Education, growth, aid and development: towards education for all
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2008
TITLE EDITOR(S): L.Chisholm, G.Bloch, B.Fleisch
KEYWORDS: DEVELOPMENT, DONOR COUNTRIES, EDUCATION, EDUCATIONAL REFORM, POST APARTHEID SOUTH AFRICA, SKILLS DEVELOPMENT
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 5358
HANDLE: 20.500.11910/5328
URI: http://hdl.handle.net/20.500.11910/5328
PUBLICATION YEAR: 2008
TITLE EDITOR(S): L.Chisholm, G.Bloch, B.Fleisch
KEYWORDS: DEVELOPMENT, DONOR COUNTRIES, EDUCATION, EDUCATIONAL REFORM, POST APARTHEID SOUTH AFRICA, SKILLS DEVELOPMENT
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 5358
HANDLE: 20.500.11910/5328
URI: http://hdl.handle.net/20.500.11910/5328
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This book brings together leading authors in the field of education and development, who draw on decades of research and personal experience to assess what we have learnt from research over three decades on school effects, the utility and sustainability of target-setting in education, and the role of global and local forces in shaping change in African education. The chapters expose to critical scrutiny the targets and benchmarks associated with the Education for All (EFA) initiatives and the Millennium Development Goals (MDGs). The book's contributing authors raise questions about the false expectations of target-setters, the failures of international development aid processes to assist the achievement of the MDGs, the denial of local context and history in the target-setting processes, the arbitrary selection of targets, the choice of definitions that enable manipulation of data to show they have been achieved, and the inability of individual countries to sustain reforms initiated with development aid without aid. Here is a rich set of reflections on development thought and practice at the start of the twentieth century, representing the cumulative wisdom and judgement of scholars who have made an indelible mark on educational thought. They present a formidable set of conceptual, practical and political challenges for consideration by the development world in its target-setting processes, especially in the field of education.-
Related Research Outputs:
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- Globalization and the social construction of reality: affirming or unmasking the "inevitable"?
- The developmental state, two economies, and the implications for skills development in the public sector: conceptual issues
- Education in South Africa: some points for policy coherence
- Exploring equity and quality education in South Africa using multilevel models
- Apartheid education legacies and new directions in post-apartheid South Africa
- White privilege: contextualising and teaching Peggy McIntosh's work in post-apartheid South Africa
- Beyond benchmarks: what twenty years of TIMSS data tell us about South African education
- Teaching the 'native': behind the architecture of an unequal education system
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- Development funding in South Africa 1998-1999
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