Education in the Third World PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Education in the Third World PDF full book. Access full book title Education in the Third World by Keith Watson. Download full books in PDF and EPUB format.
Author: Keith Watson
Publisher: Routledge
ISBN: 1136870660
Category : Business & Economics
Languages : en
Pages : 256
Get Book
Book Description
This reissue examines the crucial question of how the education systems of Third World countries continue to be influenced by the former colonial powers, arguing that decisions and views made early in the twentieth century cannot always be so readily condemned from the standpoint of the 1980s. The study begins by placing the problem in its historical context and goes on to examine different regions of the Third World influenced by colonialism. It concludes with a contemporary global overview of current colonial dependency and provides a detailed and comprehensive bibliography on different facets of education and colonialism.
Author: Keith Watson
Publisher: Routledge
ISBN: 1136870660
Category : Business & Economics
Languages : en
Pages : 256
Get Book
Book Description
This reissue examines the crucial question of how the education systems of Third World countries continue to be influenced by the former colonial powers, arguing that decisions and views made early in the twentieth century cannot always be so readily condemned from the standpoint of the 1980s. The study begins by placing the problem in its historical context and goes on to examine different regions of the Third World influenced by colonialism. It concludes with a contemporary global overview of current colonial dependency and provides a detailed and comprehensive bibliography on different facets of education and colonialism.
Author: Richard D'Aeth
Publisher: Farnborough, Hants. : Saxon House ; Lexington, Mass. : Lexington Books
ISBN:
Category : Developing countries
Languages : en
Pages : 134
Get Book
Book Description
Author: Elizabeth M. King
Publisher: World Bank Publications
ISBN: 9780801858284
Category : Social Science
Languages : en
Pages : 356
Get Book
Book Description
Why do women in most developing countries lag behind men in literacy? Why do women get less schooling than men? This anthology examines the educational decisions that deprive women of an equal education. It assembles the most up-to-date data, organized by region. Each paper links the data with other measures of economic and social development. This approach helps explain the effects different levels of education have on womens' fertility, mortality rates, life expectancy, and income. Also described are the effects of women's education on family welfare. The authors look at family size and women's labor status and earnings. They examine child and maternal health, as well as investments in children's education. Their investigation demonstrates that women with a better education enjoy greater economic growth and provide a more nurturing family life. It suggests that when a country denies women an equal education, the nation's welfare suffers. Current strategies used to improve schooling for girls and women are examined in detail. The authors suggest an ambitious agenda for educating women. It seeks to close the gender gap by the next century. Published for The World Bank by The Johns Hopkins University Press.
Author: Phillip W. Jones
Publisher: Routledge
ISBN: 1351004964
Category : Education
Languages : en
Pages : 284
Get Book
Book Description
Originally published in 1988. Bringing the world close to universal literacy will be a major legacy of the twentieth century. But the rapid and widespread developments in education that have enabled this to happen have not taken place in a social and political vacuum. In some instances conditions conducive to mass literacy have only come about through popular revolution or rapid economic development, but a less spectacular and frequently less tangible role has been played by a number of international agencies. The most prominent of these is Unesco, which has had the goal of global literacy at the heart of its endeavours ever since its foundation in 1946. Agreement on the best means of achieving this goal, however, has been very difficult to come by, and Unesco's literacy program has been shaped by internal and external politics as well as by local exigencies. This book outlines how Unesco's literacy program has evolved, and by discussing how idealistic aims and intentions have been given shape and direction by more immediate political and bureaucratic concerns provides a critique, in miniature, of the post-war history of the United Nations and related organisations.
Author: Paul Glewwe
Publisher: University of Chicago Press
ISBN: 022607885X
Category : Education
Languages : en
Pages : 349
Get Book
Book Description
Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most. Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.
Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Category : Education
Languages : en
Pages : 236
Get Book
Book Description
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Author: Bruce Fuller
Publisher: Routledge
ISBN: 113687108X
Category : Education
Languages : en
Pages : 258
Get Book
Book Description
The modern state – First and Third Worlds alike – pushes tirelessly to expand mass education and to deepen the schools’ effect upon children. First published in 1991, Growing-Up Modern explores why, how, and with what actual effects state actors so vehemently pursue this dual political agenda. Bruce Fuller first delves into the motivations held by politicians, education bureaucrats and civic elites as they earnestly seek to spread schooling to younger children, older adults and previously disenfranchised groups. Fuller argues that the school provides an institutional stage on which political actors signal their ideals and the coming of greater modernity; broadening membership in the polity, promising mass opportunity in the wage sector, intensifying modern (bureaucratic) forms of school management, and deepening a presumed commitment to the child’s individual development. Fuller advances a theory of the ‘fragile state’ where Western political expectations and organisations are placed within pluralistic Third World settings, using southern Africa as an example of the dilemmas faced by the central state.
Author: Samuel Hickey
Publisher: Oxford University Press
ISBN: 019883568X
Category : Business & Economics
Languages : en
Pages : 256
Get Book
Book Description
This book focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries. It deploys a new conceptual framework to show how the type of political settlement shaptes the level of elite commitment and state capacity to improving learning outcomes.
Author: Gerard Guthrie
Publisher: Springer Science & Business Media
ISBN: 9400718519
Category : Education
Languages : en
Pages : 257
Get Book
Book Description
This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.
Author: Stephanie E.L. Bengtsson
Publisher: Routledge
ISBN: 1351390872
Category : Education
Languages : en
Pages : 183
Get Book
Book Description
The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly. The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas. The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.
