Dissertation•
A strategy for a mini–education system to support transformational development in a developing community
01 Jan 2011-
Abstract: ................................................................................................................ lxv
Citations
More filters
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)....
[...]
...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
More filters
TL;DR: A critical review of the literature on institutional change and the role of institutions in economic development can be found in this paper, where the roles and interrelationships of formal and informal institutions are discussed.
132 citations
TL;DR: In this paper, the authors analyse the role of education and poverty in the current global development agenda and present some of the main limitations of the hegemonic agenda, focusing on the roles of the actors in setting the agenda and explaining the consolidation of the agenda by the EAF and the Millennium Development Goals.
123 citations
Posted Content•
TL;DR: McMahon et al. as mentioned in this paper studied the effects of education on economic growth and non-market delayed feedback effects on health, poverty, political stability, and other key measures of economic development in Africa.
Abstract: This paper estimates the net education effects on economic growth as well as non-market delayed effects on health, poverty, political stability, and other key measures of economic development in Africa. It seeks to do this more comprehensively than this has been done before, as well as to estimate the delayed feedback effects from the non-market outcomes on economic growth and the externalities. It does this by means of a simulation model based on panel and cross country data. However, the effects of education considered here are shown to be consistent with those found in the mainstream of the research on each outcome based on microeconomic data. After developing the micro analytic conceptual framework, the regression estimates are presented in full together with a discussion of the net direct and indirect effects of education on each outcome. These are shown on average to improve nationwide infant mortality, increase longevity, strengthen civic institutions and democratization, increase political stability, and increase investment in physical capital. The later 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 delays because of the short term positive effects of education on health. There are significant net education effects (after controlling for other things) that reduce poverty, inequality, and crime, the latter after netting out negative externalities from growth and white collar crime. Net education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects in a process referred to here as endogenous development. They reveal that indirect feedback effects on growth and also on non-market outcomes are larger than the direct effects! Some effects are immediate, but many of the lags are 25 years +. So policy options for a continent in crisis that consider these long lags are considered. A full explanation of the basis for the estimates and of the undirect effects and feedbacks is available in W. McMahon, Education and Development: Measuring the Social Benefits, Oxford University Press, paperback out in Jan. 2002.
121 citations
TL;DR: The findings confirm that orphanhood is increasing, although not all countries are experiencing rapid rises, and suggest future work on living arrangements should not exclude low HIV/AIDS prevalence countries, and explanations for changes should include a broader set of factors.
114 citations