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Education Reform and the Learning Crisis in Developing Countries
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.
Pedagogy and Prescribed Capabilities
This book questions the validity and reliability of conventional measures of quality education, such as enrolment ratio, retention rates, pupil–teacher ratio, drop-out rates, learning outcomes of children in foundational literacy and arithmetic and availability of infrastructural facilities, henceforth demanding its re-calibration. It moves away from easily commensurable indicators and actively pursues descriptive indicators of quality, which directly focus on educational processes taking place within the classroom and the factors influencing them. By interacting with the two primary stakeholders, i.e. teachers and students, this book draws a link between what is happening within classroom...
Teaching & Learning
While there is broad agreement about the influence of culture on pedagogy, the ways in which culture defines teachers thoughts and action is rarely examined. Using cultural models developed in the fields of psychology and social anthropology, this book explores the culture of pedagogy evident in the classroom. Prema Clarke critiques the prevailing norms of teaching and learning which tend to emphasize only the lower order skills of students, characterized by memorization and repetition. Arguing for a shift towards more complex forms of thinking such as, analysis, synthesis, reasoning, and creativity, the author outlines a program of educational reform, which especially focuses on the professional development of teachers.
Schools and Societies
"Schools and Societies" provides a synthesis of key issues in the sociology of education, focusing on American schools while offering a global, comparative context.
Schooling for Social Change
Schooling for Social Change offers fresh perspectives on the emerging field of human rights education in India. 60 years after independence, the Indian schooling system remains unequal. Building on over a year of fieldwork, including interviews and focus groups with policymakers, educators, parents and students, Monisha Bajaj examines different understandings of human rights education at the levels of policy, pedagogy and practice. She provides an in-depth study of the origins and effects of the Institute of Human Rights Education, a non-governmental program that operates in over 4,000 schools in India. This enlightening book offers an instructive case study of how international mandates and grassroots activism can work together. Bajaj shows how the Institute of Human Rights Education has gained significant momentum for school-based adoption, textbook reform, and policy changes in a nation-state still struggling to ensure universal access to education. Schooling for Social Change provides a wealth of analysis from the frontlines of education reform and will be of interest to all those working in international and comparative education, human rights, and South Asian development.
Supply-side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools
In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could increase through appropriately designed, and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural, and indigenous schools. The authors' overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous, and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE, and student learning growth.
Exchanging the Past
Twenty years ago, the Gebusi of the lowland Papua New Guinea rainforest had one of the highest homicide rates in the world. Bruce M. Knauft found then that the killings stemmed from violent scapegoating of suspected sorcerers. But by the time he returned in 1998, homicide rates had plummeted, and Gebusi had largely disavowed vengeance against sorcerers in favor of modern schools, discos, markets, and Christianity. In this book, Knauft explores the Gebusi's encounter with modern institutions and highlights what their experience tells us more generally about the interaction between local peoples and global forces. As desire for material goods grew among Gebusi, Knauft shows that they became more accepting of and subordinated by Christian churches, community schools,and government officials in their attempt to benefit from them—a process Knauft terms "recessive agency." But the Gebusi also respond actively to modernity, creating new forms of feasting, performance, and music that meld traditional practices with Western ones, all of which Knauft documents in this fascinating study.
Annual Review of Comparative and International Education 2014
The Annual Review of Comparative and International Education (ARCIE) is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education.
Accountability in education: meeting our commitments
"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability ...
