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Dissertation

A strategy for a mini–education system to support transformational development in a developing community

Abstract: ................................................................................................................ lxv

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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

Journal ArticleDOI
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)....

    [...]

  • ...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)....

    [...]

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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Journal ArticleDOI
20 Feb 1990
TL;DR: Dooyeweerd as mentioned in this paper argued that philosophical thought as such stands in an inner relationship with historical development, and that no thinker whatever can withdraw himself from this historical evolution, rejecting the proud illusion that any thinker whatever could begin as it were with a clean slate and disassociate himself from the development of the age-old process of philosophical reflection.
Abstract: Philosophic thought as such stands in an inner relationship with historical development, ... no thinker whatever can withdraw himself from this historical evolution. Our transcendental ground-Idea itself ... rejects the proud illusion that any thinker whatever could begin as it were with a clean slate and disassociate himself from the development of the age-old process of philosophical reflection. Only let not the postulate of the ‘philosophia perennis’ be turned against the religious ground-motive of philosophy with the intention of involving it ... in historical relativity. (Herman Dooyeweerd, A New Critique of Theoretical Thought, vol. 1, p. 118)

19 citations

Journal ArticleDOI
TL;DR: The research suggests that the authors should adopt a more balanced approach in their assessments of the seriousness of stranger CSA and abduction, and highlights practice issues for child safety educators, the police and therapists and counsellors, relating to prevention, disclosure, reporting and re‐victimisation.
Abstract: While there is considerable public concern over stranger‐perpetrated child sexual abuse (CSA) and abduction, much of the professional debate over this subject is characterised by quite polarised views and a dearth of reliable research‐based knowledge. In order to start addressing this situation, a major questionnaire survey was carried out among almost 2,500 children aged 9‐16 years in 26 primary and secondary schools in four types of area in north‐west England. Approximately seven per cent of children reported an attempted or completed incident. In terms of its broader messages, the research suggests that we should adopt a more balanced approach in our assessments of the seriousness of stranger CSA and abduction. The research highlights practice issues for child safety educators, the police and therapists and counsellors, relating to prevention, disclosure, reporting and re‐victimisation.

19 citations

Journal ArticleDOI
TL;DR: In this article, the authors report that most students in Sub-Saharan Africa leave primary school without mastering the 3 Rs, and grade repetition and drop out are estimated to consume about 25% of the financial resources allocated to primary education in this region.
Abstract: Background and objectives The Education for All (EFA) campaign emerged as a global imperative as a result of the International Conference on Education held in Jomtien in 1990. Ten years later, at the Dakar Summit, it was established that remarkable progress had been accomplished in terms of access (e.g. increase in gross enrolment ratios and in the number of literate adults), but that quality, as measured through various indicators, left much to be desired. Such indicators included alarmingly low student achievement and high drop out rates, resulting in system inefficiency. Sub-Saharan Africa (SSA) was reported to be the region where the picture was the gloomiest. Indeed, various evaluations showed that in this part of Africa, most students left primary school without mastering the 3 Rs. 1 In addition, school did not seem to help pupils ‘‘learn how to learn’’. These findings are all the more preoccupying as primary schooling is an involuntary terminal stage of education for many children in SSA. In other words, these children are potentially the future illiterate adults. Worth mentioning also is the fact that grade repetition and drop out are estimated to consume about 25% of the financial resources allocated to primary education in this region. In response to the foregoing, the international community pledged to support the achievement of quality universal primary education (UPE) in lowincome countries by 2015, especially in SSA. Five years after Dakar, there were indications that progress was still very slow with respect to quality (see for instance UNESCO 2004). Two years earlier, in the framework of its 2003 biennale, ADEA commissioned an ambitious study of quality improvement in basic education in SSA. This study helped to identify knowledge gaps, new challenges, promising policies, programmes and practices, as well as unresolved questions (see Verspoor 2005). ADEA subsequently opted to maintain quality as a key focus of its activities, while remaining cognizant of the fact that a large number of eligible children in the region are still deprived of their right to formal basic education. In fact, the great challenge that SSA faces is to attend to access and quality simultaneously, as the two sides of the same coin, in a context of economic hardships, inadequate

18 citations