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| Author | : E. Warren Tyler |
| Publisher | : |
| Total Pages | : 418 |
| Release | : 1989 |
| Genre | : Economic assistance, American |
| ISBN | : |
| Author | : Joseph DeStefano |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 1995 |
| Genre | : Basic education |
| ISBN | : |
| Author | : Marion Kohashi Warren |
| Publisher | : |
| Total Pages | : 202 |
| Release | : 1984 |
| Genre | : Developing countries |
| ISBN | : |
| Author | : Samuel Hale Butterfield |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 333 |
| Release | : 2004-08-30 |
| Genre | : History |
| ISBN | : 0313085072 |
The first comprehensive account of U.S. development aid policies and implementation operations in Africa, Asia, and Latin America, this work is a unique contribution to world history and to the extensive literature on Third World development. Butterfield begins with the remarkable story of why, in 1949, President Truman surprised Americans with his unprecedented development aid policy. He then describes the major alterations in U.S. development aid strategy and operations from 1950 to 2000. Drawing upon his long experience both in Washington and in country aid missions, Butterfield puts a human face on the story by weaving real world vignettes into his narrative. The survey addresses the role of Congress, important program foundations established in the 1950s, creative initiatives of the 1960s, frustrated promises in Vietnam. It explores the Third World's unexpected population explosion; America's evolving technical assistance work in the core sectors such as agriculture, education, health, and administration; and initiatives to reach the rural poor and promote the development role of women. It also comments upon linkages between policy dialogue and financial aid to promote market-oriented policy reforms, Africa's lagging development, and the decline of U.S. development aid in the 1990s.
| Author | : Kenneth King |
| Publisher | : Longman Publishing Group |
| Total Pages | : 308 |
| Release | : 1991 |
| Genre | : Education |
| ISBN | : |
Examines the range of analytical work on education and training in developing countires that is associated with donor agencies. It considers the effectiveness of such agenies as the World Bank, UNESCO, UNICEF and ILO, as well as bilateral agencies in the USA and Europe.
| Author | : Food and Agriculture Organization of the United Nations |
| Publisher | : Food & Agriculture Org. |
| Total Pages | : 420 |
| Release | : 1982 |
| Genre | : Business & Economics |
| ISBN | : 9789251006337 |
Nonformal general equilibrium, consistency approaches and frameworks. General, systems simulation approach. Linear programming models. Multi-level planning models. Operational usefluness of analysis and models to users.
| Author | : World Bank Group |
| Publisher | : World Bank Publications |
| Total Pages | : 482 |
| Release | : 2017-10-16 |
| Genre | : Education |
| ISBN | : 1464810982 |
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 | : Ivan L. Peterson |
| Publisher | : Nova Science Publishers |
| Total Pages | : 0 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 9781634838955 |
Education is foundational to human development and critical to broad-based economic growth. Few societies have achieved high and sustained rates of growth or significantly reduced poverty without first investing in expanding access to quality education. Further, education has proven essential for developing an informed and active citizenry, required for healthy democratic practice and for enabling individuals to make smarter choices affecting health and household welfare. Education remains the key for unlocking the individual's intellectual and creative potential. In late 2010, USAID Administrator Rajiv Shah commissioned a new Agency-wide Education Strategy to ensure that USAID's global education investments would be informed by recent Presidential policy guidance; grounded in the most current evidence-based analysis of educational effectiveness; and aimed at maximizing the impact and sustainability of development results. The 2011-2015 Education Strategy was created to reflect core principles. The Education Strategy Implementation guidance serves as the primary reference tool for Missions and other operating units to address questions that may arise during the implementation of the strategy. This book examines five USAID missions' implementation, monitoring, and evaluation of reading programs and assesses USAID's efforts to estimate progress toward its reading goal.
| Author | : Prema Clarke |
| Publisher | : Cambridge University Press |
| Total Pages | : 227 |
| Release | : 2022-09-15 |
| Genre | : Education |
| ISBN | : 1108833225 |
Over three decades ago, international donors declared that there was a learning crisis in developing countries. In the years since, large investments have been made towards education, yet there has been an apparent relative lack of progress in student learning. This book unpicks this disparity, and explores the implications of evidence-based donor programming for quality education. It undertakes an in-depth analysis of the interventions financed by the main donors in primary education, such as infrastructure development, provision of instructional material, teacher training and community mobilization, and argues that the research undertaken during this period was unable to provide answers. The author outlines an alternative model for evidence generation that can assist in the design of relevant and targeted interventions for learning, to ultimately inform and improve future education programmes. Timely and radical, this book is essential reading for researchers and students in the fields of education research and education reform.
| Author | : Yukiko Okugawa |
| Publisher | : |
| Total Pages | : |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
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.
