Implementing Educational Policies in Swaziland PDF Download
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Author: Cisco Magalula
Publisher: Washington, D.C. : World Bank
ISBN:
Category : Education
Languages : en
Pages : 94
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Book Description
At the time of independence from Britain in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious teacher shortages, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government policies on the primary, secondary, and tertiary sectors. Because current trends in education are the cumulative result of policies followed since independence, the historical development of educational policy is traced in quinquennials that correspond to each of the four post-independence five-year National Development Plans. The policies of the first three five-year periods are followed by an appraisal of the achievements and failures of the period with regard to policy objectives and policy procedures. The final chapter on the Fourth Plan (1984-88) lists priority areas for continued improvement : a) improved teacher training; b) curriculum development; c) support to the sector from the Ministry of Education; and d) more systematic educational planning, monitoring and evaluation.
Author: Cisco Magalula
Publisher: Washington, D.C. : World Bank
ISBN:
Category : Education
Languages : en
Pages : 94
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Book Description
At the time of independence from Britain in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious teacher shortages, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government policies on the primary, secondary, and tertiary sectors. Because current trends in education are the cumulative result of policies followed since independence, the historical development of educational policy is traced in quinquennials that correspond to each of the four post-independence five-year National Development Plans. The policies of the first three five-year periods are followed by an appraisal of the achievements and failures of the period with regard to policy objectives and policy procedures. The final chapter on the Fourth Plan (1984-88) lists priority areas for continued improvement : a) improved teacher training; b) curriculum development; c) support to the sector from the Ministry of Education; and d) more systematic educational planning, monitoring and evaluation.
Author: John J. Lane
Publisher: University of Chicago Press
ISBN: 9780226468624
Category : Education
Languages : en
Pages : 218
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Book Description
This book lays no claim to uncovering the full range of problems confronting education elsewhere. It shows, however, the great importance attached to education in a variety of contexts, all of which are marked by dramatic social changes that place heavy demands upon the schools. How can studies in comparative education play a role in such settings? Some authors applaud the development of this field because of the opportunity it provides for systematic cross-national studies of educational problems. Others caution against accepting the findings of what they regard as ill-conceived studies that compare educational achievement among nations.
Author:
Publisher: BRILL
ISBN: 9004391509
Category : Education
Languages : en
Pages : 167
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Book Description
It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.
Author: Jonathan D. Jansen
Publisher: Juta and Company Ltd
ISBN: 9781919713335
Category : Education
Languages : en
Pages : 316
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Book Description
Since 1994, there have been major attempts to change educational policy in order to meet the economic demands of South Africa and equalize education for all. Implementation of this policy is the big challenge. Through critical commentary and analysis, this book brings into focus the various policy documents that have been produced since the early 1990s. It looks at the history of education policy, why coherent policy is necessary, how it should be implemented and, most critical of all, it discusses the importance of education management and delivery.
Author: Mamadou Dia
Publisher: World Bank Publications
ISBN: 9780821326305
Category : Business & Economics
Languages : en
Pages : 66
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Book Description
Inefficient civil service administrations are jeopardizing future development in many African countries. The reforms suggested in this paper would make these administrations more accountable, enforce the rule of law, and reward bureaucrats solely on their
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336
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Book Description
Author: Amy Jo Reinhold
Publisher: World Bank Publications
ISBN: 9780821339688
Category : Social Science
Languages : en
Pages : 104
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Book Description
The collaborative efforts of ColombiaA's Department of National Planning (DNP) and the World Bank has produced the National Evaluation System of Public Sector Performance (SYNERGY). Put in place by the Special Division for Evaluation in DNP, this system has been designed and implemented to change the public sector from an inward-looking, process-oriented body (which sometimes restrains economic and social progress) into a more dynamic, results-oriented partner of the community and private sector in development. This report explores the critical factors in making SYNERGY a successful evaluation system. Such factors include ways of making it an effective management tool, promoting civil society participation by focusing on results for people and leveraging on their energy and resource, defining a constructive learning process for implementation, and providing an enabling environment for a results-oriented public sector.
Author: Susan Scribner
Publisher: World Bank Publications
ISBN: 9780821329948
Category : Social Science
Languages : en
Pages : 108
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Book Description
World Bank Technical Paper No. 272. Public examinations in developing countries play a critical role in the selection of students for participation in the educational system. The exams dictate what is taught, how it is taught, and what is and is not learned. They are academic, have little reference to the everyday lives of the students, are limited to pencil-and-paper tests, and are biased toward high-achievers. Thus, students who leave school at an early stage are provided with inadequate opportunities for acquiring relevant knowledge and skills. This study identifies practices associated with examinations that may create inequities for some students. These include scoring procedures, the use of culturally inappropriate questions, fee requirements, private tutoring, exams in a language unfamiliar to the student, and a variety of malpractices. Quota systems that deal with differences in performance associated with location, ethnicity, or language group membership also creates inequities for some students. The report concludes that the limited available evidence does not indicate that examinations create inequities between genders and that ranking schools on the basis of students' examination performance may not provide a fair assessment of the work of schools.
Author: Jerry M. Silverman
Publisher: World Bank Publications
ISBN: 9780821322796
Category : Business & Economics
Languages : en
Pages : 128
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Book Description
This paper is addressed to a broad audience of development professionals who are interested in both the substance of decentralisation issues and their impact on economic development. The paper summarises experience with alternative decentralisation arrangements and suggests a new analytical framework for assessing the impact of such arrangements on the performance of economic development programmes and projects. Consideration of alternative forms of decentralisation reveals the need to clarify and establish priorities among economic and political objectives. The potential for conflict among multiple objectives and the need to assess decentralisation policies in terms of acceptable trade-offs among those objectives summarises the importance of this paper.
Author: Marcus Powell
Publisher: Routledge
ISBN: 0429861893
Category : Political Science
Languages : en
Pages : 304
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Book Description
First published in 1999, this book analyzes the process involved in implementing Technical and Vocational Education and Training policies in the countries of Jamaica and The Gambia. A critical approach was used to analyse the role played by different actors in this process, both at public and private sector institutions. The study documented a variety of projects and programmes, ranging from those that promoted entrepreneurship or self-employment amongst young people, to those that were more concerned with providing the skills needed for export-led growth. Overall it highlighted the complexities surrounding implementation and of the importance of donor agencies in financing TVET developments in both countries. Furthermore, it also illustrated how the use of foreign technical assistance and components obtained from the developed world, combined with the influence of the physical and political infrastructure, were the major reasons why projects or programmes failed to achieve their stated objectives. The study concludes by suggesting a model which can be used by policy makers to help ensure that programmes or projects are more successful at meeting local labour market needs, rather than those of aid agencies or actors within the state apparatus.
