International Aid to Basic Education
Author | : Roy A. Carr-Hill |
Publisher | : |
Total Pages | : 48 |
Release | : 1992 |
Genre | : Basic education |
ISBN | : |
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Author | : Roy A. Carr-Hill |
Publisher | : |
Total Pages | : 48 |
Release | : 1992 |
Genre | : Basic education |
ISBN | : |
Author | : Eric N. Lindblom |
Publisher | : |
Total Pages | : 102 |
Release | : 1990 |
Genre | : Educational assistance, American |
ISBN | : |
Author | : Nancy Parkinson |
Publisher | : Springer |
Total Pages | : 416 |
Release | : 1976-06-18 |
Genre | : Education |
ISBN | : 134901673X |
Author | : I-Hsuan Cheng |
Publisher | : Springer |
Total Pages | : 251 |
Release | : 2015-05-22 |
Genre | : Education |
ISBN | : 9812874569 |
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.
Author | : Unesco |
Publisher | : Unesco |
Total Pages | : 336 |
Release | : 1999 |
Genre | : Education |
ISBN | : |
Funding and technical-assistance agencies
Author | : Philip Hall Coombs |
Publisher | : Harvard Graduate School of Education |
Total Pages | : 96 |
Release | : 1965 |
Genre | : Education |
ISBN | : |
"Ways to improve United States foreign educational aid" was the 1963-1964 Burton Lecture at Harvard University.
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.
Author | : Eric Lindblom |
Publisher | : |
Total Pages | : 0 |
Release | : 2015 |
Genre | : |
ISBN | : |
Poor countries cannot develop without improving their citizens' basic education and literacy, which is critical for promoting economic growth, reducing infant mortality, improving family health, and dampening population growth. Yet the average literacy rate among the 30 poorest countries is only 33%.
Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 156 |
Release | : |
Genre | : |
ISBN | : 9781422325308 |
Author | : Carolyn A. Brown |
Publisher | : Springer |
Total Pages | : 267 |
Release | : 2014-10-13 |
Genre | : Education |
ISBN | : 9400741650 |
This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries. The book’s primary purpose is to give voice to scholars from developing countries and regions around the world by inviting them to explore how the international policy, invariably linked to international aid, influences education policy formation and implementation in their country or region and how this influence does or does not meet the local cultural, social, economic, and political needs. A relatively recent and small body of research and commentary supports a discourse that questions how well international education policy mandates such as Education For All serve the needs of developing countries. The intent of this book is to advance this discourse by giving voice to local scholars who observe and study the donor process. The book will be divided into two sections: the first section will set the stage for the discussions in the second section by providing theoretical and historical context for international education policy. As a framework for understanding, the book adopts the position that international policy does not have either the ability or the intent to serve the widely diverse needs of development around the world. International education policy has been formed, historically, by wealthy nations and agencies dominated by Western theoretical paradigms. In recent years, donor countries have made an effort to collaborate with developing countries in developing international education policy goals; however, this collaboration has been limited. Following establishment of the context of international education policy, section II of the book provides a forum for scholars from around the world to openly discuss and critique the impact of international policy on education in their country or region.