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This book argues that despite the hype within many policy circles,
there is actually very little evidence to support the presumed
benefits of Public Private Partnerships (PPPs) in reducing poverty
and addressing inequalities in the provision of and access to
public services. Taking a cross-sectoral comparative approach, this
book investigates how PPPs have played out in practice, and what
the implications have been for inequalities. Drawing on a range of
empirical case studies in education, healthcare, housing and water,
the book picks apart the roles of PPPs as financing mechanisms in
several international and national contexts and considers the
similarities and differences between sectors. The global COVID-19
pandemic has raised significant questions about the future of
social provision and through its analysis of the emergence and
expansion of the role of PPPs, the book also makes a vital
contribution to current discussion over this rapidly changing
landscape. Overall, this wide-ranging guide to understanding and
evaluating the role of PPPs in the Global South will be useful to
researchers within development, international relations, economics,
and related fields, as well as to policy makers and practitioners
working in development-related policy.
This book argues that despite the hype within many policy circles,
there is actually very little evidence to support the presumed
benefits of Public Private Partnerships (PPPs) in reducing poverty
and addressing inequalities in the provision of and access to
public services. Taking a cross-sectoral comparative approach, this
book investigates how PPPs have played out in practice, and what
the implications have been for inequalities. Drawing on a range of
empirical case studies in education, healthcare, housing and water,
the book picks apart the roles of PPPs as financing mechanisms in
several international and national contexts and considers the
similarities and differences between sectors. The global COVID-19
pandemic has raised significant questions about the future of
social provision and through its analysis of the emergence and
expansion of the role of PPPs, the book also makes a vital
contribution to current discussion over this rapidly changing
landscape. Overall, this wide-ranging guide to understanding and
evaluating the role of PPPs in the Global South will be useful to
researchers within development, international relations, economics,
and related fields, as well as to policy makers and practitioners
working in development-related policy.
Drawing on case-study research that examined initiatives which
engaged with global aspirations to advance gender equality in
schooling in Kenya and South Africa, this book looks at how global
frameworks on gender, education and poverty are interpreted in
local settings and the politics of implementation. It discusses the
forms of global agreements in particular contexts, and allows for
an appraisal of how they have been understood by the people who
implement them. By using an innovative approach to comparative
cross country research, the book illuminates how ideas and actions
connect and disconnect around particular meanings of poverty,
education and gender in large systems and different settings. Its
conclusions will allow assessments of the approach to the post-2015
agenda to be made, taking account of how policy and practice
relating to global social justice are negotiated, sometimes
negated, the forms in which they are affirmed and the actions that
might help enhance them. This book will be valuable for students,
researchers, academics, senior teachers, senior government and
inter-government officials and senior staff in NGOs working in the
field of education and international development, gender, poverty
reduction, and social development.
Debates around quality versus quantity in education can generate
controversy about how quality is measured. Many question the drive
to delineate and quantify precisely what works, suggesting that
much value either cannot be measured or is distorted by
measurement. This book explores how we can understand measurement
in areas of education policy, planning, and practice that have not
previously been considered measurable. The contributors ask four
main questions: What do we measure and not measure when we try to
measure the unmeasurable in education? When attempts have been made
to measure the unmeasurable in education, what metrics have been
adopted in which contexts, and with what outcomes? Why have
measures been adopted as indicators of the unmeasurable, such as
human rights? And how have particular organisations approached the
problem of measuring the apparently unmeasurable in education, with
what epistemological, normative, and conceptual resources, and
consequences? The book draws on analyses from philosophy, history,
sociology, and economics, with insights from national and
international contexts. The contributions consider philosophical
distinctions, historical experiences, and contemporary reflections
on how to refine existing approaches to measurement of poverty,
capability, rights, and the benefits of education. The discussion
shows how measuring the unmeasurable takes account of the
inequalities, complexities and uncertainties of work in education,
thus suggesting a considerable deepening of the notion of education
quality and measurement. This book was originally published as a
special issue of Comparative Education.
Timely and original, this book examines gender equality in
schooling as an aspiration of global social justice. With nearly
one billion people having little or no schooling and women and
girls comprising nearly two-thirds of this total, this book
analyses the historical, sociological, political and philosophical
issues involved as well as exploring actions taken by governments,
Inter-Government Organisations, NGOs and women's groups since 1990
to combat this injustice. Written by a recognised expert in this
field, the book is organised clearly into three parts: the first
provides a background to the history of the provision of schooling
for girls worldwide since 1945 and locates the challenges of gender
inequality in education the second examines different views as to
why questions of gender and schooling should be addressed globally,
contrasting arguments based on human capital theory, rights and
capabilities the third analyses how governments, Inter-Government
Organisations and NGOs have put policy into practice. Addressing
the urgent global challenges in gender and schooling, this book
calls for a new connected approach in policy and practice. It is
essential reading for all those interested in education, along with
developmental studies, sociology, politics and women's studies.
Throughout the 1990s an ambitious global process of policy
making was associated with the work of UN agencies which believed
that global co-ordination and connection was key to dealing with a
range of pressing challenges. Gender inequality in education and
poverty reduction featured prominently in these concerns and in
attendant policy. As 2010 approached and commentators could look
back at ten years of the MDG process, a large number of studies
were published assessing the successes or difficulties with this
framework. However few looked at how it had been interpreted in
particular national and sub-national contexts or how staff in
different organisations operating at a global level viewed this
approach.
This book contributes to filling the gap in the empirical
literature. Drawing on case-study research that examined
initiatives which engaged with global aspirations to advance gender
equality in and through schooling in contexts of poverty in Kenya
and South Africa, it looks at how global frameworks on gender,
education and poverty are interpreted in local settings and the
politics of implementation. It thus sets discussion of the form of
global agreements in a particular context, which allows for an
appraisal of how they have been understood by the people who
implement them. In using an innovative approach to comparative
cross country research it illuminates how ideas and actions connect
and disconnect around particular meanings of poverty, education and
gender in large systems and different settings. Its conclusions
will allow assessments of the approach to the post-2015 agenda to
be made taking account of how policy and practice relating to
global social justice are negotiated, sometimes negated, the forms
in which they are affirmed and the actions that might help enhance
them.
This book will be valuable for students, researchers, academics,
senior teachers, senior government and inter-government officials
and senior staff in NGOs working in the field of education and
international development, gender, poverty reduction, and social
development. It should be of particular interest to students and
academics studying and researching in education, economics,
international relations, social policy, African area studies,
Development Studies, Women s Studies.
This compelling book introduces Nobel laureate, Amartya Sen's,
capability approach, and explores its significance for theory,
policy and practice in education. The capability approach has
attracted attention across disciplinary boundaries in recent years
contributing to debates in economics, political philosophy, health
and social policy. This book complements these discussions by
considering the potential of the approach for work in education,
showing how the capability approach challenges some of the key
assumptions of human capital theory and how it can provide
substance for policy and practice in education concerned with
social justice. The book looks particularly at questions concerning
the education of children, gender equality, and higher
education.Contributors hail from the UK, USA, Australia, Italy and
Mexico.
This compelling book introduces Nobel laureate, Amartya Sen's,
capability approach, and explores its significance for theory,
policy and practice in education. The capability approach has
attracted attention across disciplinary boundaries in recent years
contributing to debates in economics, political philosophy, health
and social policy. This book complements these discussions by
considering the potential of the approach for work in education,
showing how the capability approach challenges some of the key
assumptions of human capital theory and how it can provide
substance for policy and practice in education concerned with
social justice. The book looks particularly at questions concerning
the education of children, gender equality, and higher
education.Contributors hail from the UK, USA, Australia, Italy and
Mexico.
Timely and original, this book examines gender equality in
schooling as an aspiration of global social justice. With nearly
one billion people having little or no schooling and women and
girls comprising nearly two-thirds of this total, this book
analyses the historical, sociological, political and philosophical
issues involved as well as exploring actions taken by governments,
Inter-Government Organisations, NGOs and women's groups since 1990
to combat this injustice. Written by a recognised expert in this
field, the book is organised clearly into three parts: the first
provides a background to the history of the provision of schooling
for girls worldwide since 1945 and locates the challenges of gender
inequality in education the second examines different views as to
why questions of gender and schooling should be addressed globally,
contrasting arguments based on human capital theory, rights and
capabilities the third analyses how governments, Inter-Government
Organisations and NGOs have put policy into practice. Addressing
the urgent global challenges in gender and schooling, this book
calls for a new connected approach in policy and practice. It is
essential reading for all those interested in education, along with
developmental studies, sociology, politics and women's studies.
Education and International Development provides an introduction to
the debates on education and international development, giving an
overview of the history, influential theories, key concepts, areas
of achievement and emerging trends in policy and practice. Written
by leading academics from Canada, India, Netherlands, South Africa,
UK, USA, and New Zealand, this second edition has been fully
updated in light of recent changes in the field, such as the
introduction of the Sustainable Development Goals and the increased
focus on environmental sustainability and equality. The book
includes three new chapters on private providers, decolonisation
and learning outcomes as well as a range of pedagogical features
including key concept boxes, biographies of influential thinkers
and practitioners, further reading lists, questions for reflection
and debate, and case studies from around the developing world.
Debates around quality versus quantity in education can generate
controversy about how quality is measured. Many question the drive
to delineate and quantify precisely what works, suggesting that
much value either cannot be measured or is distorted by
measurement. This book explores how we can understand measurement
in areas of education policy, planning, and practice that have not
previously been considered measurable. The contributors ask four
main questions: What do we measure and not measure when we try to
measure the unmeasurable in education? When attempts have been made
to measure the unmeasurable in education, what metrics have been
adopted in which contexts, and with what outcomes? Why have
measures been adopted as indicators of the unmeasurable, such as
human rights? And how have particular organisations approached the
problem of measuring the apparently unmeasurable in education, with
what epistemological, normative, and conceptual resources, and
consequences? The book draws on analyses from philosophy, history,
sociology, and economics, with insights from national and
international contexts. The contributions consider philosophical
distinctions, historical experiences, and contemporary reflections
on how to refine existing approaches to measurement of poverty,
capability, rights, and the benefits of education. The discussion
shows how measuring the unmeasurable takes account of the
inequalities, complexities and uncertainties of work in education,
thus suggesting a considerable deepening of the notion of education
quality and measurement. This book was originally published as a
special issue of Comparative Education.
What does quality gender-equitable education look like? How can
NGOs, practitioners, policymakers, and researchers work together to
achieve it? This book tackles these issues, drawing on the work of
the Beyond Access, Gender, Education and Development project a
partnership between Oxfam GB, the Institute of Education
(University of London), and the UK Department for International
Development.The contributors discuss some of the key challenges in
achieving gender equality in education, provide examples of
initiatives in a range of contexts, and make recommendations for
action. They suggest that there is an even bigger goal to aim for
than gender parity (the same proportion of girls and boys entering
and completing schooling). We need to work towards an equitable
education system that allows all individuals, irrespective of
gender, to develop their potential. This book is invaluable for
anyone involved in developing policy and good practice for quality
education for all.
In a world in which poverty, social prejudice and poor-quality
provision cause an estimated 100 million girls to drop out of
school before completing their primary education, it is not enough
for governments to pledge themselves to increase girls' access to
school. This book presents a vision of a transformational education
which would promote social change, enable girls to achieve their
full potential and contribute to the creation of a just and
democratic society. Contributors to this book examine the extent
and causes of gender-based inequality in education, analyse
government policies and their implications for women's empowerment
and report on original field-work in a range of local contexts
where gender-equality initiatives have flourished. In their
introduction and their concluding chapter Sheila Aikman and Elaine
Unterhalter consider the challenges that confront policy makers,
practitioners, campaigners and researchers if they are to make real
progress towards gender equality in education, in the context of
the Millennium Development Goals.
Education and International Development provides an introduction to
the debates on education and international development, giving an
overview of the history, influential theories, key concepts, areas
of achievement and emerging trends in policy and practice. Written
by leading academics from Canada, India, Netherlands, South Africa,
UK, USA, and New Zealand, this second edition has been fully
updated in light of recent changes in the field, such as the
introduction of the Sustainable Development Goals and the increased
focus on environmental sustainability and equality. The book
includes three new chapters on private providers, decolonisation
and learning outcomes as well as a range of pedagogical features
including key concept boxes, biographies of influential thinkers
and practitioners, further reading lists, questions for reflection
and debate, and case studies from around the developing world.
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Catan
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R1,150
R887
Discovery Miles 8 870
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