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Author: Colette Chabbott
Publisher: Teachers College Press
ISBN: 0807773441
Category : Political Science
Languages : en
Pages : 265
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Book Description
Health for All and Education for All have been rallying cries for a host of international development activities for more than a quarter century. Where did these global goals come from? Why have the health goals seemingly advanced so much faster than those in education? In this book, author Colette Chabbott explores the foundational role that international development organizations and the innovations they champion have played in shaping and advancing such goals. Chabbott demonstrates the importance of science and measurement in rendering some innovations more universal and compelling than others. Her analysis includes in-depth case studies of innovations developed at the grassroots and scaled up at the national and international levels by the International Center for Diarrheal Disease Research and by BRAC, once a Bangladeshi now a major international NGO. These studies all suggest that greater investment in new types of education research, based in the Third World, but with strong ties to research centers of international scope in the First World, are likely the prerequisites for achieving better, cheaper, faster universal education. This important book will provoke scholars, students, and international development practitioners to think more deeply about the cultural and scientific underpinnings of education and international development. The author’s careful analyses are particularly needed as the international community defines new global goals for the post-2015 era. Book Features: Introduces the key international organizations and movements in the field of education for development. Provides a unique interpretation of the many tensions that characterize the field: government vs. non-government organizations; institutions vs. actors; and loose coupling between policies and action. Addresses the current debate about research methods in education, including quantitative indicators, randomized controlled trials, and case studies. Identifies new activities and potential directions related to the global goals phenomenon. “This is that rare book, one that is grounded in decades of policy experiences in the international development field, yet is also theoretically motivated.” —From the Foreword by Francisco O. Ramirez “Colette Chabbott brings years of development experience and exacting sociological analysis to challenge status quo understandings about the world development enterprise in this unique, ambitious, and important book.” —David P. Baker, professor of education and sociology, Penn State University, and author of The Schooled Society “In a masterful review of more than 50 years of global interventions aimed at achieving Education and Health for All, Chabbott utilizes the best in institutional theory and comparative analysis to provide a thought-provoking account of the organizational and institutional dynamics that structure, shape, and limit our ability to achieve some of the world’s most compelling goals.” —Karen Mundy, president, Comparative and International Education Society
Author: Colette Chabbott
Publisher: Teachers College Press
ISBN: 0807773441
Category : Political Science
Languages : en
Pages : 265
Get Book Here
Book Description
Health for All and Education for All have been rallying cries for a host of international development activities for more than a quarter century. Where did these global goals come from? Why have the health goals seemingly advanced so much faster than those in education? In this book, author Colette Chabbott explores the foundational role that international development organizations and the innovations they champion have played in shaping and advancing such goals. Chabbott demonstrates the importance of science and measurement in rendering some innovations more universal and compelling than others. Her analysis includes in-depth case studies of innovations developed at the grassroots and scaled up at the national and international levels by the International Center for Diarrheal Disease Research and by BRAC, once a Bangladeshi now a major international NGO. These studies all suggest that greater investment in new types of education research, based in the Third World, but with strong ties to research centers of international scope in the First World, are likely the prerequisites for achieving better, cheaper, faster universal education. This important book will provoke scholars, students, and international development practitioners to think more deeply about the cultural and scientific underpinnings of education and international development. The author’s careful analyses are particularly needed as the international community defines new global goals for the post-2015 era. Book Features: Introduces the key international organizations and movements in the field of education for development. Provides a unique interpretation of the many tensions that characterize the field: government vs. non-government organizations; institutions vs. actors; and loose coupling between policies and action. Addresses the current debate about research methods in education, including quantitative indicators, randomized controlled trials, and case studies. Identifies new activities and potential directions related to the global goals phenomenon. “This is that rare book, one that is grounded in decades of policy experiences in the international development field, yet is also theoretically motivated.” —From the Foreword by Francisco O. Ramirez “Colette Chabbott brings years of development experience and exacting sociological analysis to challenge status quo understandings about the world development enterprise in this unique, ambitious, and important book.” —David P. Baker, professor of education and sociology, Penn State University, and author of The Schooled Society “In a masterful review of more than 50 years of global interventions aimed at achieving Education and Health for All, Chabbott utilizes the best in institutional theory and comparative analysis to provide a thought-provoking account of the organizational and institutional dynamics that structure, shape, and limit our ability to achieve some of the world’s most compelling goals.” —Karen Mundy, president, Comparative and International Education Society
Author: Colette Chabbott
Publisher: Teachers College Press
ISBN: 0807756083
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Health for All and Education for All have been rallying cries for a host of international development activities for more than a quarter century. Where did these global goals come from? Why have the health goals seemingly advanced so much faster than those in education? In this book, author Colette Chabbott explores the foundational role that international development organizations and the innovations they champion have played in shaping and advancing such goals. Chabbott demonstrates the importance of science and measurement in rendering some innovations more universal and compelling than others. Her analysis includes in-depth case studies of innovations developed at the grassroots and scaled up at the national and international levels by the International Center for Diarrheal Disease Research and by BRAC, once a Bangladeshi now a major international NGO. These studies all suggest that greater investment in new types of education research, based in the Third World, but with strong ties to research centers of international scope in the First World, are likely the prerequisites for achieving better, cheaper, faster universal education. This important book will provoke scholars, students, and international development practitioners to think more deeply about the cultural and scientific underpinnings of education and international development. The authors careful analyses are particularly needed as the international community defines new global goals for the post-2015 era.
Author: Eric Schaffer
Publisher: Addison-Wesley
ISBN: 0133123812
Category : Business & Economics
Languages : en
Pages : 364
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Book Description
“This book is a great how-to manual for people who want to bring the benefits of improved user experience to their companies. It’s thorough yet still accessible for the smart businessperson. I’ve been working with user-centered design for over twenty years, and I found myself circling tips and tricks.” –Harley Manning, vice president & research director, customer experience, Forrester Research ”Some argue that the big advances in our impact on user experience will come from better methods or new technologies. Some argue that they will come from earlier involvement in the design and development process. The biggest impact, however, will come as more and more companies realize the benefits of user-centered design and build cultures that embrace it. Eric offers a practical roadmap to get there.” –Arnie Lund, connected experience labs technology leader and human—systems interaction lab manager, GE Global Research “User experience issues are a key challenge for development of increasingly complex products and services. This book provides much-needed insights to help managers achieve their key objectives and to develop more successful solutions.” –Aaron Marcus, president, Aaron Marcus and Associates, Inc. “This handy book should be required reading for any executive champions of change in any development organization making products that demand a compelling user experience. It does an excellent job in laying the foundation for incorporating user experience engineering concepts and best practices into these corporations. In today’s competitive economy, business success will greatly depend on instituting the changes in design methods and thinking that are so clearly and simply put forth in this most practical and useful book.” –Ed Israelski, director, human factors, AbbVie “If you’re tasked with building a user-experience practice in a large organization, this book is for you (and your boss). Informed by years of case studies and consulting experience, Eric Schaffer provides the long view, clearly describing what to expect, what to avoid, and how to succeed in establishing user-centered principles at your company.” –Pat Malecek, former user experience manager, AVP, CUA, A.G. Edwards & Sons, Inc. ”For those of us who have evangelized user experience for so many years, we finally have a book that offers meaningful insights that can only come from years of practical experience in the real world. Here is a wonderful guide for all who wish to make user experience a ‘way of life’ for their companies.” –Feliça Selenko, Ph.D., former principal technical staff member, AT&T “Dr. Schaffer’s mantra is that the main differentiator for companies of the future will be the ability to build practical, useful, usable, and satisfying user experiences. This is a book that provides the road map necessary to allow your organization to achieve these goals.” –Colin Hynes, president, UX Inc. Computer hardware no longer provides a competitive edge. Software has become a broadly shared commodity. A new differentiator has emerged in information technology: user experience (UX). Executives recognize that the customer satisfaction that applications and websites provide directly impacts a company’s stock price. While UX practitioners know how to design usable, engaging applications that create good user experiences, establishing that process on an industrial scale poses critical IT challenges for an organization. How do you build user-centered design into your culture? What infrastructure do you need in order to make UX design faster, cheaper, and better? How do you create the organizational structure and staffing solution that will support UX design over time? Institutionalization of UX shows how to develop a mature, user-centered design practice within an enterprise. Eric Schaffer guides readers step by step through a solid methodology for institutionalizing UX, providing practical advice on the organizational change, milestones, toolsets, infrastructure, staffing, governance, and long-term operations needed to achieve fully mature UX engineering. First published in 2004 as Institutionalization of Usability, this new, expanded edition looks beyond the science of usability to the broader, deeper implications of UX: Once customers can use your applications and websites easily, how does your organization ensure that those engagements are satisfying, engaging, and relevant? Contextual innovation expert Apala Lahiri contributes a new chapter on managing cultural differences for international organizations. Whether you are an executive leading the institutional-ization process, a manager supporting the transition of your organization’s UX practice, or an engineer working on UX issues, this guide will help you build a mature and sustainable practice in UX design.
Author: Takehiko Kariya
Publisher: International Perspectives on
ISBN: 0807764086
Category : Education
Languages : en
Pages : 241
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Book Description
"Kariya and Rappleye focus on the Japanese model, looking at the country's educational history and policy shifts. They show how the Japanese experience can inform global approaches to educational reform and policymaking -and how this kind of exploration can reinvigorate a more rigorous discussion of meritocracy, equality, and education. This book is made available as an open-access electronic publication with the generous support of the Suntory Foundation"--
Author: Gerard A. Postiglione
Publisher: Edward Elgar Publishing
ISBN: 1800375069
Category : Education
Languages : en
Pages : 401
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Book Description
This insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.
Author: Natasha Ridge
Publisher: Teachers College Press
ISBN: 0807755613
Category : Education
Languages : en
Pages : 225
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Book Description
In this groundbreaking work, the author provides a close examination of the relationship between gender and education in the Gulf Cooperation Countries (GCC) and reveals that women's participation and achievement in education is rapidly outpacing that of men's. Ridge refers to this situation as a "reverse gender divide" and examines the roots and causes of this imbalance, as well as implications for the future. Based on timely material that is largely unavailable to other scholars, the book further describes how GCC countries, in their desire to be perceived as modern nation states, have enacted and embraced education policies that leave no space for local policymakers to acknowledge boys' deficits and challenges. In addition to the important implication for educational policy and practice, the author also explores wider social and political issues, such as the impact on the workforce and future sustainable development in the region.
Author: Francine Menashy
Publisher: Teachers College Press
ISBN: 0807777684
Category : Education
Languages : en
Pages : 161
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Book Description
Partnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate. “The use of partnerships for international aid and development has become ubiquitous, and their value has been too-little questioned. For education, Francine Menashy’s book remedies this with a detailed, probing analysis of such partnerships in theory and practice.” —From the Foreword by Steven J. Klees, University of Maryland “International Aid to Education is an urgent read for anyone working in international development. Menashy’s work points to ways in which all of us working in research, policy, and practice can rethink our own roles in perpetuating power imbalances and inequities.” —Sarah Dryden-Peterson, Harvard Graduate School of Education “Francine Menashy’s new book provides a fresh and innovative take on power and politics within multistakeholder partnerships in international development. It makes a strong new contribution to the study of global governance and education policy.” —Karen Mundy, chief technical officer, Global Partnership for Education
Author: World Health Organization
Publisher: World Health Organization
ISBN: 9240025073
Category : Medical
Languages : en
Pages : 89
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Book Description
A health-promoting school (HPS) approach was introduced over 25 years ago and has been promoted globally since; however, the aspiration of a fully embedded, sustainable HPS system has not yet been achieved, and very few countries have implemented and sustained the approach at scale. This publication is based on an extensive review of global evidence on the barriers to and enablers of implementation, maintenance and scaling-up of the health-promoting school approach. Its aim is to guide adaptation and implementation of the global standards for HPS. National and subnational stakeholders in all sectors involved in identifying, planning, funding, implementing, monitoring and evaluating the HPS approach will find this publication useful for understanding: what should be done, how it should be done and who should be involved in making every school a health-promoting school.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231004581
Category : Political Science
Languages : en
Pages : 88
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Book Description
Author: Marina Dahlquist
Publisher: Indiana University Press
ISBN: 0253045223
Category : Performing Arts
Languages : en
Pages : 272
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Book Description
The potential of films to educate has been crucial for the development of cinema intended to influence culture, and is as important as conceptions of film as a form of art, science, industry, or entertainment. Using the concept of institutionalization as a heuristic for generating new approaches to the history of educational cinema, contributors to this volume study the co-evolving discourses, cultural practices, technical standards, and institutional frameworks that transformed educational cinema from a convincing idea into an enduring genre. The Institutionalization of Educational Cinema examines the methods of production, distribution, and exhibition established for the use of educational films within institutions–such as schools, libraries, and industrial settings in various national and international contexts and takes a close look at the networks of organizations, individuals, and government agencies that were created as a result of these films' circulation. Through case studies of educational cinemas in different North American and European countries that explore various modes of institutionalization of educational film, this book highlights the wide range of vested interests that framed the birth of educational and nontheatrical cinema.
