Capacity Building And Training Of School Management Committees

This book examines the factors affecting the successful implementation of Education Sector Plans in developing countries. It provides a detailed comparison that draws on data from 27 countries to offer careful research conclusions and policy recommendations. Offering a detailed comparison of the schooling situation (e.g. availability of potable water and toilets, provision for the disabled) as well as educational outcomes (both test scores and percentages out-of-school) from the 27 countries using empirical evidence, the book examines the resources that have been invested in different education sectors, investigating the development and success of each plan. The volume uses correlation analysis to compare factors including the availability of government funding, national characteristics, ministerial decisions, influences of country and donor stakeholders, as well as district- and school-level issues. Thorough comparative analysis of the data is then demonstrated, with two measures of achievements to identify which factors can be considered as the most important in order to reach realistic policy and research conclusions. Timely and engaging, this book will be of great interest to researchers, scholars, and postgraduate students in the field of education and international development, comparative education, and international education more broadly.

This book presents selected papers by the keynote speakers and other presenters from various disciplines and includes their opinions and evaluations. The Fourth Global Summit of Research Institutes for Disaster Risk Reduction (4th GSRIDRR, 2019): Increasing the Effectiveness and Relevance of our Institutes, sponsored by the Global Alliance of Disaster Research Institutes (GADRI) and Kyoto University, was hosted by and held at the Disaster Prevention Research Institute (DPRI), Kyoto University, Uji Campus, Kyoto, Japan, 13–15 March 2019.. The Global Summit series provided a platform for researchers, practitioners, policy makers, and other stakeholders in both government and non-governmental institutes involved in disaster risk reduction and resilience to come together to discuss, share, and exchange ideas. It focuses specifically on contributing input to the contextualization and revision of the goals of the 2016 Science and Technology Roadmap to implementation of the Priority Areas of the Sendai Framework for Disaster Risk Reduction Agenda 2015–2030, with input for GADRI to move forward in its contributions to the worldwide science community. The conference comprised an impressive array of global stakeholders whose expertise and experience encompassed the management of knowledge and its application for governments and industries, with shared outcomes to bridge science and decision making. It enhanced a process to confront new scientific challenges in disaster risk reduction and disaster risk management. The conference accomplished the following major goals, among others: (1) engagement in dialogue on issues related to disaster prevention and contributions to the Science and Technology Roadmap adopted to support the implementation of the Sendai Framework Agenda 2015–2030; (2) evaluation of current efforts on global and national involvement in the field of disaster prevention research in relation to the implementation of the Priority Areas of the Sendai Framework for Disaster Risk Reduction 2015–2030; (3) assessment of the status of current research knowledge and efforts, and research results at the institutional level in each country.

This book presents a story of school improvement activity in East Africa from 1985 to 2000, which focused on sustained teacher development. The core of the book consists of six evaluations of school-and district-wide school improvement projects (SIPs) supported by the Aga Khan Foundation in Tanzania, Kenya, and Uganda. The case studies present an evolving body of knowledge about the successes and challenges of a comprehensive approach to school improvement grounded in a common set of strategic principles. The strategic principles embody the belief that the chances for quality improvement in teaching and learning are greater when change efforts *are school-based, *involve whole schools as the unit of change, *emphasize the ongoing professional development of teachers, *attend to school management and organizational conditions affecting the capacity of teachers to implement change, * prepare for the institutionalization of organizational structures and processes that enable continuous school development, and *evolve through partnerships among relevant education stakeholders. The book concludes with commentaries by international experts in school improvement and teacher development on the SIP project designs, implementation and outcomes, and on lessons that can be drawn from the projects and their evaluations for school improvement policy, practice and theory in developing and developed countries around the world.

Early childhood development research offers solutions to several of the world's social and economic problems - solutions that can break the cycle of intergenerational poverty, improve the health, education, and wellbeing of the global population, and yield high rates of return on investment in the formative years of life. And yet over one-third of children worldwide under five years of age still fail to achieve their full developmental potential due to malnutrition, poverty, disease, neglect, and lack of learning opportunities. Handbook of Early Childhood Development Research and Its Impact on Global Policy calls for placing early childhood development at the top of the global policy agenda, enabling children to achieve their full developmental potential and to contribute to equitable economic and social progress worldwide. The volume presents evidence-based programs and policies for advancing the positive development of young children across the globe, focusing on developing countries. An international ensemble of scholars, policymakers, and practitioners present evidence from multiple disciplinary, sectorial, and analytical perspectives, emphasizing the importance of scientific findings in promoting child development and addressing programmatic challenges to quality, sustainability, measurement, finance, and capacity. Sponsored by the Society for Research in Child Development (SRCD), the premier international association of developmental scientists, and the United Nations Children's Fund (UNICEF), a leading organization for promoting children's wellbeing worldwide, this Handbook will be invaluable to policy advocates, program managers of national governments, international NGOs, and development agencies, as well as to scholars and students in the areas of child development and global policy.

Participatory Development (PDev) has been embraced by Third World governments and international organizations such as the World Bank as a means to reduce poverty and empower disadvantaged communities. The emphasis on creating partnerships and using participatory and people-centred approaches has obvious political appeal, yet there is evidence that in practice interventions designed to increase PDev and reduce poverty have yet to have the desired empowerment, transformation and sustainability effect. Using an in-depth study of the Basic Education Improvement Project (BEIP) implemented by the Government of Kenya, the authors of this book critically assess the fit between policy, practice and theory of PDev to shed light on theoretical debates that are on-going in development.

'Honorable Mention' 2016 PROSE Award - Education Practice Education is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.

This book is about the harnessing of social capital, formalized as village or community organizations, to guide and facilitate collective action for attaining poverty alleviation in particular and enhancing community well-being in general.