This book examines the factors affecting the successful implementation of Education Sector Plans in developing countries. It offers a detailed comparison that draws on data from 27 countries to offer careful research conclusions and policy recommendations. Offering a detailed comparison of education plans from developing countries using empirical evidence, the book examines the resources that have been invested in different education sectors, investigating the development and success of each plan. The volume uses correlation analysis to compare factors including the availability of government funding; national characteristics; ministerial decisions; influences of country and donor stakeholders; as well as district- and school-level issues. Thorough comparative analysis of the data is then demonstrated, with two measures of achievements to identify which can be considered as the most important in order to reach realistic policy and research conclusions. Timely and engaging, this book will be of great interest to researchers, scholars, and postgraduate students in the field of education and international development, comparative education and international education more broadly.

This book examines the factors affecting the successful implementation of Education Sector Plans in developing countries. It offers a detailed comparison that draws on data from 27 countries to offer careful research conclusions and policy recommendations. Offering a detailed comparison of education plans from developing countries using empirical evidence, the book examines the resources that have been invested in different education sectors, investigating the development and success of each plan. The volume uses correlation analysis to compare factors including the availability of government funding; national characteristics; ministerial decisions; influences of country and donor stakeholders; as well as district- and school-level issues. Thorough comparative analysis of the data is then demonstrated, with two measures of achievements to identify which can be considered as the most important in order to reach realistic policy and research conclusions. Timely and engaging, this book will be of great interest to researchers, scholars, and postgraduate students in the field of education and international development, comparative education and international education more broadly.

The Government of Uganda believes that illiteracy and inadequate basic education deprive people of the opportunity to fulfill their potential and effectively participate in decisionmaking and other development objectives. In order to achieve these objectives, the Ugandan government started a pilot project in eight districts using the functional literacy approach. This publication suggests that the track record of an adult basic education program need not be poor. Of particular interest, is the finding that government programs and those delivered by non-government agencies can be equally effective. However, the manner and the quality of the implementation do influence the outcomes. The purpose of this evaluation is to compare and contrast the resource requirements and the effectiveness of the Functional Adult Literacy (FAL) programme and Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT). The book assesses the implementation of adult literacy education and recommends future policy on the development of adult literacy education.