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Book
1 online resource (236 p).
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.
eReserve
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xxiv, 606 p. : il. ; 26 cm.
  • Educational policies in the face of globalization : whither the nation-state? / Martin Carnoy
  • World society and the globalization of educational policy / Francisco O. Ramirez, John W. Meyer, and Julia Lerch
  • The global diffusion of education privatization : unpacking and theorizing policy adoption / Antoni Verger
  • Economic growth in developing countries : the role of human capital / Eric Hanushek
  • Education, poverty and the 'missing link' : the limits of human capital theory as a paradigm for poverty reduction / Xavier Bonal
  • Gender and education in the global polity / Elaine Unterhalter
  • The global educational reform movement and its impact on schooling / Pasi Sahlberg
  • Global convergence or path dependency? : skill formation regimes in the globalized economy / Marius R. Busemeyer and Janis Vossiek
  • Education and social cohesion : a panglossian global discourse / Andy Green and Jan Germen Janmaat
  • Policies for education in conflict and post-conflict reconstruction / Sarah Dryden-Peterson
  • Human rights and education policy in South Asia / Monisha Bajaj and Huma Kidwai
  • Early childhood education and care in global discourses / Rianne Mahon
  • Education for all 2000-2015 : the influence of global interventions and aid on EFA achievements / Aaron Benavot, Manos Antoninis, Nicole Bella, Marco Delprato, Joanna Harma, Catherine Jere, Priyadarshani Joshi, Nihan KoseleCi Blanchy, Helen Longlands, Alasdair McWilliam, David Post and Asma Zubairi
  • The politics of language in education in a global polity / M. Obaidul Hamid
  • The global governance of teachers' work / Susan L. Robertson
  • The global construction of higher education reform / Simon Marginson
  • The historical evolution and current challenges of the United Nations and global education policy-making / Francine Menashy and Caroline Manion
  • The World Bank and the global governance of education in a changing world order / Karen Mundy and Antoni Verger
  • The changing organizational and global significance of the OECD's education work / Bob Lingard and Sam Sellar
  • The policies that shaped PISA, and the policies that PISA shaped / Andreas Schleicher and Pablo Zoido
  • Dragon and the tiger cubs : China-ASEAN relations in higher education / Rui Yang and Jingyun Yao
  • An analysis of power in transnational advocacy in education / Ian Macpherson
  • The business case for transnational corporate participation, profits, and policy making in education / Zahra Bhanji
  • New global philanthropy in education and philanthropic governance in education in a post-2015 world / Prachi Srivastava and Lianna Baur
  • Rational intentions and unintended consequences : on the interplay between international and national actors in education policy / Timm Fulge, Tonia Bieber, and Kerstin Martens
  • Policy and administration as culture : organizational sociology and global and cross-national educational trends / Patricia Bromley
  • Ethnography and the localization of global education policy / Amy Stambach
  • Global education policy and the postmodern challenge / Stephen Carney
  • Policy reponses to the rise of Asian higher education : a postcolonial analysis / Fazal Rizvi
  • Joined-up policy : network connectivity and global education governance / Carolina Junemann, Stephen J. Ball and Diego Santori
  • A vertical case study of global policy-making : early grade literacy in Zambia / Lesley Bartlett and Frances Vavrus
  • Global indicators and local problem recognition : an exploration into the statistical eradication of teacher shortage in the post-socialist region / Gita Steiner-Khamsi.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
vii, 508 pages ; 26 cm
  • Introduction : Reframing comparative education : the dialectic of the global and the local / Robert F. Arnove
  • Technocracy, uncertainty, and ethics : comparative education in an era of postmodernity and globalization / Anthony Welch
  • Institutionalizing international influence / Joel Samoff
  • The state, social movements, and educational reform / Raymond A. Morrow and Carlos Alberto Torres
  • Culture and education / Vandra Lea Masemann
  • The question of identity from a comparative education perspective / Christine Fox
  • Equality of education : six decades of comparative evidence seen from a new millennium / Joseph P. Farrell
  • Women's education in the twenty-first century / Nelly P. Stromquist
  • Control of education : issues and tensions in centralization and decentralization / Mark Bray
  • A theory of literacies for considering the role of adult and community education in postcolonial change / Anne Hickling-Hudson
  • The political economy of educational reform in Australia, England and Wales, and the United States / Jack Keating, Rosemary Preston, Penny Jane Burke, Richard Van Heertum, and Robert F. Arnove
  • Higher education in the era of globalization : toward a heteronomous model? / Daniel Schugurensky
  • Education in Latin America : from dependency and neoliberalism to alternative paths to development / Robert F. Arnove, Stephen Franz, and Carlos Alberto Torres
  • Education in the Asia-Pacific region : some enduring challenges / John N. Hawkins
  • Higher education in the Middle East / Shabana Mir
  • Education in Eastern and Central Europe : re-thinking post-socialism in the context of globalization / Iveta Silova and Ben Eklof
  • Education for all in Africa : not catching up, but setting the pace / Joel Samoff and Bidemi Carrol
  • The political construction of European education space / António Teodoro
  • Comparative education : the dialectics of globalization and its discontents / Carlos Alberto Torres.
Now in its fourth edition, Comparative Education: The Dialectic of the Global and the Local remains the same groundbreaking book when it first debuted its collection of outstanding scholars in examining the changing transnational landscape of education. With the addition of new coeditor Stephen Franz, the book provides new perspectives on the dynamic interplay of global, national, and local forces as they shape the functions and outcomes of education systems. The book calls for a rethinking of the nation-state as the basic unit for analyzing school-society relations and emphasizes the need to study social movements in relation to educational reforms. It also emphasizes the value of feminist, postcolonial, and culturally sensitive perspectives for inquiry into the potential of education systems to contribute to individual development and social change. This new edition incorporates recent developments in scholarship, especially in education policy and practice, the impact of the global economic crisis, and a new chapter on education in the European Union.
(source: Nielsen Book Data)9781442217768 20160610
Green Library, Education Library (Cubberley)
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xx, 187 pages ; 23 cm.
  • What do we know about income and growth in Africa?
  • Measuring African wealth and progress
  • Facts, assumptions and controversy : lessons from the datasets
  • Data for development : a guide to African development statistics
  • Conclusion : development by numbers.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xxi, 245 p. ; 23 cm.
dx.doi.org SpringerLink
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xix, 289 p. ; 25 cm.
  • Cover
  • World Bank Financing of Education
  • Contents
  • Tables
  • Preface to the first edition
  • The World Bank and education
  • Researching the World Bank
  • Preface to the second edition
  • Acknowledgments
  • Notes on text
  • Abbreviations
  • 1 The Bank at work
  • Bank purposes, structure, and style
  • Bank activities in retrospect
  • Conclusion
  • Notes
  • 2 Getting started in education 1960-3
  • Options for educational financing
  • Taking decisions on education
  • Conclusion
  • Notes
  • 3 Early project experience in education 1963-8
  • Establishing a project cycle in education
  • UNESCO-World Bank Co-operative Program
  • Initial project and policy issues
  • Conclusion
  • Notes
  • 4 Education in the McNamara years 1968-80
  • Policy, conceptual, and organizational changes
  • A poverty focus in education - fact or fiction?
  • Education project experience under McNamara
  • Conclusion
  • Notes
  • 5 From development to reform
  • Policy assessments in education
  • 1980 Education Sector Policy Paper
  • Adjusting to debt and recession
  • Conclusion
  • Notes
  • 6 The triumph of educational fundamentalism 1986-95
  • Alternative policies for financing education
  • The research-policy nexus
  • The basics of policy reform
  • Conclusion
  • Notes
  • 7 From Wolfensohn to Wolfowitz
  • Reclaiming legitimacy
  • Education in the Wolfensohn Bank
  • Conclusion
  • Notes
  • 8 World Bank priorities for educational financing
  • Understanding Bank constructions of policy
  • Bank stances on educational priorities
  • Conclusion
  • Bibliography
  • Index
Based on detailed analysis of thousands of confidential World Bank documents, this book outlines the evolution of World Bank lending policies in education, and assesses the policy impact of the Bank's educational projects. The author demonstrates that the World Bank lies at the centre of the major changes in global education of our time. Its financial power and influence have helped shape the economic and social policies of many governments, including policies that affect education. It has been an influential proponent of the rapid expansion of formal education systems around the world, and has financed much of that expansion. It has been instrumental in forging those policies that see education as a precursor to modernisation. It has served as a major purveyor of Western ideas about how education and the economy are, or should be, related. The author's exposition of how all of this has been achieved, and the implications of the achievement, is unique. It will be of enormous value to those studying, or working in, educational policy in developing countries, international organisations and financial institutions, and aid agencies.
(source: Nielsen Book Data)9780415404761 20160527
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
lxii, 251 p. ; 21 cm.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
iii, 94 p. : ill. ; 30 cm.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xiv, 298 p. : ill. ; 25 cm.
  • Policy origins and evolution-- the race for education policy after apartheid-- public policy and the transformation of education in South Africa-- inside Parliament: making laws and contesting policy in South African education-- the role of the ANC Education Study Group in the legislative and policy process-- reconstructing education - reflections on post-apartheid planning, systems and structure-- policy concepts, contests and criticism-- the role of the state in the governance of the education system-- policy values - problematising equity and redress in education-- the educational policy process in post-apartheid South Africa - an analysis of structures-- democratic participation, decentralisation and educational reform-- policy-making and implementation in higher education-- higher education policy development in contemporary South Africa-- making the NQF road by walking reflectively, accountably and boldly-- merging higher education institutions - the lessons of international experience for the reconfiguration of the South African higher education system-- globalisation, markets and the Third World university - preliminary notes on the role of the state in South African higher education-- policy capacity and implementation realities-- building capacity to deliver education in South Africa?-- changing patterns of educational management development in South African education-- implementation of outcomes-based approach to education in Australia and South Africa - a comparative study-- policy analysis capacity in South Africa-- explaining change and non-change in education after apartheid-- post-apartheid educational transformation - policy concerns and approaches-- explaining non-change in education reform after apartheid: political symbolism and the problem of policy implementation.
  • (source: Nielsen Book Data)9781919713335 20160528
Since 1994, there have been major attempts to change educational policy in order to meet the economic demands of South Africa and equalize education for all. Implementation of this policy is the big challenge. Through critical commentary and analysis, this book brings into focus the various policy documents that have been produced since the early 1990s. It looks at the history of education policy, why coherent policy is necessary, how it should be implemented and, most critical of all, it discusses the importance of education management and delivery.
(source: Nielsen Book Data)9781919713335 20160528
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xvii, 363 p. ; 24 cm.
  • Part I Conceptual issues: defining globalization and assessing its implications on knowledge and education-- from internationalism to globalization - the multilateral dilemma for education-- globalization and educational reform-- who are the radicals?-- globalization and school curriculum - locating a transnational imaginary-- globalization and the social construction of reality. Part II Globalization impacts in various educational sectors: interrogating globalization practices in universities-- exporting the community college prototype - defining post-secondary educational reform-- local/global labour markets and the restructuring of gender-- globalization, adult education and development-- national case studies of globalization impacts-- internationalization and restructuring for new times in the Commonwaelth Caribbean-- internationalization in Japanese education-- globalization and decentralization in Sub-Saharan Africa-- globalization and educational policies in Mexico, 1988-1994 - a meeting of the universal and particular-- South African higher education in transition - global discourses and national priorities-- the impacts of globalization on education in malaysia-- hanging onto the edge - an Australian case study of women, universities and globalization.
  • (source: Nielsen Book Data)9780847699193 20160528
The effects of globalization have long been dealt with in terms of economic and technological consequences, but what about the influence on education? Though still not a precise concept, what we understand as globalization is bringing forth numerous and profound changes in the economic, cultural, and political life of nations. With increased opportunities for interaction and learning, education around the world is rapidly becoming transformed. The essays contained in this comprehensive yet readable book, strive to provide a thorough examination of the impact these changes are having on how education is defined, whom it serves, and how it is assessed around the world.
(source: Nielsen Book Data)9780847699193 20160528
The effects of globalization have long been dealt with in terms of economic and technological consequences, but what about the influence on education? Though still not a precise concept, what we understand as "globalization" is bringing forth numerous and profound changes in the economic, cultural, and political life of nations. With increased opportunities for interaction and learning, education around the world is rapidly becoming transformed. The essays contained in this comprehensive book provide a thorough examination of the impact globalization is having on education around the world.
(source: Nielsen Book Data)9780847699186 20160528
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
327 p.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xxx, 340 p. ; 23 cm.
  • Preface, Introduction, Part I: Establishing Education Policies for Sub-Saharan Africa: A Critique 1. Whose Education for All? 2. Education Policies for Sub-Saharan Africa as Viewed by the World Bank 3. The Formulation of Educational Policies and the Coordination of Aid - Some Examples Part II: African Culture and the Content of Schooling 4. A Renewed Curriculum Dependency? 5. Education for All - In Whose Language? 6. Language of Instruction in Tanzania and Namibia Part III: A Life After Jomtien for the African Universities? 7. Globalisation for Learning - Whose Globe and What Learning? - The Role of the African Universities 8. Africanisation of the Universities of South Africa 9. Yes, Whose Education Is It?
  • (source: Nielsen Book Data)9780815334781 20160527
This book examines the new donor concept "education for all" which was coined at a World Bank initiated conference in 1990 in Jomtien, Thailand. The author uses her experience to examine what is going on in the education sector.
(source: Nielsen Book Data)9780815334781 20160527
Green Library, Education Library (Cubberley)
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xxi, 170 p. ; 23 cm.
  • Introduction - transitions and continuities - the question of analysis. Part 1 The informalization of politics: whither the state?-- the illusions of civil society-- recycled elites. Part 2 The re-traditionalization of society: of masks and men - the question of identity-- the use and abuse of the irrational - witchcraft and religion-- warlords bosses and thugs - the profits of violence. Part 3 The productivity of economic "failure": the moral economy of corruption-- the bounties of dependence-- what if Africa refused to develop?. Conclusion - a new paradigm - the political instrumentalization of disorder.
  • (source: Nielsen Book Data)9780852558140 20160528
Are there social, political and cultural factors in Africa which aspire to the continuation of patrimony and conspire against economic development? In association with the International African Institute North America: Indiana U Press.
(source: Nielsen Book Data)9780852558140 20160528
Are there social, political and cultural factors in Africa which aspire to the continuation of patrimony and conspire against economic development? This work addresses this and other questions in its examination of the political instrumentalization of disorder.
(source: Nielsen Book Data)9780852558195 20160528
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xiv, 303 p. ; 24 cm.
Why, despite decades of high levels of foreign aid, has development been so disappointing in most of Sub-Saharan Africa, leading to rising numbers of poor and fueling political instabilities? While not ignoring the culpability of Africans in these problems, Carol Lancaster finds that much of the responsibility is in the hands of the governments and international aid agencies that provide assistance to the region. This examination investigates the impact of bureaucratic politics, special interest groups, and public opinion in aid-giving countries and agencies. The author finds that aid agencies in Africa often misdiagnosed problems, had difficulty designing appropriate programs that addressed the local political environment, and failed to co-ordinate their efforts effectively. This analysis does not reject the potential usefulness of foreign aid but does offer recommendations for fundamental changes in how governments and multilateral aid agencies can operate more effectively.
(source: Nielsen Book Data)9780226468396 20160528
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
326 p. ; 24 cm.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xiv, 200 p. : maps ; 23 cm.
  • Part 1 Introduction. Part 2 The promise and deception of modern education in sub-Sahara Africa: colonial education - the civilizing mission, 1910-1960-- independence education - for the grandeur of the whole nation, 1960-1980-- austerity education - sauve qui peut, 1980-. Part 3 Social class, civil society, and political analysis in sub-Sahara Africa: elite theory and social class analysis-- political elites and ruling classes-- elite, classes, and civil society. Part 4 Schooling and social stratification in sub-Sahara Africa: social class analysis, civil society, and schools-- private schooling - class formation for emerging civil societies-- new political realities - passive social differentiation. Part 5 Cameroon - parents' organizations, private schools, and the development of educational privilege: schooling in Yaounde - growth, privilege, and fiscal crisis-- schools in Yaounde II - the geography of educational privilege-- signs of the times - parents' associations and private schools-- emergence of a class-based civil society. Part 6 Returning to class - the Congo and the social costs of a collapsed educational system: a "vision" of national education, 1954-1970-- egalitarian rhetoric in an exploitative state, 1970-1980-- attempting to salvage the national school system, 1980-1985-- private education - social flight or development? 1985-. Part 7 Enhancing the status quo - Kenya and the consolidation of educational privilege: Nairobi and the establishment of formal schooling-- shifting the burden - fiscal austerity and new patterns of social stratification in the 1980s-- Nairobi in the 1990s - street kids, European academies, and the reinforcement of privilege-- the politics of passive social stratification. Part 8 Schooling for a new century - diversity for all, opportunity for the few: differentiating urban educational experiences-- schools, class formation, and civil society in Africa-- the prospects for formal schooling in Africa.
  • (source: Nielsen Book Data)9781840149333 20160527
This text compares field research from the capital cities of three African states to analyze how the decline of state-funded education and the appearance of private education is altering the composition of civil society. Specifically, urban elites have created an entire network of schools for their own use - under conditions of rapidly shrinking educational opportunity for the general population. Based on its analysis of field research in Cameroon, Kenya and Congo the book reaches the conclusion that schooling has increasingly become a force shaping the class-based civil societies emerging in contemporary Africa. It offers a theoretical perspective on civil society and class formation and synthesizes these in an approach which adapts its theoretical framework to account for changes in African states and societies.
(source: Nielsen Book Data)9781840149333 20160527
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xiv, 80 p. : ill., col. maps ; 28 cm.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xiv, 176 p. : ill. ; 23 cm.
For decades now, many African countries have implemented the structural adjustment programs of the Bretton Woods Institutions. The results, however, have been less than sterling. Extreme poverty and underdevelopment continue to plague what is becoming the world's "forgotten continent, " and it is now generally agreed that a new approach is urgently required. Our Continent, Our Future presents the emerging African perspective on this complex issue. The authors use as background their own extensive experience and a collection of 30 individual studies, 25 of which were from African economists, to summarize this African perspective and articulate a path for the future. They underscore the need to be sensitive to each country's unique history and current condition. They argue for a broader policy agenda and for a much more active role for the state within what is largely a market economy. Our Continent, Our Future is the very first publication to present the African perspective on the Bretton Woods approach to structural adjustment, and it does so with the input and support of top economists and scholars from every corner of Africa. This important book should be read by students, professors, academics, and researchers in development, economics, and African studies; professionals in donor organizations around the world; policymakers in both the governmental and nongovernmental sectors; and all citizens concerned with the future of Africa and issues of sustainable and equitable development.
(source: Nielsen Book Data)9780865437043 20160527
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
ix, 123 p. : 23 cm.
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01
Book
xii, 148 p. : ill. ; 24 cm.
While there has been more progress with poverty reduction since the 1950s than in any comparable period of human history, poverty remains a severe global problem. This book determines that the effectiveness of aid is not the amount received but rather the institutional and policy environment into which it is accepted. It examines how development assistance can be more effective at reducing global poverty and gives five main recommendations for making aid more effective: targeting financial aid to poor countries with good policies and strong economic management; providing policy-based aid to demonstrated reformers; using simpler instruments to transfer resources to countries with sound management; focusing projects on creating and transmitting knowledge and capacity; and rethinking the internal incentives of aid agencies.
(source: Nielsen Book Data)9780195211238 20160528
Green Library
AFRICAAM-111-01, AFRICAST-112-01, AFRICAST-212-01