Policy-making for education reform in developing countries : contexts and processes
著者
書誌事項
Policy-making for education reform in developing countries : contexts and processes
ScarecrowEducation, 2005-
- v.1 : pbk
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注記
Includes bibliographical references (p. 259-265) and index
内容説明・目次
内容説明
Here is the first book in a two-volume series by James H. Williams and William K. Cummings designed to help those working, or preparing to work, as education change agents in developing countries. Each volume describes an approach to education reform that is: Political and empirical, A series of choices rather than a single best approach, Implementation-centered, and Evaluation-focused. This book will help change agents acquire a deeper, more comprehensive understanding of the policy process and how it can be influenced. Volume I outlines the contexts and processes of reform which is best understood in the multiple contexts of history and system foundation, reform strategy, micro-organization, socio-politics, and implementation while avoiding purely technical, political, top-down, or bottom-up strategies. It argues that the best approach to reform is one negotiated by participants in light of the needs and interests of decision-making, implementing, and institutionalizing contexts. The reform process is presented as a series of choices at each stage: Assessment, Goal-setting, Policy decision, Implementation Evaluation, and Institutionalization. Deep change is more likely when participants are engaged in the change process at each stage. This book will be of interest to all education officials.
目次
Part 1 List of Tables and Figures Part 2 Preface Part 3 Introduction: Orienting Concepts Part 4 Part 1: The Contexts of Reform Chapter 5 1 How Education Systems Form and Reform Chapter 6 2 Recent Phases of Education Reform Chapter 7 3 Thinking about Contexts and Processes of Change Chapter 8 4 A Report Card on Education Reform Part 9 Part 2: Tools and Processes Chapter 10 5 Assessing the State of the System Chapter 11 6 Thinking about Education Goals Chapter 12 7 Evaluating and Selecting Reform Options and Developing the Plan Chapter 13 8 Planning Implementation and Monitoring Chapter 14 9 Evaluation and the Institutionalization of Reform Part 15 Conclusion Part 16 References Part 17 Index Part 18 About the Authors
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