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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)....

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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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Journal ArticleDOI
TL;DR: Experiences of conducting focus group interviews demonstrated that smaller groups were more manageable and that groups made up of strangers required more moderator intervention, suggesting that focus groups as a data collecting strategy are a rich source of information.
Abstract: Background. Focus group interviews are a method for collecting qualitative data and have enjoyed a surge in popularity in health care research over the last 20 years. However, the literature on this method is ambiguous in relation to the size, constitution, purpose and execution of focus groups. Aim. The aim of this article is to explore some of the methodological issues arising from using focus group interviews in order to stimulate debate about their efficacy. Discussion. Methodological issues are discussed in the context of a study examining attitudes towards and beliefs about older adults in hospital settings among first-level registered nurses, nursing lecturers and student nurses. Focus group interviews were used to identify everyday language and constructs used by nurses, with the intention of incorporating the findings into an instrument to measure attitudes and beliefs quantitatively. Conclusions. Experiences of conducting focus group interviews demonstrated that smaller groups were more manageable and that groups made up of strangers required more moderator intervention. However, as a data collecting strategy they are a rich source of information.

748 citations

Book
01 Jan 1976
TL;DR: The study of crisis management has long retained this ’Cinderella' status within the discipline as discussed by the authors, and comparatively little attention was given to the dangers arising from crises and none at all to the problem of how such dangers could be ameliorated.
Abstract: One of the most prominent characteristics of an adolescent discipline is that it encompasses a large number of areas which have not been subjected to careful and comprehensive examination. International politics is such a discipline, and the study of crisis management has long retained this ’Cinderella’ status within it. Even during the 1950s when theories of deterrence, limited war, and arms control were being developed in abundance, comparatively little attention was given to the dangers arising from crises and none at all to the problem of how such dangers could be ameliorated. This situation seemed to have improved after October

573 citations

Journal ArticleDOI
Klaus Deininger1
TL;DR: In this article, the authors evaluate the impact of the Universal Primary Education (UPE) program in Uganda and find that the program was associated with a dramatic increase in primary school attendance, that inequalities in attendance related to gender, income, and region, were substantially reduced, and that school fees paid by parents decreased at the primary but not at the secondary level.

399 citations


"A strategy for a mini–education sys..." refers background in this paper

  • ...In the domain of secondary education, there is an urgent need to expand the access to quality education and address the low survival rate (Deininger, 2003; Commonwealth of Learning, 2009)....

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Journal ArticleDOI
TL;DR: The early and ongoing dialogue of mixed methods research is multidisciplinary in nature with current writings across fields as mentioned in this paper, and even the very nature of what constitutes mixed method research is being discussed among scholars.
Abstract: The landscape of research is continually evolving, enabling researchers to study increasingly complex phenomena. Educational researchers have propelled much of this forward progress and have developed novel methodologies to provide increasingly sound and complete evidence. Mixed methods research has emerged alongside quantitative and qualitative approaches as an important tool for researchers. In this article our overall aim is to better acquaint educational scholars with the mixed methods field by articulating the development of the mixed methods field and by citing current trends and issues. The role of educational researchers in the evolution of mixed methods research is highlighted. The early and ongoing dialogue of mixed methods research is multidisciplinary in nature with current writings across fields. The current debate over key aspects of mixed methods research is now in progress and is ripe for future contributions. Even the very nature of what constitutes mixed methods research is being discussed among scholars. Understanding and advancing the mixed methods field is an important goal for methodologists and researchers. With the increased interest and enthusiasm for mixed methods research, it is likely that the dialogue surrounding mixed methods approaches will thrive, continuing the movement of the field. Keywords : educational research; mixed methods South African Journal of Education Vol. 28 (3) 2008: pp. 321-333

379 citations

Journal ArticleDOI
TL;DR: While the topics of business ethics and social responsibility education have received much attention in scholarly and pedagogical literature as discussed by the authors, the authors of this paper focus on the business ethics education.
Abstract: While the topics of business ethics and social responsibility education have received much attention in scholarly and pedagogical literature (although less in the pedagogical literature), the autho...

354 citations