Bray / Lillis Community Financing of Education

Issues & Policy Implications in Less Developed Countries
1. Auflage 2016
ISBN: 978-1-4832-9766-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 5, 250 Seiten, Web PDF

Reihe: Comparative and International Education Series

This volume discusses the issues relating to community support for education, a topic which has come increasingly to the fore in recent years, especially in the Third World. The book is divided into four main areas: Firstly, an initial explanation of the conceptual framework of the book is given. Secondly, the issues surrounding community financing of education are explored, including community bodies engaged in fund-raising, generating resources, school fees, geographic and social inequalities and central guidance and control. The third section discusses case studies from seven countries, and finally the policy implications of this study are assessed.

Autoren/Hrsg.

Bray, M.

Lillis, K.

Inhaltsverzeichnis

1;Front Cover;1
2;Community Financing of Education: Issues and Policy Implications in Less Developed Countries;4
3;Copyright Page;5
4;Table of Contents;10
5;Introduction to the Series;6
6;Foreword;8
7;List of Tables;12
8;Acronyms;15
9;Currencies;16
10;Acknowledgements;17
11;Introduction;18
11.1;1. The Conceptual Framework;19
11.2;2. The Extent of Community Financing;23
11.3;3. The Dangers of Unrealistic Expectations;24
12;PART I: Issues;28
12.1;CHAPTER 1. Community Bodies Engaged in Fund-Raising;30
12.1.1;1. Local Government Bodies;30
12.1.2;2. Village Development Associations;31
12.1.3;3. Religious Bodies;31
12.1.4;4. Political Bodies;33
12.1.5;5. Age Groups and Traditional Workparties;33
12.1.6;6. Racial and Ethnic Bodies;34
12.1.7;7. Business Organisations;34
12.1.8;8. Alumni Organisations;35
12.1.9;9. Parent-Teacher Associations;35
12.1.10;10. Boards of Governors;36
12.1.11;11. Pupils;36
12.1.12;12. Individuals;36
12.1.13;Summary;37
12.2;CHAPTER 2. Initiating and Directing Projects;40
12.2.1;1. Initiation, Organisation and Implementation of Projects;40
12.2.2;2. Institutional Management and Boards of Governors;48
12.2.3;Summary;54
12.3;CHAPTER 3. Generating Resources;56
12.3.1;1. Resources from within the Community;56
12.3.2;2. Resources from Outside the Community;66
12.3.3;3. School Economic Activities;70
12.3.4;Summary;71
12.4;CHAPTER 4. School Fees—Philosophical and Operational Issues;72
12.4.1;1. Philosophical Issues;73
12.4.2;2. Operational Issues;79
12.4.3;Summary;82
12.5;CHAPTER 5.
Construction and Maintenance;84
12.5.1;1. Appropriate Government Policies;84
12.5.2;2. Community Perspectives;89
12.5.3;Summary;91
12.6;CHAPTER 6. Issues of Quality;92
12.6.1;1. Quality of Intakes;92
12.6.2;2. Quality of Facilities;93
12.6.3;3. Qualifications of Teachers;94
12.6.4;4. The Nature of Curricula;96
12.6.5;5. Quality of Attainment;98
12.6.6;Summary;101
12.7;CHAPTER 7. Geographic and Social Inequalities;102
12.7.1;1. Regional Inequalities;102
12.7.2;2. Rural/Urban Inequalities;106
12.7.3;3. Socio-economic Inequalities;107
12.7.4;4. Sexual Inequalities;108
12.7.5;Summary;109
12.8;CHAPTER 8. Central Guidance and Control;112
12.8.1;1. Direct Controls on Schools;112
12.8.2;2. Indirect Influences;115
12.8.3;3. Constraints on the Operation of Controls;117
12.8.4;Summary;119
13;PART II: Case Studies;120
13.1;CHAPTER 9. Community Financing of Schools in Eastern Nigeria;122
13.1.1;1. Social and Political Organisation;122
13.1.2;2. Changes in the Patterns of Financing;124
13.1.3;3. The Procedure for Launching and Maintaining a School;127
13.1.4;Conclusions;132
13.2;CHAPTER 10. Community Financing of Education in Kenya;134
13.2.1;1. Categories of Schools;135
13.2.2;2. The Size of the System;136
13.2.3;3. The Notion of Harambee;137
13.2.4;4. Other Sources of Support;138
13.2.5;5. Community Financing of Primary Schools;139
13.2.6;6. Harambee Secondary Schools;140
13.2.7;7. Issues of Quality;142
13.2.8;Conclusions;145
13.3;CHAPTER 11. Education and Community Self-Help in Zambia;148
13.3.1;1. Types of Community and Types of Support;149
13.3.2;2. Regional Differences;152
13.3.3;Conclusions;154
13.4;CHAPTER 12. Community Financing of Schools in Botswana;156
13.4.1;1. Background;157
13.4.2;2. History;158
13.4.3;3. The Growth of Secondary Education Since Independence;162
13.4.4;4. New Policies;164
13.4.5;5. Problems;167
13.4.6;Conclusion;169
13.5;CHAPTER 13. Community Management and Financing of Schools in Papua New Guinea;172
13.5.1;1. Papua New Guinea and its Education System;173
13.5.2;2. Boards of Management;174
13.5.3;3. Parents' and CitizensAssociations;180
13.5.4;Conclusions;184
13.6;CHAPTER 14. Cultural Values and Community Financing of Education in Burma;188
13.6.1;1. Historical Perspectives;189
13.6.2;2. The Growth of PTAs;190
13.6.3;3. The Activities of Community Bodies;191
13.6.4;3. The Primary School Improvement Programme;192
13.6.5;Conclusions;196
13.7;CHAPTER 15. State Control and Local Financing of School in China;198
13.7.1;1. The Yan'an Years: Schools in the Wilderness;199
13.7.2;2. The People's Republic: Two Tracks, Two Legs, and Shifting Control;201
13.7.3;3. Post-Leap Schools: The Return to Two Tracks;204
13.7.4;4. The Cultural Revolution: One Track, Committee Control;205
13.7.5;5. The Post-Mao Era: Two Tracks, Uneven Legs, Central Control;206
13.7.6;Conclusion;210
13.8;CHAPTER 16.
Community Participation in the Financing of Education in Guyana;214
13.8.1;1. Nature of the Community;214
13.8.2;2. Types of Community Contribution;215
13.8.3;3. Central Support and Control;216
13.8.4;Conclusions;217
14;PART III: Policy Implications;218
14.1;CHAPTER 17. Policy Implications and Conclusions;220
14.1.1;1. Implications for Governments;220
14.1.2;2. Implications for Non-Government Organisations;231
14.1.3;Conclusions;234
15;Bibliography;236
16;Index;246
17;Notes on the Authors;250