Author: I-Hsuan Cheng
Publisher: Springer
ISBN: 9812874569
Category : Education
Languages : en
Pages : 251
Book Description
This book provides an Asian perspective on the timely, urgent questions of how international education aid and development should move forward and what development roles Asia should play, especially following the end of the UN Millennium Development Goals (MDGs) and Education for All (EFA) in 2015. To answer these questions, four separate but interwoven parts, which analyze and anchor education MDGs and EFA policies and practices by means of diverse case studies of donor states, recipient states, and states with a dual and transitional role in Asia, are addressed. On the basis of the analyses, a clearer and concrete direction for effectively and sustainably extending international education aid and development beyond 2015 can be derived.
International Education Aid in Developing Asia
Author: I-Hsuan Cheng
Publisher: Springer
ISBN: 9812874569
Category : Education
Languages : en
Pages : 251
Book Description
This book provides an Asian perspective on the timely, urgent questions of how international education aid and development should move forward and what development roles Asia should play, especially following the end of the UN Millennium Development Goals (MDGs) and Education for All (EFA) in 2015. To answer these questions, four separate but interwoven parts, which analyze and anchor education MDGs and EFA policies and practices by means of diverse case studies of donor states, recipient states, and states with a dual and transitional role in Asia, are addressed. On the basis of the analyses, a clearer and concrete direction for effectively and sustainably extending international education aid and development beyond 2015 can be derived.
Publisher: Springer
ISBN: 9812874569
Category : Education
Languages : en
Pages : 251
Book Description
This book provides an Asian perspective on the timely, urgent questions of how international education aid and development should move forward and what development roles Asia should play, especially following the end of the UN Millennium Development Goals (MDGs) and Education for All (EFA) in 2015. To answer these questions, four separate but interwoven parts, which analyze and anchor education MDGs and EFA policies and practices by means of diverse case studies of donor states, recipient states, and states with a dual and transitional role in Asia, are addressed. On the basis of the analyses, a clearer and concrete direction for effectively and sustainably extending international education aid and development beyond 2015 can be derived.
Aid for Education
Author: Hans N. Weiler
Publisher:
ISBN:
Category : Economic assistance
Languages : en
Pages : 60
Book Description
Publisher:
ISBN:
Category : Economic assistance
Languages : en
Pages : 60
Book Description
Educational Aid and National Development
Author: Nancy Parkinson
Publisher: Springer
ISBN: 134901673X
Category : Education
Languages : en
Pages : 416
Book Description
Publisher: Springer
ISBN: 134901673X
Category : Education
Languages : en
Pages : 416
Book Description
International Aid to Education
Author: Francine Menashy
Publisher: Teachers College Press
ISBN: 0807777684
Category : Education
Languages : en
Pages : 161
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
Publisher: Teachers College Press
ISBN: 0807777684
Category : Education
Languages : en
Pages : 161
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
International Assistance for Education for Development
Author: Colombo Plan Consultative Committee
Publisher:
ISBN:
Category : Developing countries
Languages : en
Pages : 124
Book Description
Publisher:
ISBN:
Category : Developing countries
Languages : en
Pages : 124
Book Description
Education, Development and International Assistance
Author: Gerben van der Molen
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Book Description
Changing International Aid to Education
Author: Unesco
Publisher: Unesco
ISBN:
Category : Education
Languages : en
Pages : 336
Book Description
Funding and technical-assistance agencies
Publisher: Unesco
ISBN:
Category : Education
Languages : en
Pages : 336
Book Description
Funding and technical-assistance agencies
American Education in International Development
Author: Robert Freeman Butts
Publisher:
ISBN:
Category : Educational exchanges
Languages : en
Pages : 184
Book Description
Publisher:
ISBN:
Category : Educational exchanges
Languages : en
Pages : 184
Book Description
International Assistance to Educational Development
Author: Yukiko Okugawa
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Since the advent of international assistance, the aid paradigm has changed continually and the choice of mechanisms for providing assistance has evolved in order to try and pursue better approaches. Along with the traditional project approach, the sector-wide approach involving budgetary support has emerged as a new aid modality since the mid-1990s. While many donors - e.g. the UK Department for International Development (DFID), the World Bank and the European Union (EU) - have embraced the new modality, some donors have kept their distance from this trend, relying mostly on project assistance - e.g. United States Agency for International Development (USAID) and Japan International Cooperation Agency (JICA). However, the extent to which aid resources are absorbed in the recipient government/sector under the different aid delivery mechanisms is not well known. This thesis provides insight into this question by exploring the process of absorbing foreign funds in the education sector. Employing a phenomenological research approach, the process is examined from the point of view of local actors and beneficiaries of aid aimed at improving education quality. The context chosen is basic education (primary and junior secondary) in Ghana after the introduction of the national basic education reform, which was announced as the Free Compulsory Universal Basic Education (FCUBE) programme in 1996. Two cases are chosen for comparison: the Whole School Development (WSD) programme financed by the DFID; and the Quality Improvements in Primary Schools (QUIPS) programme facilitated by USAID. The former constitutes a sector-wide type of assistance, which put Ghanaian officials in charge of DFID funds and the implementation of the programme; while the latter adopted a project type model, with implementation managed directly through a USAIDfunded project office. The major part of the data is derived from interviews conducted in 2006 with significant educational personnel at three different levels: Ministry of Education (MoE) headquarters, the District Education Office (DEO), and the schools). The analysis reveals a complex picture of aid absorption, which illuminates the pros and cons of the two approaches in relation to impact and sustainability. The study finds that the QUIPS project achieved tangible results in the pilot schools, while the WSD programme made little impact at the school level. The WSD programme, which used existing structures within the education system to deliver funds and resources to schools, showed evidence of high fungibility, but appears to have strengthened the Ministry"s administrative capacity. On the other hand, the QUIPS approach, which had low fungibility, has been severely criticised by Ghanaian officials, who questioned its sustainability and contribution to system-wide change. The thesis concludes by stating its specific contribution to the literature on international aid assistance to developing countries and making recommendations for the Ghanaian context.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Since the advent of international assistance, the aid paradigm has changed continually and the choice of mechanisms for providing assistance has evolved in order to try and pursue better approaches. Along with the traditional project approach, the sector-wide approach involving budgetary support has emerged as a new aid modality since the mid-1990s. While many donors - e.g. the UK Department for International Development (DFID), the World Bank and the European Union (EU) - have embraced the new modality, some donors have kept their distance from this trend, relying mostly on project assistance - e.g. United States Agency for International Development (USAID) and Japan International Cooperation Agency (JICA). However, the extent to which aid resources are absorbed in the recipient government/sector under the different aid delivery mechanisms is not well known. This thesis provides insight into this question by exploring the process of absorbing foreign funds in the education sector. Employing a phenomenological research approach, the process is examined from the point of view of local actors and beneficiaries of aid aimed at improving education quality. The context chosen is basic education (primary and junior secondary) in Ghana after the introduction of the national basic education reform, which was announced as the Free Compulsory Universal Basic Education (FCUBE) programme in 1996. Two cases are chosen for comparison: the Whole School Development (WSD) programme financed by the DFID; and the Quality Improvements in Primary Schools (QUIPS) programme facilitated by USAID. The former constitutes a sector-wide type of assistance, which put Ghanaian officials in charge of DFID funds and the implementation of the programme; while the latter adopted a project type model, with implementation managed directly through a USAIDfunded project office. The major part of the data is derived from interviews conducted in 2006 with significant educational personnel at three different levels: Ministry of Education (MoE) headquarters, the District Education Office (DEO), and the schools). The analysis reveals a complex picture of aid absorption, which illuminates the pros and cons of the two approaches in relation to impact and sustainability. The study finds that the QUIPS project achieved tangible results in the pilot schools, while the WSD programme made little impact at the school level. The WSD programme, which used existing structures within the education system to deliver funds and resources to schools, showed evidence of high fungibility, but appears to have strengthened the Ministry"s administrative capacity. On the other hand, the QUIPS approach, which had low fungibility, has been severely criticised by Ghanaian officials, who questioned its sustainability and contribution to system-wide change. The thesis concludes by stating its specific contribution to the literature on international aid assistance to developing countries and making recommendations for the Ghanaian context.
Universities and Development Assistance Abroad
Author: Richard Atherton Humphrey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
Book Description