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.
Recenzijos
'Professor Car-Hill takes reader on a journey, unravelling often overlooked but crucial details through his own expeditions in implementing Education Sector plans in developing countries. [ ] One of the book's strengths lies in its emphasis on the significance of contextual understanding. Professor Car-Hill highlights the importance of monitoring and assessment tools used by bilateral agencies, suggesting that they must draw upon the specific environmental factors and conditions both inside and outside the realm of schooling. This holistic perspective contributes to a more comprehensive and accurate assessment of educational initiatives.'
Tshepo Tseleng, University College London Masters Graduate (Education Planning, Economics, and International Development), UK. 'Professor Car-Hill takes reader on a journey, unravelling often overlooked but crucial details through his own expeditions in implementing Education Sector plans in developing countries. [ ] One of the book's strengths lies in its emphasis on the significance of contextual understanding. Professor Car-Hill highlights the importance of monitoring and assessment tools used by bilateral agencies, suggesting that they must draw upon the specific environmental factors and conditions both inside and outside the realm of schooling. This holistic perspective contributes to a more comprehensive and accurate assessment of educational initiatives.'
Tshepo Tseleng, University College London Masters Graduate (Education Planning, Economics, and International Development), UK.
1. INTRODUCTION
2. CURRENT LITERATURE AND THE APPROACH TO ANALYSIS
3.
NATIONAL CONTEXT AND CHARACTERISTICS AND MINISTERIAL-LEVEL DECISIONS
4.
INTERNATIONAL AND DOMESTIC FUNDING AND ARGUMENTS ABOUT AID
5. HOW SCHOOLING
DEVELOPED DURING THE CLE REVIEW PERIODS: A COLLECTIVE EDUCATION SECTOR
ANALYSIS
6. THE PLAN, RISKS, AND CAPACITY BUILDING
7. MAKING SCHOOL A
PLEASANTER PLACE TO BE
8. MANAGEMENT, MONITORING, AND REPORTING
9. WHAT
DETERMINES THE ACHIEVEMENTS OF THE EDUCATIONAL SECTOR PLANS
10. SUMMARY OF
FINDINGS, POLICY, AND RESEARCH IMPLICATIONS
Roy Carr-Hill was a consultant, not only in education but also in corruption, health, justice, research training, and resource allocation with experience of working on development projects in a very wide range of international settings.
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