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Geo-Jaja Macleans A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):307-323
Arguing that the politicisation of decentralisation appreciably reduces educational quality and efficient resource allocation and negatively affects matters of equity in and delivery of education, the present study provides a critique of decentralisation and privatisation in education in Africa with special reference to Nigeria. On the basis of the experiences of other nations, the author suggests that both decentralisation and privatisation in education – especially the introduction of user fees – have created a new dimension of educational inequality in Nigeria as well. In this case, it can be seen that indicators of efficiency declined significantly in line with negative trends in national-government appropriations to sub-national governments and the education sector. The author concludes that no linkage can be asserted to exist between decentralisation and educational improvement. 相似文献
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Geo-Jaja MacLeans A. Mangum Garth 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):293-318
On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development. 相似文献
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MacLeans A. Geo-Jaja Garth Mangum 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,31(2):293-318
On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development. 相似文献
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