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Author: Geetha B. Nambissan
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 72
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Book Description
Author: Geetha B. Nambissan
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 72
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Book Description
Author: Gajendra K. Verma
Publisher: Taylor & Francis
ISBN: 131720428X
Category : Education
Languages : en
Pages : 239
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Book Description
In this insightful text, the editors reflect on contributions from scholars representing Bangladesh, Greece, India, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action.
Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Category : Education
Languages : en
Pages : 482
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Book Description
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Author: Pauline Dixon
Publisher: Edward Elgar Publishing
ISBN: 1781953457
Category : Social Science
Languages : en
Pages : 209
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Book Description
ÔPauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.Õ Ð Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK ÔThis fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.Õ Ð Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia ÔThis is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposŽ. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!Õ Ð Steven I. Pfeiffer, Professor, Florida State University, US This fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world. The book begins with a through history of IndiaÕs government-run schools Ð based on the traditional British model Ð which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools. This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.
Author: Geoffrey Elliott
Publisher: Bloomsbury Publishing
ISBN: 1441157964
Category : Education
Languages : en
Pages : 333
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Book Description
Education policy and practice has historically been developed within the national/regional context. However, globalization has prompted educationalists to review their practice in the light of international influences. World issues such as global warming, conflict and the depletion of earth resources have also contributed to an increased awareness of the role that education can play in resolving these problems. The contributors focus on how education can bring about social change while connecting with theory at the level of cultural impact and policy implications. They investigate the potential for creating a transnational value system in education, focusing on some key human rights issues both at home and overseas. Truly international in scope, this text lays the groundwork for future research by exposing the commonalities and differences in approaches to knowledge production and its dissemination, drawing together contributions from a variety of cross cultural contexts.
Author: Mia Lilly Kellmer Pringle
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 320
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Book Description
Author: G. Forster
Publisher: Springer
ISBN: 0230119271
Category : Education
Languages : en
Pages : 280
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Book Description
Leading intellectual figures in the school reform movement, all of them favoring approaches centered around the value of competition and choice, outline different visions for the goal of choice-oriented educational reform and the best means for achieving it. This volume takes the reader inside the movement to empower parents with choice, airing the more interesting debates that the reformers have with one another over the direction and strategy of their movement.
Author: James Tooley
Publisher: Bloomsbury Publishing
ISBN: 1441152628
Category : Education
Languages : en
Pages : 294
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Book Description
What role should government have in education? This question has exercised philosophers since Plato and economists since Adam Smith. It is also a question that is as relevant today, as people around the world worry about standards in public (government) schools and governments and international agencies look to fine-tune their educational policies. This book describes and analyses the work of one economist, Professor E.G. West, whose life's work was focused precisely on this question. His classic 1965 book, Education and the State, and subsequent writings inspired a new way of looking at this question. Based on historical analysis of what happened in the UK and USA before governments got involved in education, and supplemented with philosophical exploration of the justifications for government involvement, West set out a position with only minimal state involvement. James Tooley outlines West's ideas and their challenges, elaborating them in terms of public choice theory and recent empirical evidence of 'education without the state' in developing countries.
Author: Ali Jalalian Daghigh
Publisher: Springer Nature
ISBN: 3030923533
Category : Education
Languages : en
Pages : 226
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Book Description
This book investigates different ways in which neoliberal language and teaching policies have influenced the English language in global south countries across Asia, Africa and Latin America. Through the three main sub themes covered by the book, namely Neoliberalism and English Language Teaching Policies, Neoliberalism Ideology as in English Language Teaching Materials, and Experiences of Neoliberal Subjects, it investigates various aspects and means through which neoliberalism is realized in a variety of contexts. Through the first subtheme the volume covers the English language education policies of Chile, Bangladesh, India, and Morocco. The second sub theme concerns how different neoliberal values such as consumerism, entrepreneurship, and individualism are localized and constructed in the locally developed English language materials of Thailand, Taiwan, Malaysia, and Vietnam. The third sub theme includes studies on the impact of neoliberalization of English in relation to Colombian, Brazilian, and Pakistani stakeholders. This book is a valuable resource for academics, postgraduate students, researchers, policy makers, educators, and practitioners who are interested in neoliberalism in English language.
Author: Ceri Brown
Publisher: Routledge
ISBN: 131796361X
Category : Education
Languages : en
Pages : 195
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Book Description
Shortlisted for BBC Radio 4's Thinking Allowed's second Ethnography Awards in partnership with the British Sociological Association! Educational Binds of Poverty tackles the assumptions made by many recent social and educational policy initiatives suggesting that the best way to improve educational prospects of children in poverty is through an increased emphasis upon a culture of control, discipline, regulation and accountability. In this book, Ceri Brown presents these assumptions against a review of the research literature and an original ethnographic longitudinal study into the lives of children in poverty, in order to highlight the gap between policy discourses and the lived experiences of children themselves. Through the theoretical concept of a set of ‘binds’ against educational success, the book explores four key areas that children in poverty have to navigate if they are to be successful in school. These are: material deprivation the cultural contexts of school, home and the community friendship and social capital the effects of student mobility through atypical school changes. In seeking to characterise and explain what life is like for young school children, this book questions why policy makers have a radically different frame of reference in purporting to understand how their policies will change the behaviour of those living in poverty. This leads onto a consideration of what lessons may be learned in order to contribute towards a more appropriate policy agenda that attends to the multiple binds that children in poverty have to negotiate.
