their Inconsistency 2. NGOs, Capitalism and Globalization 3. The Genesis of NGOs: The Idea, the Movement and Implications for Kenya 4. The Colonial State and Development in Kenya: Background to the NGO Work in the Country 5. The Role of the Rockefeller Foundation (RF) in Medical Research and Health in Kenya 6. The Role of the Rockefeller Foundation (RF) in Agriculture and Education in Kenya Conclusion Bibliography Index
9 citations
TL;DR: In this article, a model explaining the structure of the education system which shows the components of “the” education system and their interrelationships has resultantly not been developed.
Abstract: The education system per se, despite its central position in the field of study proclaimed by the scholarly community of Comparative and International Education, has never taken a central stage/role in Comparative and International Education scholarly enquiry. Through the various stages of its history, Comparative and International Education research has either focused on the societal-contextual forces (geography, demography, social system, economy, political system, religio-philosophical viewpoints) shaping education or on the societal outcomes/effects of education, to such an extent that the education system has always remained the blind spot in the centre of the field. A model explaining the structure of the education system which shows the components of “the” education system and their interrelationships has resultantly not been developed. This article attempts to address this shortcoming by discussing and outlining the structure of the education system on the basis of recent epistemological developments. Four components of the education system, along with their elements, are identified: education system policy, organisation and administration, structure for teaching, and support services. Key words: Comparative Education; education; education system; post-modernism. --- Obrazovni sustav per se, usprkos svojoj sredisnjoj ulozi za koju se zauzimaju strucnjaci unutar Komparativne i međunarodne edukacije nikada nije bio u žaristu znanstvenih istraživanja u spomenutom podrucju. Istraživanja unutar Komparativne i međunarodne edukacije do sada su, u razlicitim razdobljima svoje povijesti, bila usredotocena ili na drustveno-kontekstne snage (geografiju, demografiju, drustveni sustav, ekonomiju, politicki sustav, religijsko-filozofski svjetonazor) koje oblikuju obrazovanje ili na ishode/ucinke obrazovanja na drustvo do te mjere da je obrazovni sustav uvijek ostajao nejasan u odnosu na glavni dio toga podrucja. Stoga jos uvijek nije razvijen model koji bi objasnio strukturu obrazovnog sustava prikazujuci komponente ,,obrazovnog sustava“ i njihove međusobne odnose. U ovom se radu nastoji istaknuti taj nedostatak putem rasprave i prikaza strukture obrazovnog sustava na temelju novijih epistemoloskih razvojnih ideja. Identificirane su cetiri komponente obrazovnog sustava, kao i njihovi elementi, a to su: politika obrazovnog sustava, organizacija i administracija, struktura potrebna za nastavu i službe podrske. Kljucne rijeci: komparativna edukacija; obrazovanje; obrazovni sustav; postmodernizam
8 citations
Cites background from "A strategy for a mini–education sys..."
...The component ‘Education System Policy’ represents the juridical foundation of an education system, and usually includes three elements, namely: vision, mission and aims, policy format and policy-making procedures (Compion, 2011; Raikane, 1987)....
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...Komponenta ,,Politika obrazovnog sustava“ predstavlja pravni temelj obrazovnog sustava i obično uključuje sljedeća tri elementa: viziju, misiju i ciljeve, politički format i postupke određivanja politike (Compion, 2011; Raikane, 1987)....
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Book•
18 Aug 2009
TL;DR: In this paper, the authors discuss how the mainstreaming of the African Indigenous Knowledge systems (AIKS) into the formal and non-formal educational curricula could enhance the achievement of Education for All (EFA).
Abstract: This book discusses how the mainstreaming of the African Indigenous Knowledge systems (AIKS) into the formal and non-formal educational curricula could enhance the achievement of Education for All (EFA). Many countries, have not achieved the EFA goals. Quality, access, finance, negative traditional practices, use of curricula of assimilation from former colonial powers and credibility of the education offered have been cited as some of the reasons. In this book, particular reference is made to the forms of AIKS practised by the Chewa people of Zambia. The book shows that the Chewa people had an organised system of education, with family, a reflection of the community, as a starting point. This was life long education where everybody was learning and teaching, with learners moving from one phase of learning to another all the time. This book shows that both the school and AIKS are criticalcomponents in the quest for the provision of quality education for all. Theories, models and frameworks of a possible hybridization of AIKS and WKS have been suggested in this book.
7 citations
References
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TL;DR: In this article, the effects of education on economic growth and externalities in Africa were investigated. But the authors focused on the direct and indirect effects of the education on each outcome, and did not consider the indirect effects on the economic growth process.
Abstract: Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long dela...
87 citations
01 Mar 1994
78 citations
TL;DR: In this article, the authors examine quality in the context of education reform, attempt to conceptualise quality, and critically review both the discourse and practice of quality interventions in South Africa from the late 1980s to the present.
76 citations
Book•
17 Aug 2006TL;DR: The role of the Rockefeller Foundation (RF) in Medical Research and Health in Kenya is discussed in this paper, where the authors also present the Genesis of NGOs: the idea, the movement and implications for Kenya.
Abstract: Introduction 1. The Paradox of NGOs in Africa's Development: Unraveling their Inconsistency 2. NGOs, Capitalism and Globalization 3. The Genesis of NGOs: The Idea, the Movement and Implications for Kenya 4. The Colonial State and Development in Kenya: Background to the NGO Work in the Country 5. The Role of the Rockefeller Foundation (RF) in Medical Research and Health in Kenya 6. The Role of the Rockefeller Foundation (RF) in Agriculture and Education in Kenya Conclusion Bibliography Index
72 citations