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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
22 Sep 1997
TL;DR: The goals of this article are to elaborate on the reasons for choosing qualitative methodologies, and to provide a basic introduction to the features of this type of research.
Abstract: A number of writers have commented on the dearth of substantive research within the field of technology education, and point to the expansion of its research agenda as a means of strengthening the discipline. Waetjen, in his call for good research in technology education, states that “the plea is to use experimental type research as much as possible” (1992, p. 30). Interestingly, the three areas of research need outlined in his essay would all lend themselves to alternative methodologies, including qualitative methodologies.

1,864 citations

Book
18 Jan 1996
TL;DR: In this article, the authors demonstrate the specific steps necessary to conduct focus groups in educational and psychological settings, using numerous examples, and show how to prepare for a focus group, create a moderator's guide, select a setting and analyze results.
Abstract: While there are many books that address focus groups, most are directed at business and marketing. This book differs by demonstrating the specific steps necessary to conduct focus groups in educational and psychological settings. Using numerous examples, the authors show how to prepare for a focus group, create a moderator's guide, select a setting and analyze results. In addition, there is a chapter on focus groups with children and adolescents. Each chapter contains procedural tables as well as applications for performing `trial runs' of the techniques discussed.

1,268 citations

Book
01 Apr 2008
TL;DR: In this article, the authors introduce the concept of focus groups and the use and misuse of them in focus group research, and discuss the practicalities of planning and running focus groups, Ethics and Engagement, and starting to make sense of focus group data.
Abstract: Introducing Focus Groups Uses and Abuses of Focus Groups Underpinnings of Focus Group Research Research Design Sampling Practicalities of Planning and Running Focus Groups Ethics and Engagement Generating Data Starting to Make Sense of Focus Group Data Analytical Challenges in Focus Group Research Realizing the Full Potential of Focus Groups

1,233 citations

Book
01 Jan 1988
TL;DR: The main features of action research processes are: before you begin, before you start, working with others in organisational and institutional settings, influence, ethics, influence and ethics.
Abstract: Introduction Part 1: First principles 1. The nature of action research 2. The main features of action research processes Part 2: Before you begin 3. Working with others in organisational and institutional settings 4. Influence and ethics 5. Action planning Part 3: Getting ready for action 6. Getting ready for action Part 4: Doing your project 7. Monitoring and documenting the action 8. Techniques for dealing with the data Part 5: Making claims to knowledge and validating them 9. Making claims to knowledge and validating them 10. Criteria, standards of judgement and legitimation processes Part 6: Going public 11. Sharing your research: creating your own living educational theory 12. Producing your report

928 citations

Book ChapterDOI
01 Jan 1989
TL;DR: A major message of this sourcebook is that important themes and especially patterns in a set of qualitative data can be effectively discerned, interpreted and repo rt ed via the use of displays.
Abstract: Miles and Huberman’s 1984 “sourcebook” presents a wide-ranging, creative set of ideas and strategies for analyzing qualitative evaluation/research data. A major message of this sourcebook is that important themes and especially patterns in a set of qualitative data can be effectively discerned, interpreted and repo rt ed via the use of displays. Matrix displays, in particular, are advocated for higher-order analyses of patterns in a set of descriptive results.

867 citations