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1.
《Africa Education Review》2013,10(3):485-500
Abstract

The paper analyses the interface between Nigeria's anticipated failure in the Education for All (EFA) 2015 targets and her policy implementation strategies in relation to children literacy. The principal purpose is to locate evidences that may explain the expected failure. The paper relies largely on secondary data and existing literature to examine key literacy intervention strategies in Nigeria under the Universal Basic Education (UBE) and Nomadic Education policies. The analysis focused on the linkage between the book industries, education funding and literacy policy implementation strategies, where evidence of large scale disagreement was found in support of the thesis of this paper that Nigeria's anticipated failure in the 2015 EFA targets is largely consequent upon poor policy implementation strategy arising from 1) disconnection between her book industry and literacy policy implementation and 2) unsettled socio-demographic influences. Some measures are recommended to reinvigorate Nigeria in the global drive towards EFA beyond 2015.  相似文献   

2.
Recently in Sex Education authors have raised concern with regards to Comprehensive Sexuality Education (CSE) in resource-poor countries as part of Western European development aid policy. It has been argued that the agency-focused and rights-based nature of ‘northern’ sexuality education puts too much responsibility on young people’s shoulders and disregards their insecurity and shame, as well as local culture more generally. By promoting a rights-based approach to CSE in countries in the South, European development organisations would risk being insensitive to local collective concerns, networks, sensitivities and affects, not least those based in religion. In addition to concerns related to CSE content, concern has been expressed about the unequal relationships between stakeholders from the global north versus the global south in the shaping of youth sexuality education. The issues raised are important and call for further elaboration and discussion, which is what we intend to initiate here. The viewpoints we present relate, among others, to the balance between structure and agency focused perspectives in CSE; the multiplicity of needs with regard to sexual agency; the precariousness of international partnerships; ongoing national and international controversies over sexual rights; and the absolute necessity for multicomponent approaches and careful community building as part of CSE implementation and scale-up.  相似文献   

3.
《Africa Education Review》2013,10(3):453-482
Abstract

Drawing from documents, observation, interview and questionnaire, we highlighted the role of issues of human security and its impact on the educational development of the Niger Delta region as well as means of enhancing human security in Nigeria. This article is a conceptual and methodological breakthrough in Nigeria's academic land- scape where qualitative and quantitative experiences highlight issues that are pertinent to the educational development in The Niger Delta. Diverse statistical analyses were conducted using the Statistical Package of the Social Sciences version 18 to assess the study 's hypotheses. It was predicted that the region would be advanced educationally and on all other development indices if human security issues are resolved. This paper contends that the Niger Delta region has the potential to address the challenges currently faced by Nigeria including social disruption, poverty, hunger, disease, conflict, marginalisation, and the achievement of the movement for Education For All by 2015. This paper is of the opinion that the successful integration of the Niger Delta region into federal planning, structures and funding will enhance development, livelihoods, and human security not only for the region but also for Nigeria's educational development.  相似文献   

4.
Young people between the ages of 10 and 19 make up 23% of Pakistan's population. In Pakistan, young people face many challenges in terms of sexual and reproductive health (SRH) issues. These include early marriage and pregnancy, low use of contraception, use of unsafe abortion, lack of relevant information and poor knowledge about bodily development including puberty and menstruation, sexuality, reproduction and HIV. This paper examines the scale-up of a rights-based, life skills-based education programme during the period from 2004 until 2013, which included comprehensive education about SRH issues. The programme was introduced by Rutgers WPF Pakistan in a total of 1188 schools. Introduction and scale-up were made possible by a combination of attributes among the organisations leading the development of the programme and the users. The main challenge, which related to the conservative operating environment in which the programme was first introduced, was addressed through a multiplicity of media and advocacy activities in the community, among parents, and by involving teachers, school administrators, district education departments and Muslim scholars in the development and review of the curriculum. The scale-up of a comprehensive sexuality education programme that targets young people in a conservative Muslim country is possible when there is careful curriculum design and materials and approaches are developed in close collaboration with key stakeholders.  相似文献   

5.
This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi’s knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context of teachers’ professional development; the kind of technological barriers to be overcome in order to implement such a model; and what the application scenarios of an LKB model are. Four groups of stakeholders, altogether 10 persons, were interviewed for the study. Data were analysed using a qualitative framework analysis method. The main findings of the study exposed the following difficulties in applying an LKB model for extended organisations for teacher development: teachers’ sense of identity, technical issues and organisational barriers. Several scenarios were proposed for the use of technology to facilitate the LKB model in the teacher development context using the e-portfolio and social learning resources repository.  相似文献   

6.
The successful implementation of comprehensive sexuality education (CSE) programmes in schools depends on the development and implementation of strong policy in support of CSE. This paper offers a comparative analysis of the policy environment governing school-based CSE in four low- and middle-income countries at different stages of programme implementation: Ghana, Peru, Kenya and Guatemala. Based on an analysis of current policy and legal frameworks, key informant interviews and recent regional reviews, the analysis focuses on seven policy-related levers that contribute to successful school-based sexuality education programmes. The levers cover policy development trends; current policy and legal frameworks for sexuality education; international commitments affecting CSE policies; the various actors involved in shaping CSE; and the partnerships and coalitions of actors that influence CSE policy. Our analysis shows that all four countries benefit from a policy environment that, if properly leveraged, could lead to a stronger implementation of CSE in schools. However, each faces several key challenges that must be addressed to ensure the health and wellbeing of their young people. Latin American and African countries show notable differences in the development and evolution of their CSE policy environments, providing valuable insights for programme development and implementation.  相似文献   

7.
A telephone survey was administered to residents of a historically conservative southern state to assess resident's level of support for comprehensive sexuality education (CSE) in schools and support for the availability of condoms and contraception to reduce unintended pregnancies and sexually transmitted infections. Data were obtained from 841 residents and findings revealed that the majority of residents: (a) support CSE, (b) support access to birth control, and (c) support the availability of condoms. Data were analyzed to determine characteristics of those in support of these prevention strategies so that data could inform key stakeholders, policy makers and health promotion strategies.  相似文献   

8.
Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education.  相似文献   

9.
Comprehensive sexuality education (CSE) is recognised as an effective method of sexual health education, with the school identified as a fitting site of implementation. Its holistic and participatory nature endeavours to develop the knowledge, attitudes and life-skills of students to help them secure their sexual and reproductive health and rights (SRHR). This qualitative study aimed to better understand aspects of CSE implementation in one context. Specifically, it focuses on the effects of the cultural setting, considering how gender and sexuality norms influence teacher and student implementation strategies. The research was carried out in one secondary school in Ethiopia, which delivered a Dutch-developed programme throughout 2013. Over 50 in-depth interviews were conducted with teachers and students, influential community members and experts in SRHR. Data were also gathered through focus group discussions and classroom observations. Results show that CSE teachers and students, both male and female, were able to discuss issues of sexuality. However, the cultural context was seen to affect interpretation of programme information, influencing the nature of this discussion. For an impactful implementation, it is recommended that sexuality education aims to engage with and involve the wider community, to reduce contradictory messages and increase programme support. Furthermore, teachers should undergo extensive and comprehensive pre-programme training that addresses their attitudes and values, not just their knowledge.  相似文献   

10.
As governments, donors and implementation organisations re-focus Education for All Goals in terms of quality of education, increasing concerns have been raised over low literacy levels in developing countries. This paper provides key learning from the application of an early reading intervention applied in post-conflict Liberia, which included a robust assessment tool (Early Grade Reading Assessment) to measure the impact of the programme on students’ reading levels. A rationale for the design and methodology applied by the two implementing organisations (Research Triangle Institute (RTI) and Concern Worldwide) is provided, situated within the Liberian education context. The paper demonstrates the positive impact on programme quality, contextual relevancy and scale-up that a diagnostic baseline assessment has when linked to a tailored literacy intervention. Lessons learnt are presented to guide the identification of best practice in early literacy interventions at national-level and internationally.  相似文献   

11.
The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes.  相似文献   

12.
The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.  相似文献   

13.
This paper describes a preschool inclusion initiative in Singapore, which currently has no mandate for integrating children with special needs in mainstream schools. This very small-scale qualitative study involving children with mild learning disabilities discusses a therapy outreach programme by a local children's hospital. It explores the supports and challenges of this experience based on interviews with therapists, teachers, principals, and parents. Facilitators of inclusion included communication, collaboration, availability of training and resources, and a readiness for inclusion. Barriers to inclusion included person-related hindrances, structural obstacles, gaps in programme delivery, and limited specialized training and resources. We learned that in the absence of mandatory provisions for inclusion, children with special needs can be supported in regular education when there is “buy in” for early inclusion and intervention amongst key stakeholders. Practical strategies toward this end are discussed.  相似文献   

14.
In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes.  相似文献   

15.
Today, more than half of the world population is under the age of 25 years and one in four is under age 18. The urgency of expanding access to Comprehensive Sexuality Education (CSE) notably for children and young people in Africa and Asia is greater than ever before. However, many challenges to the implementation and delivery of CSE in resource poor settings have been identified in the literature. CSE’s effectiveness could be strongly improved if these challenges were better met. This paper aims to contribute to those much-needed improvements by sharing lessons learned from a decade of implementation of one particular CSE programme, The World Starts With Me, among various populations in 11 low income countries in Africa and Asia. The aims, content, reach and effectiveness of the programme are described. Next, the challenges for implementation and delivery at student, teacher, school and context level are discussed with reference to the wider knowledge base in this area. Finally, suggestions are provided for ways forward including the increased sensitivity of programmes for normative and practical barriers to sexual health, further advancement towards gender transformativity, a far-reaching expansion of comprehensive forms of teacher training and coaching, and a serious stepping-up of multilevel ‘whole school’ approaches.  相似文献   

16.

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.  相似文献   

17.
This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).  相似文献   

18.
ABSTRACT

Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re)formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.  相似文献   

19.
武钢继续工程教育经过了二十多年的实践,形成了独特的专题研修模式,对推动企业的生产经营和技术进步起到了积极的作用。随着我国市场经济体制的完善和企业全球化竞争的加剧,武钢在创建学习型企业和构建企业终身教育体系的进程中,结合企业人才发展战略和企业工程技术人员的研修需求,又推出了按需施教、量身定做的定单式研修模式。专题研修是围绕企业技术进步中的难题开展研讨从而解决难题的一种教育模式。而定单式研修不仅是解决技术进步过程中的难“事”,且更加注重了企业中“人”的能力的开发和工程技术人员职业生涯的设计。研修定单是根据企业生产经营和技术进步的需求、工程技术人员的个性化需要和前沿科学技术的发展趋势,通过专家学者和企业课题研究员的论证而确立的。研修定单不仅要引导企业继续工程教育的走势,还要引导和刺激工程技术人员继续工程教育的消费。定单式研修给武钢继续工程教育注入了新的活力,为提升武钢的核心竞争力作出了新的贡献。  相似文献   

20.
This paper examines the availability and adequacy of schools’ infrastructural facilities for implementation of the Universal Basic Education program in Nigeria. Adopting the ex post facto design, the researchers used existing school data on physical facilities, including a survey of key stakeholders in the education sector. Data analysed revealed inadequacy of physical facilities for effective implementation of the UBE program. It was accordingly recommended that government at the national, state and local levels show better commitment to the implementation of the Universal Basic Education program.  相似文献   

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