Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
Book Description
World Education Encyclopedia, Volume I-III, 1988
Author: Education Indicators
Author: World Education Encyclopedia
Author: Rebecca Marlow-FergusonPublisher: Gale Cengage
ISBN:
Category : Education
Languages : en
Pages : 608
Book Description
This country-by-country survey of educational systems provides detailed essays on the histories, legal foundations, and primary and secondary educational systems of 233 countries. This updated and expanded edition gives users up-to-date coverage of reorganized educational systems and high-interest topics such as technological advances.
Cultural Diversity And The Schools
Author: James LynchPublisher: Routledge
ISBN: 1135385726
Category : Cultural pluralism
Languages : en
Pages : 439
Book Description
Addresses the accommodation of social equity with cultural diversity in educational terms. The book seeks to find the pathways to a less selfish and parochial response to the problem with new approaches and policies.
Oman Under Qaboos
Author: Calvin H. AllenPublisher: Routledge
ISBN: 1135314306
Category : Political Science
Languages : en
Pages : 272
Book Description
This is an examination of the political, economic and social development of Oman from the accession Sultan Qaboos in a palace coup in 1970 to the promulation of the basic law of 1996. The book argues that the sultanate does not follow the "rentier" model but the patriarchal tradition.
World Education Encyclopedia: Major countries: Sudan-Zambia; Middle countries: Afghanistan-Zimbabwe; Minor countries: Andorra-Yemen
Author: George Thomas KurianPublisher:
ISBN:
Category : Education
Languages : en
Pages : 1720
Book Description
Education Indicators
Author: Laura Hersh SalganikPublisher: DIANE Publishing
ISBN: 0788142674
Category :
Languages : en
Pages : 331
Book Description
International education indicators provide the opportunity to compare America's performance with that of other countries, to identify similarities and differences between our systems and others, and to suggest new approaches to the challenge of providing a world class education. Comparisons are among Canada, France, Germany, Italy, Japan, the U.K. and the U.S. Students in the U.S. perform well in comparison with their peers in other countries in reading and less well in geography and science; their weakest area is math. Public financial investment in education in the U.S. is among the highest.
Vocational Education
Author: Tarun RashtriyaPublisher: APH Publishing
ISBN: 9788176488648
Category :
Languages : en
Pages : 440
Book Description
Computers in Third-World Schools
Author: David HawkridgePublisher: Springer
ISBN: 1349207934
Category : Social Science
Languages : en
Pages : 365
Book Description
The reasons why governments of developing countries should put computer technology in their schools are highly controversial, but no less than the actual use being made of these comparatively expensive machines and their software. This book looks at experience in African, Asian and Arabic-speaking countries that already have computers in some of their schools. It is based mainly on research in China, Jordan, Kenya, Mauritius, Sri Lanka and Tunisia. The authors debate policy and practice in the light of experience to date. They identify the rationales commonly deployed by Ministries of Education and international agencies, but argue themselves for a long-term view of the potential of computers to liberalise education, and through such education to reduce dependency and inequity.
Achieving Education for All
Author: Ishmael I. MunenePublisher: Lexington Books
ISBN: 1498515258
Category : Political Science
Languages : en
Pages : 265
Book Description
Using the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context. It addresses the following questions: what does it mean for African states to reform their educational systems to meet the global agenda of Education for All and the Millennium Development Goals? Under what structural conditions have African governments implemented universal primary education programs, and with what outcomes? What are the lessons learned and how do these inform the post-2015 agenda for universal primary education in Africa and other developing countries? This book provides answers to these questions and opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities. It is undeniable that African governments responded to the educational goals espoused in EFA and MDG paradigms through their own “education for all” plans and expended vast resources to realize these objectives. However, there remains a serious gap in knowledge about the design of these plans, the influence of local and international forces in their development, the challenges inherent in executing comprehensive and multifaceted reforms to achieve these goals, and the success of the reform measures as evident in student learning outcomes. This book addresses this knowledge gap in three ways. First, it utilizes empirical data collected over a five-year period from six African countries—Kenya, Mali, Senegal, Nigeria, Tanzania, and Uganda—to illuminate how the global agenda on education has been debated, designed, and implemented across the continent, and with what outcomes. Second, it frames the six nation case studies within the wider logic of international educational policy agenda and the continent-wide search for education quality. Finally, the analysis of universal primary education strategies is undertaken from an interdisciplinary perspective thereby allowing a more comprehensive view of the educational reform.
