Citizenship Education and Social Development in Zambia

Author: Ali A. Abdi
Publisher: IAP
ISBN: 1607523949
Format: PDF, ePub, Docs
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Zambia, the butterflyshaped, central African country has a population of about 11 million people, and as other SubSaharan African countries, has been trying to democratize since the early 1990s. Clearly, though, the promise of political reform did not fulfill the expectations of the public, and with about 60 percent of the population living below the poverty line, many Zambians are no longer confident that more open political systems can improve their lives. But the problem may not be inherent in the political process itself, and could be found more in the apparent disconnection between people’s needs and the way the country’s affairs are run. It is with respect to these and related issues that this book emphasizes the crucial relationship between education and political participation, and specifically highlights citizenship education as essential for Zambia’s social development. Social development, which should comprise, inter alia, the economic, political, and cultural wellbeing of societies can be enhanced by citizenship education, which focuses on elevating people’s understanding of their rights and responsibilities visà vis government institutions, structures and functions. Indeed, it is the centrality of the political component in people’s lives, especially its relationship with public policy and public programs that should underline the important role of citizenship education. In describing these issues, the book analyzes the role of the media, women’s groups and youth in enhancing the political, educational, and by extension, the economic lives of the Zambian people. The book should interest students and scholars of Zambian (as well as African) education, politics, and social development. It should also be useful for policy makers, institutional managers and both public and parapublic leaders in Zambia and elsewhere in the continent.

Higher Education in Developing Countries

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"Higher education is the modern world's 'basic education,' but many counties are falling further and further behind. The Task Force on Higher Education and Society explores the current crisis in higher education in developing countries and outlines a coherent vision of future progress."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Making Schools Work

Author: Barbara Bruns
Publisher: World Bank Publications
ISBN: 0821386808
Format: PDF
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"This book is about the threats to education quality in the developing world that cannot be explained by lack of resources. It reviews the observed phenomenon of service delivery failures in public education: cases where programs and policies increase the inputs to education but do not produce effective services where it counts - in schools and classrooms. It documents what we know about the extent and costs of such failures across low and middle-income countries. And it further develops the conceptual model posited in the World Development Report 2004: that a root cause of low-quality and inequitable public services - not only in education - is the weak accountability of providers to both their supervisors and clients.The central focus of the book, however, is a new story. It is that developing countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous impact evaluations across 11 developing countries, this book examines how three key strategies to strengthen accountability relationships in developing country school systems have affected school enrollment, completion and student learning. The book reviews the motivation and global context for education reforms aimed at strengthening provider accountability. It provides the rationally and synthesizes the evidence on the impacts of three key lines of reform: (1) policies that use the power of information to strengthen the ability of clients of education services (students and their parents) to hold providers accountable for results; (2) policies that promote school-based management?that is increase schools? autonomy to make key decisions and control resources, often empowering parents to play a larger role; (3) teacher incentives reforms that specifically aim at making teachers more accountable for results, either by making contract tenure dependent on performance, or offering performance-linked pay. The book summarizes the lessons learned, draws cautious conclusions about possible complementarities across different types of accountability-focused reforms if they are implemented in tandem, considers issues related to scaling up reform efforts and the political economy of reform, and suggests directions for future work."

Education and Sustainability

Author: Daniella Tilbury
Publisher: IUCN
ISBN: 2831706238
Format: PDF, Docs
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A publication from IUCN s Commission on Education and Communication (CEC), this book tells the stories of people who work with communities to motivate them to create a more sustainable future. The accounts range from engaging communities through theatre to a revival of indigenous stories to pass on good environmental practice. The publication was produced both to share what educators around the world have learnt and to give them a platform to tell their stories."

World Development Report 2018

Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Format: PDF, Docs
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Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

Why Poverty Persists

Author: Bob Baulch
Publisher: Edward Elgar Publishing
ISBN: 0857930257
Format: PDF, Docs
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Why Poverty Persists significantly advances our understanding of the temporal dimensions of poverty. Its judicious mix of new evidence and improved methods offers new insights into why some people remain mired in poverty and the forces that keep them there. All those interested in combating poverty - academics, donors and those working in the non-governmental organizations - will learn from the carefully constructed African and Asian case studies presented. John Hoddinott, International Food Policy Research Institute, Washington DC, US Ten years ago Bob Baulch and John Hoddinott drew our attention to the phenomenon of poverty dynamics" - an insight into the unpredictability of poor peoples livelihoods that had profound implications for poverty thinking and policy, forcing a rethink of static conceptualisations and measurement and raising challenges for targeting anti-poverty programmes. In this new volume, Baulch and colleagues enrich this understanding with rigorous analysis of panel datasets from six countries in Africa and Asia. Most impressively, this illuminating collection by technical microeconometricians is equally accessible to non-technical readers, which effectively communicates its important messages to development policy-makers and practitioners. Stephen Devereux, University of Sussex, UK This volume on poverty dynamics in developing countries, whose authors include the leaders in this field, is a must for analysts and research students. It advances the literature by addressing three important issues - measurement error, attrition, and tracking. For each of these questions, the volume leads by example, showing how they can be handled in specific cases. The results show that escape from poverty is a diverse phenomenon, and establish the importance of country and context specificity. The volume provide an analytical platform for careful policy assessment of policy alternatives. Ravi Kanbur, Cornell University, US At the beginning of the 2000-2010 decade, Bob Baulch (with John Hoddinott) was setting the micro-econometric agenda on poverty dynamics and chronic poverty and producing work that "non-economists" had to read if they wanted to conduct serious research on these issues. In this volume - though his analytical excellence, the pursuit and methodological rigour, extraordinary energy, and his ability to lead such a distinguished network of colleagues - Bob Baulch has set the research agenda on poverty dynamics and chronic poverty for the next ten years. - From the foreword by David Hulme, University of Manchester,UK