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2. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
- Author
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World Bank, Evans, David K., and Yuan, Fei
- Abstract
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
- Published
- 2019
3. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
- Author
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RTI International, Sitabkhan, Yasmin, and Platas, Linda M.
- Abstract
This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
- Published
- 2018
4. Effectiveness of Teachers' Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. Occasional Paper. RTI Press Publication OP-0053-1805
- Author
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RTI International, Piper, Benjamin, Sitabkhan, Yasmin, Mejía, Jessica, and Betts, Kellie
- Abstract
This report presents the results of RTI International Education's study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers' guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers' guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers' guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers' guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers' guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
- Published
- 2018
5. Analysis and Overview of NQF Level Descriptors in European Countries. Cedefop Research Paper. No 66
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI), Grm, Slava Pevec, Bjørnåvold, Jens, and Rusu, Andreea
- Abstract
During the past decade, national qualifications frameworks (NQFs) have been developed and implemented across Europe. Triggered by the adoption of the European qualifications framework (EQF) in 2008, these frameworks draw attention to the outcomes of education and training, focusing on what learners are expected to know, understand and are able to do. Learning outcomes-based level descriptors are essential to these frameworks. While technical in their character, these descriptors not only help to define and map the (vertical) level of complexity of a particular qualification, they also help to clarify its (horizontal) orientation, be this on theoretical knowledge, practical skills and/or transversal competences. Level descriptors are thus important reference points, aiming to reinforce the learning outcomes orientation of education, training and qualification systems. This publication provides an updated overview of NQF level descriptors of 39 countries participating in EQF implementation. It celebrates the 10th anniversary of the EQF process in 2018 and its contribution to transparency and comparability of European qualifications. It shows the progress made in this area and challenges ahead.
- Published
- 2018
6. South Africans Speak: Discussion Forum Presentations 1987-1989. South African Information Exchange Working Paper Number 12.
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Institute of International Education, New York, NY. and Micou, Ann M.
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Ten informal papers given at Discussion Forums to U.S. groups are provided which address current South African related issues as they touch upon the South African Information Exchange (SAIE) initiative. Papers have the following titles and authors: "Is There Space for American Involvement in South African Education?" (Merlyn C. Mehl); "Mapping the Future of Black South Africans in Science and Engineering Education" (Gordon Sibiya); "Education for Liberation/Transformation: The Role of Vocational Guidance and Counselling for Young Blacks" (Tahir Salie); "Education for Black South Africans: The Importance of Bursaries and Support Services for Black High School Students" (Pamela Tsolekile and Getti Mercorio); "The Community College Option: A Private Sector/Community Initiative to Break the Educational Logjam" (Stan Kahn); "UDUSA: Microcosm of a Society in Transition (Ratnamala Singh); "The Academic Boycott and Linkages Between U.S. Institutions and Eligible South African Academics" (Farouk Ameer); "Technical Education in South Africa and the Political Implications" (Brian De L. Figaji); "The Struggle to Realise the Freedom Charter in South Africa Today" (Raymond R. Suttner); "Coercion, Persuasion, and Liberation" (Vincent T. Maphai). Short biographical notes are included of each author. (GLR)
- Published
- 1990
7. Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa
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Akoojee, Salim
- Abstract
This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.
- Published
- 2016
8. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
- Published
- 2020
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9. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
- Abstract
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
- Published
- 2020
- Full Text
- View/download PDF
10. Alternatives to the Entrepreneurial University: New Modes of Knowledge Production in Community Service Programs. ASHE Annual Meeting Paper.
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Subotzky, George
- Abstract
This paper explores the idea of a complementary alternative to the entrepreneurial university, with special reference to South African higher education. Emphasis is on the contribution of higher education to equitable social renewal of three inter-related issues: (1) changing global conditions and the tensions between high-tech development and basic reconstruction; (2)the relationship between teaching, research, and community service (outreach); and (3) the potential for community service partnerships and community service learning to contribute to basic reconstruction and development. The paper first identifies key changes in the external environment of higher education, noting the tensions that result from the competing interests of private investors and transnational corporations and the needs of the majority poor. The replication of this tension in South Africa's current macroeconomic and higher education policy environment is then discussed. The paper describes a hybrid range of community-oriented projects which include three necessary elements: problem-based, inquiry-rich academic training focused on community service learning; development through practical service; and civic-minded collaborative relations among participating partners. The paper concludes that the community-service partnership model represents a significant counter-trend to the entrepreneurial university. (Contains 63 references.) (DB)
- Published
- 1998
11. Letters from Abroad. Occasional Paper Series 9
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Bank Street Coll. of Education, New York, NY., Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, and Bank Street Coll. of Education, New York, NY.
- Abstract
What counts as knowledge and whose knowledge counts? When does going away help shape a clearer sense of home, and when does it not? How does living abroad change our perspectives as teachers and learners? The educators who have contributed to this Occasional Paper share a formidable combination of purpose, curiosity, courage, and self-awareness. Reflecting on their choices to live and work in other parts of the world, they offer a provocative range of personal and professional explanations for seeking our the strange and unknown. Their letters from abroad reveal a genuine interest in what matters to others, a capacity to describe people and environments with intriguing detail, and a willingness to reveal themselves as inexpert newcomers. As these essays make clear, no preparation is ever sufficient because what happens always diverges from and exceeds our expectations. Risk-taking and error are inevitable, as integral to each story as the exhilarating discoveries that travel affords. Most important, we learn how these educators came to value the experience of "otherness" in themselves as well as in those they met. Today, we are more mindful than ever of the need for global awareness, understanding, and engagement. "Letters from Abroad" is designed to highlight what some Bank Street colleagues have sought, found, and questioned while working far from home. The editors of the Occasional Papers Series hope these missives from foreign shores will inspire others to set out on explorations of their own, explorations in which they resist the temptation to make the strange familiar and enjoy, if only for a short while, the way that the familiar itself may become strange. After an introduction by Linda Levine, the essays comprising this paper are: (1) What We Bring with Us and What We Leave Behind: Six Months in Post-Apartheid South Africa (Virginia Casper, Donna Futterman, and Evan Casper-Futterman); (2) There and Almost Back Again (Holley Adcock); and (3) Living in the World (David Penberg).
- Published
- 2002
12. Racial Equality in Education: How Far Has South Africa Come? Working Papers Series. SAN05-03
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Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy., Fiske, Edward B., and Ladd, Helen F.
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A major task of South Africa's new government in 1994 was to promote racial equity in the state education system. This paper evaluates progress toward this goal using three distinct concepts: equal treatment, equal educational opportunity, and educational adequacy. The authors find that the country has succeeded in establishing racial equity defined as equal treatment, primarily through race-blind policies for allocating state funds for schools. Progress measured by the other two criteria, however, has been constrained by the legacy of apartheid, including poor facilities and lack of human capacity in schools serving black students, and by policies such as school fees. The paper concludes with some thoughts on the future outlook. (Contains 2 tables and 2 figures.) [This paper was prepared for the special issue of "International Journal of Educational Development (IJED)" on "Education Policy and Practice in Post-Apartheid South Africa--Ten Years of Democratic Change." The ideas in this paper are developed more fully in the book, "Elusive Equity: Education Reform in Post-Apartheid South Africa" (Washington, DC: Brookings Institution Press: 2004)].
- Published
- 2005
13. Reflections on Equity, Adequacy and Weighted Student Funding. Working Papers Series. SAN08-04
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Duke University, Terry Sanford Institute of Public Policy and Ladd, Helen F.
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Within the context of the school finance literature, the concepts of equity and adequacy raise a number of complex definitional and pragmatic issues. The purpose of this paper is to clarify those issues and to use those concepts to evaluate the recent policy proposal called Weighted Student Funding (WSF). Though WSF contains some equity-enhancing elements, it is likely to fall short of its equity goals because the weights are likely to be inappropriate and the approach fails to take full account of the concentrations of challenging-to-educate students and their effects on the distribution of teachers. In addition, the WSF proposal can be faulted for paying no attention to adequacy, potentially stigmatizing individual students, and placing so much focus on individual schools. A more complete evaluation of WSF would require a broader institutional perspective that extends beyond the equity and adequacy considerations of this article. (Contains 8 footnotes.)
- Published
- 2008
14. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
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This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
15. Working Papers in Educational Linguistics, 2001.
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Pennsylvania Univ., Philadelphia. Graduate School of Education. and Daniel-White, Kimberly
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This volume contains the following articles: "Educational Linguistics as a Field: A View from Penn's Program on the Occasion of its 25th Anniversary" (Nancy Hornberger); "Constructing a Multicultural National Identity: South African Classrooms as Sites of Struggle between Competing Discourses" (Keith Chick); "Ventriloquating Shakespeare: Ethical Positioning in Classroom Literature Discussions" (Stanton Wortham); "Culture, Identity, and Asian American Teens: A School District Conference Panel Discussion" (Angela Reyes); "Avoiding FOBs: An Account of a Journey" (Mihyon Jeon); and "'That's Too Bad': Hedges and Indirect Complaints in 'Troubles-Talk' Narrative" (Mark Ouellette). (Each paper contains references.) (SM)
- Published
- 2001
16. Issues in School to College Transition in Developing Countries: The Case of South Africa. ASHE Annual Meeting Paper.
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Blunt, R. J. S.
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This paper analyzes approaches to facilitating school-university transition in South Africa and explores the theories underlying this process. A review of the literature and a case study of the process at the University of Port Elizabeth (UPE) show what is happening to the school-university transition at the end of apartheid. UPE has taken a broadly based approach to facilitating this transition, focusing its efforts on what can be achieved on campus in preference to extending its limited resources to the school context. There is a privately sponsored Saturday morning program designed to prepare disadvantaged students for the university. Several modules have been developed to help students adjust to the university, notably "English for Academic Purposes" modules for those for whom English is a first or second language. Students in South Africa clearly need support in their transition from school to the university, but most support is given on campus shortly before and just after initial registration, with little effort made, for financial and capacity reasons, to prepare students before they reach the university. There is little chance that the selection of the secondary school system described as disadvantaged will emerge from its difficulties in the next few years. This suggests that institutions of higher education will need to provide the best possible context for incoming students. (Contains 65 references.) (SLD)
- Published
- 2000
17. Researching 'Inclusion.' Papers from the Annual Conference of the Standing Conference on University Teaching and Research in the Education of Adults (30th, Nottingham, England, July 3-5, 2000).
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Standing Conference on Univ. Teaching and Research in the Education of Adults., Jackson, Ann, and Jones, David
- Abstract
This document contains 43 papers from a conference on researching inclusion. The following are among the papers included: "Include Me Out: Critique and Contradiction in Thinking about Social Exclusion and Lifelong Learning" (Paul Armstrong); "The Linking of Work and Education To Enable Social Inclusion" (Dave Beck); "Including Citizenship in the Adult Curriculum" (Roseanne Benn); "Researching 'Inclusion': Reality and Rhetoric; It's All in the Curriculum Approach" (Darol Cavanagh); "Flexibility and Inclusion in Lifelong Learning: Working the Discourses in Further Education" (Julia Clarke, Richard Edwards); "Researching Inclusion: The Development of Adult Education for Women" (Janet Coles); "Peripheral Vision: Staff Development and Part-Time Tutors in Adult Education" (Derek Cox);"Valuing Exclusive Educational Provision for Disabled Adults" (Mark Dale); "Without and Within: Inclusion, Identity and Continuing Education in a New Wales" (Ian Davidson, Brec'hed Piette); "Adding Life to Your Years: Transformative Learning for Older People at the Irish Museum of Modern Art" (Ted Fleming); "The Network Society and Lifelong Learning--The Work of Manuel Castells and Theories of Adult Education" (Nick Frost); "An Inclusive MBA? Researching Curriculum Design and Delivery" (Roger Hall, Caroline Rowland); "Including the Excluding Image: Researching and Teaching Cultural Images of Adult Educators" (Ann Harris, Christine Jarvis); "Re-Visioning the Boundaries of Learning Theory in the Assessment of Prior Experiential Learning (APEL)" (Judy Harris); "Reducing Exclusion--Introducing Choice: The Introduction of Distance Learning into Taught Courses" (Christine Hibbert); "Accountability, Audit and Exclusion in Further and Higher Education" (Phil Hodkinson, Martin Bloomer); "Voices from the Community: The Challenge of Creating a Culturally Relevant Curriculum and Inclusive Learning Environment" (Ann-Marie Houghton, Helen Ali); "Opening Pathways to Inclusion: The Importance of Non-Accredited Learning in the Lives of Students in the Local Authority Sector" (Ann Jackson, Belinda Whitwell); "Education in a Uniting Society?" (Nick Small); "'We're Not the Only Ones Learning Here'--An Investigation of Co-Tutoring and the Dynamics of Power within a Class of Adult Dyslexics" (Barbara Taylor); and "Including Mezirow's Concept of Perspective Transformation in the Study of Adult Education" (Miho Tokiwa-Fuse). Many papers contain substantial bibliographies. (MN)
- Published
- 2000
18. Investment Budgeting as a Tool for Quality Management in the School. AIR 1996 Annual Forum Paper.
- Author
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la Grange, AC de W
- Abstract
This paper integrates principles of Total Quality Management (TQM) with those of investment for institutions of higher education. TQM with investment budgeting as one of its critical tools is seen to be essential for effective management in a time of decreasing financial resources. A process for investment budgeting is outlined and explained including: the importance of the investment decision as an aid to TQM, establishment of investment policy, development of an investment plan, the investment program, investment proposals, classification of various investment proposals (into independent projects, mutually exclusive projects, and prerequisite projects) in the context of TQM, and collection of relevant information. These steps are followed by evaluation of proposals, selection of the best investment proposal, and investment, revision and control. (Contains 14 references.) (DB)
- Published
- 1996
19. Towards the 21st Century: Books and Media for the Millennium. Selected Papers from the Annual Conference, International Association of School Librarianship (21st, Belfast, Northern Ireland, July 20-24, 1992).
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International Association of School Librarianship, Kalamazoo, MI.
- Abstract
This collection contains 13 selected papers presented at the 1992 conference of the International Association of School Librarianship. Titles are as follows: (1) "The Difference of Literature: Writing for the Future of Young Adults" (Aidan Chambers); (2) "Managing School Library Change" (Peggy Heeks); (3) "The Power of Information Literacy: Unity of Education and Resources for the 21st Century" (Ross J. Todd, Liz Lamb, and Celeste McNicholas); (4) "The Concept of the Virtual School Library" (Margaret Butterworth); (5) "Lobbying for Effective Resources Based Learning: An Australian Experience" (Fay Nicholson); (6) "Getting To Know You: Fiction as a Tool To Create a World of Mutual Understanding and Respect" (Gunilla Janlert); (7) "Irish Literature in Austria" (Gerda Faerber); (8)"Books and Media for All South African Children in the 21st Century?" (Sandra Olen); (9) "Opening Shutters and Letting in the Light? Contemporary Irish Writing for Children" (Robert Dunbar); (10) "Postmodernism in Youth Literature: A Road away from the Reader?" (Kari Skjonsberg); (11) "Literature and Literacy: The Real Book Approach to Children Learning To Read" (Beatrice Wortley); (12) "The Role of Children's Books in a Multicultural Society" (Pierre G. F. Overduin); and (13) "The Provision of Public Library Services in the Irish Language' (Criostoir Mag Fhearaigh). Most of the papers include references. (MES)
- Published
- 1993
20. Learning To Compete: Education, Training & Enterprise in Ghana, Kenya & South Africa. Education Research Paper.
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Department for International Development, London (England)., Afenyadu, Dela, King, Kenneth, McGrath, Simon, Oketch, Henry, Rogerson, Christian, and Visser, Kobus
- Abstract
A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and macroeconomic growth; and training for self-employment and competitiveness. The study documented the importance of learning-led competitiveness and identified obstacles to development of learning enterprises in all three countries. The following are among the 12 recommendations offered to national governments and international agencies with development concerns: (1) insert learning-led competitiveness into development debates; (2) understand the implications of globalization better; (3) address the range of barriers to development of learning enterprises; (4) consider interenterprise linkages and the role of learning therein; (5) place learning-led competitiveness at the heart of small enterprise development policy; (6) broaden the universal primary education vision; (7) construct a curriculum for competitiveness; (8) improve public training's ability to support competitive self-employment; (9) empower training providers to be more market responsive; and (10) emphasize skills transfer from large to small firms. (The bibliography lists 139 references. Brief profiles and addresses of the research team members and a list of project papers are appended.) (MN)
- Published
- 2001
21. An Integrated Decision Support System for Planning and Measuring Institutional Efficiency. AIR 1992 Annual Forum Paper.
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Minnaar, Phil C.
- Abstract
This paper presents a model for obtaining and organizing managment information for decision making in university planning, developed by the Bureau for Management Information of the University of South Africa. The model identifies the fundamental entities of the university as environment, finance, physical facilities, assets, personnel, and students. The model proposes a computerized decision support system which analyzes the mathematical relationships between different components of the system. The support system's data flow plan is presented as a plan that can be constructed independently within each entity, that generates output that can be used by another model as input, and that enables the measurement of variables in one submodel compared to another. The model emphasizes integrated scenario construction, in which a single run can potentially produce outputs of enrollment projections and projections of the needs for personnel, physical facilities, and finances. The paper describes the hardware and software requirements; the structure of files in the system; and the application of the model to enrollment, personnel planning, physical planning, long-term physical planning, and subsidy planning. A final section treats the establishment and use of efficiency measurements. Included are 15 figures and 6 references. (JB)
- Published
- 1992
22. Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
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Bernard Van Leer Foundation (Netherlands) and Lansdown, Gerison
- Abstract
"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
- Published
- 2005
23. Conversations about Place Value: A Survey of Literature across Three International Research Communities
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Mathematics Education Research Group of Australasia (MERGA), Vale, Pamela, and Westaway, Lise
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Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.
- Published
- 2023
24. Selected Papers from NWAVE(E) 27 (Athens, Georgia, October 1-4, 1998). University of Pennsylvania Working Papers in Linguistics, Volume 6, Number 2.
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Pennsylvania Univ., Philadelphia. Penn Linguistics Club., Moisset, Christine, and Lipson, Mimi
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This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)
- Published
- 1999
25. Educational Management and Policy: Research, Theory and Practice in South Africa. Bristol Papers in Education. Comparative and International Studies: 4.
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Bristol Univ. (England). Centre for International Studies in Education., Johnson, David, Johnson, David, and Bristol Univ. (England). Centre for International Studies in Education.
- Abstract
This book contains a collection of papers written by students involved in the Educational Management Project for South Africa. The project was established to introduce selected South Africans to theories and practices in educational management in an international comparative context. The papers focus on priorities for educational change and restructuring in South Africa. In particular, the themes include issues in the management of education, policy formation, and educational improvement. Following the foreword by the Norwegian ambassador to the United Nations, Martin Huslid, and the introduction by David Johnson, the papers are as follows: (1) "Educational Decentralisation and Participation" (Yusef Sayed and Debbie Fletcher); (2) "Policy Perspectives on Educational Governance--A Critique" (Fred Barron and Michael Crossley); (3) "The Efficacy of Paired Reading in South African Primary Schools" (Dickie Smith and David Johnson); (4) "Teacher Involvement in Decision Making" (Baatile Poo and Eric Hoyle); (5) "Integrating the Schools: A View from the Classroom" (Sivan Pather and David Johnson); (6) "Management Development Support for Head Teachers of Secondary Schools" (Phuti Tsukudu and Peter Taylor); (7) "Approaches to Head Teacher Training" (Cindy Mashinini and Bob Smith); (8) "The Technikon in a Democratic South Africa" (Redvers Miller); and (9) "An Annotated Bibliography of Educational Research on South Africa, 1980-1993" (John Chalufu and David Johnson). Each article contains references. (LMI)
- Published
- 1995
26. Developing Priorities and Strategies To Meet the Challenge: Educational Development in Post-Apartheid Universities. ASHE Annual Meeting Paper. Draft.
- Author
-
Pavlich, G. C.
- Abstract
This paper describes the effects of apartheid on higher education in South Africa and formulates strategies to restructure post-apartheid higher education for the greatest educational development for all South Africans. It explains that South Africa's apartheid system deliberately structured education to provide a well-funded system for whites at direct expense to other groups. These inequalities were further entrenched through a "Christian National Education" ideology which permeated curriculum and the cultures of learning. Inequalities have produced various degrees of educational disadvantage. Many institutions currently want to enroll more and more black students but in the process confront the consequences of apartheid education and so experience a tension between growth and diversity and maintaining quality education. The first step in response is to develop a strategy for educational development priorities for institutions that classifies institutions between two polar types. Classification then allows institutions to select appropriate educational development initiatives which usually take the form of either academic support for students or academic development for faculty. A series of core access initiatives, educational effectiveness approaches, and resource deployment strategies are listed and described. (Contains 22 references.) (JB)
- Published
- 1993
27. The Cartographic Representation of Linguistic Data. Discussion Papers in Geolinguistics Nos. 19-21. Selected Papers from a Geolinguistic Seminar (Le Pailly, France, September 10-13, 1992).
- Author
-
Staffordshire Polytechnic, Stoke-on-Trent (England). Dept. of Geography and Recreation Studies., Peeters, Yvo J. D., and Williams, Colin H.
- Abstract
Papers from a conference on cartography in geolinguistics include: "The Political Importance of Visualisation of Language Contact" (Yvo J. D. Peeters); "Some Considerations on People and Boundaries" (Guy Heraud); "Geolinguistic Developments and Cartographic Problems" (Colin H. Williams, John E. Ambrose); "A Conceptual Home for Geolinguistics: Implications for Language Mapping in South Africa" (I. J. van der Merwe); "Methods and Possibilities for Mapping by Onomasticians" (Ferjan Ormeling); "'Easy Geolinguists' and Cartographers" (Roland Breton); "Regionalism and Ethnic Distribution in Today's Hungary" (Jozsef Toth); and "Putting Regional Identity on the Language Map: Some Reflections on Recent Developments in South Africa" (Karel Prinsloo). A number of maps and data tables are included. Information about the European Centre for Ethnolinguistic Cartography (Brussels, Belgium) is also included. (MSE)
- Published
- 1993
28. Children and Families in Distress: Working Papers from a Seminar (Pretoria, South Africa, July 25-26, 1991). Research Programme on Marriage and Family Life.
- Author
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Human Sciences Research Council, Pretoria (South Africa). and Braude, D. R.
- Abstract
This collection contains papers presented at a research seminar on children and families. The papers are: (1) "Children in Transition and Crisis" (Solly Dreman); (2) "The Child and the Family" (Dolores M. Luiz and Josua P. P. Fullard); (3) "Support Systems for Children of Divorce" (Diane Braude); (4) "Children and the Family in a Rural Settlement in Gazankulu" (J. C. Kotze); (5) "Paring Down the Family: The Child's Point of View" (Pamela Reynolds); (6) "The Family, Socialization and Rapid Social Change: Transforming Notions of 'Respect' in the Social Identity of Township Youth" (Catherine Campbell); (7) "The Nature of Parental Authority in the Family Life of Black South Africans" (Sylvia Viljoen); (8) "Social Class Differences in Age at First Childbirth and Views on the Importance of Children: A Study of White Women in Grahamstown" (Susan C. Ziehl); (9) "The Development and Evaluation of a Situation-Specific Parent-Training Programme" (A. S. de Vos); (10) "Mediation and Family Violence" (David Scott-Macnab); and (11) "Adjustment in Children and Families: An Integrated Summary" (Solly Dreman). Each of the papers contains references. (TJQ)
- Published
- 1993
29. Profits and Practicality: How South Africa Epitomizes the Global Surge in Commercial Private Higher Education. Working Paper.
- Author
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State Univ. of New York, Albany. and Levy, Daniel C.
- Abstract
South Africa's private higher education system is an illustration of the worldwide surge in commercial private higher education. Important features in the South African case epitomize worldwide growth or show it in stark form. At the core of the starkness is the for-profit nature of South African private higher education. For-profit logic plays out in nearly all matters key to the country's private higher education, including missions, actors' roles within and beyond the higher education institutions, ties to the job market, and relationships with public entities. In contrast, private higher education outside South Africa is usually nonprofit; more aptly states, however, it is nonprofit in name and legal status but often for-profit in much form and behavior. For its profits and practicality thrust, South Africa presents an intriguing case through which to explore the nature of the world's expanding commercial private higher education. Tendencies in South Africa lead to or support significant hypotheses about this form of education, particularly in its for-profit manifestation. In turn, such hypotheses, along with data on other countries (especially the United States) help guide empirical exploration of the South African case. (Contains 53 endnotes.) (Author/SLD)
- Published
- 2002
30. Working Papers in Educational Linguistics (WPEL), Fall 1992.
- Author
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Pennsylvania Univ., Philadelphia. Graduate School of Education. and Chen, Fr
- Abstract
Papers in this volume include the following: "Addressing Contextual Issues Relevant to Language Teaching in South Africa": Implications for Policy and Practice" (J. Keith Chick); "A Comparative Study of Compliment Responses: Korean Females in Korean Interactions and in English Interactions" (Chung-hye Han); "Can You Apologize Me? An Investigation of Speech Act Performance Among Non-Native Speakers of English" (Julian Linnell et al.); "Acquisition Policy Planning and Litigation: Language Planning in the Context of 'Y.S. v. School District of Philadelphia'" (Ellen E. Skilton); "'The Proper Way to Pray': Description of a Korean-American Youth Service Prayer" (Holly Stone); and "The Compelling Influence of Nonlinguistic Aims in Language Status Policy Planning in Puerto Rico" (Helen M. Strauch). (JL)
- Published
- 1992
31. Music Education: Why? What? How? = Musiekopvoeding: Waarom? Wat? Hoe? Papers Presented at the National Music Educators Conference (Pretoria, South Africa, April 9-12, 1990).
- Author
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Human Sciences Research Council, Pretoria (South Africa)., Hauptfleisch, Sarita, Hauptfleisch, Sarita, and Human Sciences Research Council, Pretoria (South Africa).
- Abstract
This collection of papers was presented at a South African national music educators conference. The conference set forth educators' concern about the current crisis in music education in South Africa. The critical state is summarized under two headings: (1) the law and abating status accorded to music education within general education; (2) the lack of coherence in music education owing to ongoing fragmentation. It is suggested that insofar as music is a universal manifestation of human sentience and is an essential feature of the culture of all peoples of all times, every individual deserves to be educated musically, and therefore music education must be an integral part of the education of all South Africans. Seven mandatory conditions are listed to insure that end. Presentations were grouped under the general headings: (1) "Overseas Presenters"; (2) "Papers Delivered to Specific Music Societies"; (3) "Panel Discussion: Perspectives on Multicultural Music Education"; (4) "Music Education in the Primary School"; (5) "Research"; (6) "Subject Music"; and (7) "General." A conference program also is included. (LBG)
- Published
- 1991
32. Media Matters in South Africa. Selected Papers Presented at the Conference on Developing Media Education in the 1990s (Durban, South Africa, September 11-13, 1990).
- Author
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Natal Univ., Durban (South Africa). Media Resource Centre., Prinsloo, Jeanne, and Criticos, Costas
- Abstract
This report contains a selection of contributed papers and presentations from a conference attended by 270 educators and media workers committed to formulate a vision for media education in South Africa. Pointing out that media education has been variously described in South Africa as visual literacy, mass media studies, teleliteracy, and film studies, or as dealing with educational technology or educational media, the introduction cites a definition of media education as an exploration of contemporary culture alongside more traditional literary texts. It is noted that this definition raises issues for education as a whole, for traditional language study, for media, for communication, and for understanding the world. The 37 selected papers in this collection are presented in seven categories: (1) Why Media Education? (keynote paper by Bob Ferguson); (2) Matters Educational (10 papers on media education and visual literacy); (3) Working Out How Media Works (4 papers on film studies, film technology, and theory); (4) Creating New Possibilities for Media Awareness (9 papers on film and television and 4 on print media); (5) Training and Empowering (2 papers focusing on teachers and 4 focusing on training producers); (6) Media Developing Media Awareness (2 papers); and (7) Afterthoughts (1 paper). Appendices include the Unesco Declaration on Media Education (1982), Recommendations from the Toulouse Colloquy on New Directions in Media Education (1990), and Resolutions and Conclusions of the First National Media Education Conference (Durban, 1990). Most of the papers provide their own bibliographies. (DB)
- Published
- 1991
33. Canadian NGOs Providing Resources for Development and Social Justice in South Africa: A Handbook. Working Paper Number 19.
- Author
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South African Information Exchange., Institute of International Education, New York, NY., and Micou, Ann McKinstry
- Abstract
This publication is a handbook of Canadian nongovernmental, nonprofit organizations (NGOs) working for change and the establishment of democracy in South Africa. It is offered as a companion to an earlier handbook on similar European NGOs. In particular, this publication illuminates the framework in which NGOs operate; clarifies appropriate sources of financial, technical, and informational assistance for sustainable development programs; and draws lessons from the development aid and education policies described. The handbook was developed during one week through a series of interviews in Canada of 25 organizations (or individuals) identified as relevant to the preparation of the handbook. An introduction and overview are followed by sections describing organizations, programs and agencies under the categories: (1) Canadian government corporations; (2) NGO networks and coalitions; (3) crown corporations; (4) nongovernmental institutions; (5) development (and development education) agencies; (6) trade union-related organizations; (7) church agencies; (8) support organizations raising money for South African causes; (9) solidarity groups; and (10) research, information, and documentation centers. A subject index and a glossary of abbreviations are included. (JB)
- Published
- 1992
34. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
- Abstract
This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
- Published
- 1992
35. European NGOs Providing Resources for Development and Social Justice in South Africa: A Handbook. South African Information Exchange Working Paper Number 18.
- Author
-
Institute of International Education, New York, NY. and Micou, Ann McKinstry
- Abstract
This handbook explores Europe's nonprofit nongovernmental organizations (NGOs) that have been working for change in South Africa and now are engaged, or planning to engage in the economic, social, and human resource development of a democratic South Africa. The purposes of the document are to: (1) illuminate for both donor agencies and groups seeking support the complex framework in which the NGOs operate; (2) clarify sources of financial, technical, and informational assistance for sustainable development programs in South Africa; and (3) draw lessons from development policies and experiences taken from the narrative. After an introduction, the report presents the institutional framework, describing both the intergovernmental organizations and the international nongovernmental networks of which it consists. This is followed by the core section of the document, a country-by-country description of European NGOs working with or for South Africa, arranged alphabetically by country from Belgium through the United Kingdom. A concluding section highlights recurring development issues and implications. An attached glossary provides a list of abbreviations for the NGOs discussed in the text. (LBG)
- Published
- 1991
36. Adult Education and Women's Needs. A Study of Some Community Organisations in the Western Cape. CORE Working Paper No. 2.
- Author
-
University of the Western Cape, Bellville (South Africa). Centre for Adult and Continuing Education. and Wolpe, Annemarie
- Abstract
A study reviewed nonformal education provided by community organizations, particularly that for women, in the Western Cape (South Africa). It was set against a background of the struggle against apartheid and women's special needs and interests. The interview schedule included open-ended and structured questions and was designed to elicit details on the structure of organizations, the training they provided, the problems faced by the interviewees and recommendations for the future. Findings indicated that organizations varied in size, number of people reached, and number of paid or volunteer workers. Aims of the organizations were broad and of a general nature. The multifaceted nature of the goals of many organizations could prove inefficient in the long-run. Funding was one of the most crucial problems. The organizations did not address issues of sexism and racism within themselves. Survival strategies training included primary health care directed almost exclusively at women and life skills training directed toward men and women alike. Training for income-generating work appeared to be most successful with women. Training for unemployed workers tended to be geared toward men. Although women had been included in political training, issues relevant to their subordination had not been addressed. The effectiveness of trainer training carried out by women who had learned to train through experience and expediency had not been assessed. (Appendixes contain a list of organizations surveyed and the interview schedule. Contains 55 references.) (YLB)
- Published
- 1994
37. The Effectiveness of National Training Boards. Training Discussion Papers No. 110.
- Author
-
International Labour Office, Geneva (Switzerland). and Wilson, David N.
- Abstract
This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)
- Published
- 1993
38. Assessing Pre-Schols: An Ethnographic Approach (from a South African Evaluation). Studies and Evaluation Papers 2.
- Author
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Bernard Van Leer Foundation, The Hague (Netherlands)., Whisson, M. G., and Manona, C. W.
- Abstract
In the 1980s, the Border Early Learning Center (BELC) was established to provide support and training for preschools and communities in South Africa. This report describes the rationale and process of an evaluation of preschools associated with the BELC. (The data and conclusions of the evaluation are not included in this report.) A questionnaire was designed and translated into Xhosa, and was then completed by BELC trainers and preschool teachers. Later, evaluators made field visits to the preschools. In these visits, an ethnographic approach to observation was used. This approach allowed the observers to be informed by the total environment, rather than merely by the answers to questions they posed from their own conceptual frameworks. Conflicts between educational ideals and reality were evident in large student-teacher ratios, and in ambivalence between school and community ideals. The evaluation was carried out in the context of BELC's motivation to provide the best possible education for the maximum number of children. The key variable for survival of a school was the quality of the teacher. The preschool evaluation form is appended. (BC)
- Published
- 1991
39. Early Childhood Educare Policy: What Does the Educational Renewal Strategy (ERS) Suggest? A National Education Policy Investigation (NEPI) Paper.
- Author
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Grassroots Educare Trust, Gatesville (South Africa). and Atmore, Eric
- Abstract
In May 1990 the Minister of National Education announced an Education Renewal Strategy (ERS) for education in South Africa, developed in conjunction with other governmental departments, to seek short- and medium-term managerial solutions for some of the nation's most pressing educational needs. The ERS advances five major policy recommendations for a future education model: (1) race should not be a factor and equal opportunity should be assured; (2) national unity should be promoted while respect for diversity is ensured; (3) a balance between national regulation and local autonomy should be maintained; (4) the future constitution of South Africa should allow for a decentralized education system unified at the national level, with accountability at both levels; and (5) responsibility for the new model should be shared by national and local government, teacher organizations, parent groups, and other interested parties. In the specific area of early childhood educare, the ERS recommends that distance education should be encouraged through the funding of suitable preschool television and radio programs and the development of instructional video programs to train adults to assist in the early childhood learning environment. It also recommends that a bridge program be developed for children not yet ready for the first year of schooling. (MDM)
- Published
- 1991
40. U.S. College and University Initiatives for Change in South Africa: An Update. South African Information Exchange Working Paper Number 11.
- Author
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Institute of International Education, New York, NY. and Micou, Ann M.
- Abstract
This document offers two lists of universities within the United States that are participating, with the South African Information Exchange (SAIE) program. The SAIE was created to facilitate the sharing of experiences and expertise both among academic institutions in the United States in South Africa, and in other countries and among assistance agencies in the United States and abroad. One list is alphabetically arranged by area of program initiative such as: academic exchange, admissions test preparation, book donations, bursaries (internal), church leadership development, conflict resolution, distance education, English as a Second Language, faculty development, fellowships, health, institutional linkages, issue-oriented programs, management, refugee education/assistance, resource centers, scholarships (external), seminars/conferences, student activity/fundraising, teacher training, and women. The second list is alphabetically arranged by the 82 participating institutions. In addition, general comments that were made by some of the responding institutions are also included. (GLR)
- Published
- 1990
41. U.S. Foundation Funding for Change in South Africa: An Update. South African Information Exchange Working Paper Number 10.
- Author
-
Institute of International Education, New York, NY. and Micou, Ann M.
- Abstract
The South African Information Exchange (SAIE) has published an update of 35 existing organizations who are engaged in funding initiatives for specific areas of South African and United States educational exchange programs. One list is alphabetical by such program categories as: academic exchange, academic support, adult education, advocacy, agriculture, alternative education, bridging education, bursaries (internal), business development, church leadership development, community development, conflict resolution, curriculum development, detainee assistance, distance education, emergency relief, employment, English as a Second Language, faculty fellowships, family planning, health, housing, human rights, leadership development, legal education/representation, literacy, management, materials development, numeracy, nutrition, outreach programs, political action, publications, race relations, refugee education/assistance research, rural education, scholarships (external), secondary schools, and technical/vocational training. The second list provides name, address, phone number, contact person, and other comments of the institutions responding to the survey. (GLR)
- Published
- 1990
42. Subsidies and Levies as Policy Instruments to Encourage Employer-Provided Training. OECD Education Working Papers, No. 80
- Author
-
Organisation for Economic Cooperation and Development, Muller, Normann, and Behringer, Friederike
- Abstract
This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies. Training funds in combination with levy schemes in OECD and non-OECD countries are appended. Individual sections contain endnotes. (Contains 1 figure and 1 table.)
- Published
- 2012
- Full Text
- View/download PDF
43. Scaling up Corporate Social Investments in Education: Five Strategies That Work. Global Views. Policy Paper 2012-01
- Author
-
Brookings Institution and van Fleet, Justin W.
- Abstract
Scaling up good corporate social investment practices in developing countries is crucial to realizing the "Education for All" and "Millennium Development Goals". Yet very few corporate social investments have the right mix of vision, financing, cross-sector engagement and leadership to come to scale. Globally, 67 million children are not enrolled in primary school, over 200 million are in school but not mastering basic skills such as reading, and many millions more complete post-primary education without the skills needed to participate in society or the local economy. Overcoming these challenges will require swift and bold action by many actors, including governments, multilateral organizations, donors and civil society. Corporations can use their core assets to generate shared value for business and society by helping get children into school, setting a strong learning agenda and scaling up what works in education. This policy paper looks at what works and what is not working in corporate efforts to further education in developing countries. (Contains 54 endnotes.)
- Published
- 2012
44. School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10
- Author
-
University of London, Development Education Research Centre (DERC), Link Community Development (United Kingdom), Bourn, Douglas, and Cara, Olga
- Abstract
Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.
- Published
- 2013
45. International Conference on Recent Research and Development in Vocational Education (Adelaide, South Australia, Australia, March 12-19, 1989). Conference Papers. Volume 2.
- Author
-
TAFE National Centre for Research and Development, Payneham (Australia).
- Abstract
The conference recorded in this document covered a wide variety of themes and consisted of keynote addresses, research presentations, and workshops. The following workshop presentations are included: "Vocational Education in a Developing Country" (Theron); "From the Technical to the Critical: A New Agenda for Vocational Education Research" (McIntyre, Jennings); "Policy Constraints to the Growth of Technology Education Programs: Implications for Technology Development in Nigeria" (Eze); "Economic Growth, Investment in Technology, and the Context of New Zealand Vocational Education Policies" (Stevens); "Philippine Social and Economic Imperatives for Vocational Education" (Elevazo); "Almost Invisible: Isolated Rural Women's Access to Tertiary Education" (Mageean); "Women Technicians' Self-Concept, Problems, and Training Needs" (Espino); "Reflective Learning at ITATE" (Scott); "Reflection and Education of TAFE Teachers" (Knights); "Vocational, Science, Technological, and Engineering-Technology Education" (Waks); "Vocational Education/General Education: A False Dichotomy?" (Hager); "Recent Research and Development in Vocational Education" (Ball); "ICI/TAFE Cross Trade Training of Electrical and Instrument Tradespersons" (Devlin); "What Do Unions Want from TAFE?" (Laurent); "Theory Backgrounds and Research Evaluation of an Innovative Program of Professional Staff Development in the Interface between Education and Economy" (Elsey); "Relation between Education and Industry through Teaching Geography and English Language" (Casterlieva); "Participant-Directed Learning at ITATE: Theory and Practice" (Foley); "Negotiating Programs" (Cohen); "Using Games and Simulations to Structure Experiential Learning" (Leigh); "Communication Modules for Vocational Teachers: Encouraging Reflection on Communication Practice" (Saunders); "Providing for Students from Non-English-Speaking Background in Vocational Education" (Brown); "The Technician Workforce--Sector Changes as an Economy Restructures: Implications for Training" (Whisker); "Using a Journal in Developing Teaching Skills: An Evaluation" (Gonczi); "Block Training for New South Wales TAFE Teacher: An Evaluation over Three Years" (Watson); "The Learning Contract Method as a Means of Developing Self-Directed Learners: Evaluation, Study, and Implications for the Development of Adult Educators" (Bennett, Field); "The Organization and Development of a Relevant Research Program: The ITATE Experience to 1988 and Beyond" (Schaafsma); "Critical Thinking as a Prerequisite for Reflective Teaching" (Hager); "Future Directions on Research in Vocational Teacher Education" (Kaye); and "Sticks and Carrots: A Managed Change of Traditional Approaches to Training" (Burleigh). (CML)
- Published
- 1989
46. Secondary Education in Africa: Strategies for Renewal. World Bank Presentations at the UNESCO/BREDA-World Bank Regional Workshop on the Renewal of Secondary Education in Africa (Mauritius, Africa, December 2001). Africa Region Human Development Working Paper Series.
- Author
-
World Bank, Washington, DC. and Mastri, Lawrence
- Abstract
During the last 3 decades secondary education has become universal in most industrialized countries. Sub-Saharan African countries face special challenges to benefit from this international trend. The gap between these countries and the rest of the world in coverage, quality, and relevance of secondary education is widening. To address these issues, the Africa region of the World Bank, in cooperation with African educators and institutions, launched the "Study on Secondary Education in Africa" (SEIA). The SEIA study is executed in two phases from 2002 to 2004. During the first phase data and reports are produced; the second phase disseminates results and conducts regional workshops to discuss ways to improve secondary education in Africa. This publication contains presentations made by World Bank staff and consultants during the December 2001 UNESCO/BREDA (United Nations Educational, Scientific, and Cultural Organization/Regional Bureau for Education in Africa)--World Bank Regional Workshop in Mauritius (Africa) on the "Renewal of African Secondary Education." Following a Foreword and Introduction, papers in the publication are: "Secondary Education in Africa (SEIA)" (J. Bregman; S. Stallmeister); "Education Policies and Reform in South Korea" (Gwang-Jo Kim); "Renewal of Secondary Education Curricula and Assessment in South Africa" (S. J. Howie); "Recent Reforms of Science, Mathematics and ICT Education in the Netherlands in Basic and Secondary Education" (M. Pieters); and "Effective Monitoring of the Quality of Education" (F. J. M. A. Rameckers). (BT)
- Published
- 2002
47. Culture in Education and Development Principles, Practice and Policy. Bristol Papers in Education
- Author
-
Stephens, David and Stephens, David
- Abstract
There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education. Following an introduction, the book is divided into three parts. Part I, Principles, includes: (1) Culture in Education and Development; and (2) Researching Culture, Education and Development. Part II, Practice, includes: (3) Girls and Basic Education in Ghana: Gender and Schooling within the Domains of Home, Economy and School; (4) Children and Health Education in Uganda: Issues of Culture, Language and Curriculum; (5) Schooling and Cultural Values in South Africa: Building Cultural Capital?; (6) Primary Education in Indonesia: Issues of Culture and the Aid Process; (7) Teachers and Cultural Identity: Critical Dialogues with Self--A Case Study of Student Teachers in South Africa; (8) Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualisation of Teacherducation; and (9) Action Research and Teachers in Laos: Issues of Knowledge, Research and Culture. Part III, Policy, concludes with: (10) Culture and Educational Development: Policy Implications and Ways Forward.
- Published
- 2007
48. Cognitive Development in the Southern African Context. Papers of a Seminar on Cognitive Development (Pretoria, South Africa, November 1, 1990). [Occasional Paper Nr. 50.]
- Author
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Human Sciences Research Council, Pretoria (South Africa). and van Niekerk, Hetta
- Abstract
This book is a compilation of papers presented at a seminar on cognitive development in South Africa and one additional paper. The papers were intended to stimulate research and stress the need for program evaluations. Papers concerned: (1) an initiative to improve black primary school teachers' English language, thinking, and teaching skills, and primary school students' English language and thinking skills; (2) the evaluation of a program to improve students' English language skills; (3) a model for improving the thinking skills of economically disadvantaged students and enhancing their accessibility to various academic disciplines; (4) efforts to assist black university students who are considered underprepared for university studies; (5) a study that examined the effects of ethnicity, degree of urbanization, and geographic location on children's social interaction and language usage in the year before they enter school; (6) a project to improve teachers' ability to teach thinking skills; (7) projects that apply Feuerstein's instrumental enrichment program to the needs of teachers in training and of disadvantaged students in enrichment programs; and (8) a teacher orientation and training program that emphasizes the teachers' awareness of students' active involvement in the learning process. Reference lists are provided with individual papers. (BC)
- Published
- 1991
49. Local Government Finance of Schooling in South Africa: A Discussion Document. Working Paper No. 12.
- Author
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Natal Univ., Durban (South Africa). Education Policy Unit. and Tikly, Leon
- Abstract
This booklet introduces some of the issues involved in local government provision of schooling. It discusses four models concerning the form such provisions might take, and each model is then considered in relation to the financial and administrative practicalities involved. To this end, local government officials from metropolitan, town, and rural councils, as well as economists, educationists, and experts in local-government affairs were interviewed in 1995 and 1996. Those interviewed were asked to comment on the past situation with regard to local government finance in general and the provision of schooling in particular. Although the paper draws together research and perspectives relating to both local government and education, it is written with primarily an educational audience in mind. It opens with a brief history of local-government finance in South Africa, followed by an account of previous and existing forms of local government involvement in education. Some key considerations concerning local government provisions are suggested and four models of possible future provision are critically discussed. The paper concludes by making some general recommendations concerning local-government finance for schooling. (Contains 21 references and a list of those interviewed for the study.) (RJM)
- Published
- 1996
50. University Education in a Developing Country: The Revolution in the Role of a Department Head. AIR Annual 1984 Forum Paper.
- Author
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Strydom, Andries H. and Bitzer, Elias M.
- Abstract
A project to promote role change for department heads in South African universities is discussed. Unique characteristics of universities in Southern Africa are also identified, including the fact that department heads have only limited decentralized authority over issues such as admission, personnel policy, and finances. Project goals were as follows: to encourage and support a group of department heads in analyzing and restructuring their posts as department heads at the University of Orange Free State (UOFS), to encourage and support this group of department heads to decide on and participate in a structured development program, and to determine the results of such an effort. Forty-three department heads participated in the 3-year project. Information is provided on the scope of the investigation, which included questionnaire administration and interviews, as well as problems that occurred during the implementation of the project. Appended materials include a chart of a conceptual model for operational management on the departmental level at UOFS, and an outline of modules for developing leadership and management skills of department heads. (SW)
- Published
- 1984
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