Participation and entitlement in educational development : accounts of participatory practitioner research in Botswana
著者
書誌事項
Participation and entitlement in educational development : accounts of participatory practitioner research in Botswana
(Voices in development management)
Ashgate, c2003
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references
内容説明・目次
内容説明
The Botswana Inservice and Preservice Project (BIPP), funded by the UK's Department for International Development and launched in 1996, was designed to enhance the quality of education in Botswana. It was a multi-faceted project encompassing initial teacher training, differentiated and mixed ability teaching and the development of a national learning resource centre. Key features included teamwork, local ownership and the fostering of a spirit of collaboration. During the project several themes kept recurring: entitlement, inclusion, partnership, ownership, participation and empowerment. This volume presents the outcomes of a variety of practitioner research projects illustrating the importance of these themes. These studies show genuine, professional engagement with real change in response to identified development needs in schools, regional clusters and colleges of education. They also communicate that to be effective, planned educational change must take account of the uniqueness of each context in terms of its people culture, economic and political policy.
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