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1
Nambalirwa, Stellah. « The implementation of Universal Primary Education in Uganda ». Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
Texte intégralRésumé :
Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on: - a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
2
Lee, Stevan Richard Haydn. « Impact of Uganda’s universal primary education policies ». Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478982.
Texte intégral
3
Nicola, Eric Thomas. « Has universal primary education improved school enrollment of AIDS orphans ? » Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646048288/viewonline.
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4
Saleem, Mohammad. « A strategic plan for universal primary enrollment in Pakistan by the year 2000 / ». Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167646.
Texte intégralRésumé :
Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).
5
Wahitu, Fred Higenyi. « School-based accountability and management of Universal Primary Education in Uganda ». Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.
Texte intégralRésumé :
Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted
6
Moshi, E. E. « The progress and impact of universal primary education in Tanzania, 1978-1984 ». Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376381.
Texte intégral
7
Grover, I. « Universal Primary Education as innovation : a study of wastage in an Indian village ». Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019586/.
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8
Mugabe, Robert. « How School Management Committees monitor the implementation of Universal Primary Education in Uganda ». Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.
Texte intégralRésumé :
The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the utilisation of school resources and undertaking general management roles in schools to ensure that there is efficient education service delivery that promotes teaching and learning. The purpose of this study was, therefore, to explore how SMCs monitor the implementation of UPE in Uganda. The study was driven by the assumption that if school resources are effectively monitored by the community themselves through SMCs, the government‘s objective of ensuring that all school-going children access school could be realized. The study used an explanatory sequential mixed methods approach to conduct a comprehensive study that gave a clear understanding of how monitoring the school resources is effected. Simple random sampling was used to select the sample for the quantitative study and data was collected using a questionnaire while purposive sampling was used to select the participants for the qualitative study and data was collected using structured interview.The result of the study identified the gaps in the way in which the SMCs monitor the school resources. The study results indicate that the SMCs do not have the full mandate to take any decisions that affect the operations of schools. This acts as a demotivating factor to SMCs in undertaking their roles. The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. The study further reveal that SMCs encounter challenges in effecting their work; some of these challenges are policy issues and others are administrative in nature. Much as the they have attempted to come up with strategies to handle the challenges, little is being done to address them. The study findings have implications for policy-makers and UPE implementers. The study recommends that the Central Government should consider empowering SMCs through constant training in financial management and understanding policies governing their duties and responsibilities. The study further recommends that for UPE policy of community management of schools to be ffective, Government should put in place the level of education and experience for some one to be elected as a member of SMC.Education Management and Policy Studies
PhD
Unrestricted
9
Davén, Jonatan. « Free Primary Education in Tanzania ? : A case study on costs and accessibility of primary education in Babati town ». Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.
Texte intégralRésumé :
In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.
10
Webster, Thomas. « Globalisation of education policies the extent of external influences on contemporary universal primary education policies in Papua New Guinea / ». Port Moresby : University of Papua New Guinea Press, 2000. http://catalog.hathitrust.org/api/volumes/oclc/46866452.html.
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11
Webster, Thomas Kuli. « International and national influences on universal primary education policies, with special reference to Papua New Guinea ». Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/1596bcb4-ab42-4dcb-90f8-9c401b82b165.
Texte intégralRésumé :
The study examInes factors that have shaped policies for the universalisation of primary education in developing countries with specific reference to Papua New Guinea (pNG). It explores the premise that ideas generated in international policy research influence and shape the educational priorities of developing countries. A review of the related literature highlights the dominance of international donor agencies, particularly in directing the policy discourse that influences decisions on educational problems and possible solutions. It is argued that many such policy prescriptions are increasingly seen to be contextually irrelevant and do not reflect the priorities articulated in context. Nor can they be successfully implemented in the varying situations encountered. A case study of UPE policy formulation in PNG is undertaken to analyse critically the extent of international and national influences in the light of the theoretical review. The case study analysis focuses on three contexts of influence; the shaping of ideas; the production of policy texts; and the implementation of UPE policy. In the context of influence, the study examines how national and international influences have competed for dominance in PNG. In the second context, two key policy texts are analysed, the Education For All (EFA) Plan where an international consultant was engaged and a more home-grown Education Sector Study. Finally the context of practice is explored largely through reflections on experiential knowledge, qualitative interviews with senior administrative officers from the PNG National Department of Education and three Provincial education administrators and a brief survey of provincial education administrators. In the light of the PNG research, a reconsideration of the theoretical literature relating to the concepts of UPE and the effect on policy choices is carried out. A strong case is also made for the conduct and analysis of policy research in PNG and other developing countries.
12
Bolaji, Stephen Dele. « Intent to Action : Overcoming Barriers to Universal Basic Education Policy Implementation in Nigeria ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1424.
Texte intégralRésumé :
Nigeria’s first nationwide ‘free and compulsory’ primary schooling was introduced in the 1970s with the Universal Primary Educational policy. This policy was engulfed by chaos during its implementation, which invariably left behind many school-age children nationwide (Denga, 2000). The ushering of the democratic dispensation in 1999 witnessed the launch of a new scheme that came to be known as ‘Universal Basic Education’ (UBE). It is over a decade now since this new programme was implemented, yet there has been little demonstrated success or achievement. Although the programme was designed to address sectoral issues such as access to education, student retention, equity and education quality enhancement, the issue of access remains the biggest challenge. Access to basic education among Nigerian children of school age is still at the low level of 60%. More than eight million children of school age (six to 15 years) are still not in school (NUT, 2008; UBEC, 2004). The hope of meeting the United Nations (UN) Millennium Development Goals (MDGs), which aim to achieve compulsory universal basic education for all children by 2015, is in serious doubt in Nigeria because of the issue of access.
It was against this background that this study investigated the bureaucratic structure of the UBE at the system level of policy implementation, and how this has affected access to UBE in Nigeria. This study used document analysis and interviews with the bureaucrats responsible for policy implementation in two geo-political zones and the Federal Capital Territory to assess how the level of alignment has affected the achievement of UBE implementation at the federal, state and district levels. It became evident from the data that the challenge of access in UBE implementation is attributable to bureaucratic and political issues. This study informs understandings of how education policy implementation operates in Nigeria. This study addresses the gap in the literature regarding the implementation of education policy and its effect on UBE policy. Recommendations have been developed for UBE implementation that seek to enable enhanced access to education among Nigerian children.
13
Maher, Edmond. « How and why universal primary education was selected as a Millennium Development Goal : a case study ». Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687307.
Texte intégralRésumé :
Between 2000 and 2015 the Millennium Development Goals were the focus of much global attention and activity. They were selected in light of astounding poverty, with over 1 billion people at the time living on less than $1 per day. In a sense the MDGs were morally undeniable. The focus of this study is MDG2, universal primary education. It sets out to establish how and why MDG2 came to be selected. Whilst its selection seems obvious, for years developing countries complained about the short-sightedness of prioritising primary over secondary and tertiary education (Klees 2008). A task force commissioned by the World Bank and UNESCO at the time showed that the Bank’s rate of return analysis on primary education was flawed. It argued that developing countries need highly educated people to be economic and social entrepreneurs, develop good governance, strong institutions and infrastructure. In this way MDG2’s selection is problematic. Using case study method, first the literature is examined. Three hypotheses are generated: one based on a rational synoptic theory, one on critical theory and one on world society theory. A range of data are used to establish findings and test hypotheses. The study then considers implications of the findings for theory and the policy process. The findings show that priorities promoting more equal opportunities, such as MDG2, were gradually preferred. Whereas priorities promoting more equal outcomes, such as elimination of trade barriers, were gradually excluded. The study finds no evidence that the General Assembly ever voted on the list of 8 MDGs. Rather, the MDGs were selected by elite policy actors, addressing multiple interests. The study considers the assertion that marginalization of the poor does not happen because people harbor ill will toward them, rather because “The poor have no friends among the global elite” (Pogge 2011, p. 62).
14
Mohammed, Ahmed A. « A study of the planning and implementation of the Universal Free Primary Education (U.P.E.) in Nigeria ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/3536.
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This study was conducted in order to investigate the degree to which the goals of the Universal Free Primary Education (U.P.E.) as expressed by the Federal Ministry of Education in Nigeria have been achieved, and to further examine the factors that affected the achievement of these goals. The subjects consisted of 90 education officers who completed an opinion survey questionnaire on U.P.E. planning, and 65 high school students completed an opinion survey questionnaire on integration. Findings: The frequency of item responses and the overall mean average for the ninety education officers shows that the majority of the respondents disagreed with the statement that there was (a) adequate planning for the U.P.E., (b) adequate involvement of all those concerned with the plan (c) adequate personnel and (d) adequate supervision. A comparison of primary school enrollment between the North and southern parts of the country before and after the U.P.E. was implemented, indicates that though, the gap in enrollment has been reduced, the differences is still very high. Also, a comparison of higher and middle level personnel in the federal civil service from the North and southern parts of the country indicates that, the gap has been reduced but the difference is still high. The cross tabulation and the chi-Square analysis of the responses for the sixty five students shows that, to the .05 level of significance, there was no significant difference in the integration of students of different ethnic groups in the mixed and unmixed schools. The multiple regression analysis shows a relationship between sex and integration and the factors analysis shows a relationship between class and age, occupation and education. Recommendations: 1. Establishment of a trained autonomous planning agency to ensure that national education initiates and priorities are kept in the foreground and to determine measures both for maximizing the effectiveness of educational programs and facilitating the implemention of formulated plans. 2. In future planning, input should be obtained from interested parties such as Supervisors, Directors, Principals, Teachers, Parents, Students. In this way, a much broader range of expertise, experience, ideas, and values is brought to bear on strategic issues, and greater understanding and commitments will develop regarding final plans.
15
Durak, Selen. « Searching For A Common Framework For Education And Architecture Through Reconsideration Of Universal Design Principles For Promoting Inclusive Education In Primary Schools ». Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612121/index.pdf.
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In recent years, as sensitivity for human rights and diversity in society increased, inclusion has become an important subject matter for discussions both in wider social context as a parameter reflecting more conscious and democratic understandings of human world, and in particular context of different disciplines.
Inclusion has become a widely discussed theme of inclusive education practices both internationally and in Turkey, as well as a central theme for Universal Design approach. In education, inclusion is a challenge which calls for a comprehensive institutional restructuring and demands adaptations in physical education environments. This condition implicitly challenges architects to take action for developing effective design approaches in order to create inclusive education environments.
This thesis is a search for a common framework for education and architecture for promoting inclusive education in primary schools. Despite the potential of Universal Design principles for bringing education and architecture together for this common goal, Universal Design approach remains limited for promoting a comprehensive understanding of inclusion.
Through a comprehensive review of legislations, literature and a case study carried out for conceiving practical concern of inclusive education, this study broadens the notion of inclusion and claims that inclusion is an ongoing process during which students develop their capacities with the provision of equal opportunities of access to educational resources, supportive services, teachers, professionals and effective education environments. Depending on this thesis&rsquoprocess-based and student-centered understanding of inclusion, Universal Design principles are differentiated by focusing on design aspects which maximize students&rsquo
individual strengths during inclusive education process.
16
Mtuy, Mary A. Sr. « A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM ». Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010.
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17
Ogwang, Tom Henry. « Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices ». Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27271.
Texte intégralRésumé :
This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.
18
Ekaju, John. « An investigation into the relationship between the 1997 Universal Primary Education (UPE) policy and regional poverty and educational inequalities in Uganda (1997-2007) ». Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2587/.
Texte intégralRésumé :
Past research has addressed the disparities in educational achievement for primary seven school leavers in Uganda but it did not take into account the multidimensional perspectives: those on poverty (as reported by the poor) and on educational inequalities between and within regions, particularly with regard to the impacts of the 1997 Universal Primary Education (UPE) policy. The central question for this enquiry was: whether the UPE policy reforms have eradicated the regional poverty and educational inequalities in Uganda given the evidence of a decade of UPE implementation (1997-2007). Five research questions arose: (1) What is the state of the regional poverty and educational inequalities in Uganda a decade after the launching of the 1997 UPE policy? (2) What are the perceptions of Primary leavers and adults on UPE and NFE and the effects of these interventions in reducing poverty and educational inequalities? (3) Is there evidence that UPE is helping poor people to escape from poverty? (4) How are poor people in Uganda socially constructed? What is the impact of the social construction of UPE on the learning outcomes of learners across the three different locations? and (5) How can UPE be meaningfully designed to help reduce regional poverty and educational inequalities in Uganda? The field data was collected during a year-long (June 2007 - May 2008) qualitative, field-based study of 16 Primary school graduates and pioneer beneficiaries of the 1997 UPE policy and of 34 adults – the latter identified by the nature of their role and position in relation to these UPE graduates. Broadly, the typology provides the central framework for a comparative study, through the diverse perspectives of Primary leavers, head teachers, education officials, community leaders and Education Executive Committee members and others chosen through a purposive sampling strategy, in three distinct education settings (the City, the peri-urban Municipality and the Village) using face-to-face interviews, focus groups and participatory techniques. The research adopted an integrated approach using critical ethnography, social constructionist and the emancipatory paradigms for triangulation. The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ II 2005 - Byamugisha and Ssenabulya) Survey on Numeracy and Literacy levels for Grade 6 in Uganda provided data to validate the findings from the integrated account and to support the thesis that UPE has not reduced regional inequality in Uganda. The study identified the following gaps for further research: (a) gathering robust disaggregated data to address exclusion – gender, disability, socio-economic status, ethnic origin and place of residence; (b) an investigation of the most practical and cost-effective approach to meet the education aspirations of the disadvantaged school-age out-of-school children and youths; c) a study of the impact of the language policy implemented through the thematic curriculum in the multi-lingual and multi-ethnic classrooms, (d) an investigation of the high attrition rates and the attribution of poor quality of UPE to teachers, and (e) a clarification of the meaning of UPE in Uganda from an inclusive and an equity perspective.
19
Oryema, Dan Emmanuel. « Decentralisation policy and education provision in Uganda : an investigation into the impact of prismatic society traits on quality management for Universal Primary Education (UPE) ». Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522021.
Texte intégralRésumé :
Fifteen years since the introduction of decentralisation in Uganda, concern is now being raised over the effectiveness of this policy in the provision of quality Universal Primary Education (UPE). In 1964 Riggs proposed the "Prismatic Society Theory" as an explanation for the many and frequent failures of supposedly good policies in developing countries. In circumspection of the evidence for Riggs' argument, this study investigates the impact of prismatic society traits on the implementation of Uganda's decentralisation policy in the management of quality in UPE. Set within the qualitative research tradition and embedded in "critical theory" as an epistemological context for the inquiry, a case study approach was used to carry out this investigation. The case boundary traced the line of decentralisation right from the central government head office of the Ministry of Education and Sports (MoES) - in Uganda this is one ministry - down to two primary schools at the grassroots level, located in different settings: urban and rural. Using interviews, field diary/notes, observation and documentary evidence as research methods and developing relevant tools from them, data were collected with a close adherence to the British Educational Research Association (BERA) guidelines on ethical practice and analysed using the traditional approach to qualitative data analysis. The names of places, schools and people here are pseudonyms for identity protection. The study highlights a significant influence of prismatic society traits on the effectiveness of Uganda's decentralisation policy and consequently a high relevance of Riggs' theory for administration in Uganda even today. Family size and structure; blood link solidarity; superstition and witchcraft; perceptions of authority; specialisation problems; age and gender; documentation and records problems; and precision problems featured as the main influencing prismatic traits in the implementation of the policy. The study therefore recommends the accompanying of policy "adoption" with "adaptation" that takes into account the reality of the prismatic society traits on the ground and the complexity they still create for administration in Uganda today.
20
Subrahmanian, Ramya. « Coproducing universal primary education in a context of social exclusion : households, community organisations and state administration in a district of Karnataka, India ». Thesis, Open University, 2000. http://oro.open.ac.uk/58082/.
Texte intégralRésumé :
This thesis focuses on the challenge of achieving the goal of universal primary education in a context that is characterised by wide-ranging disparities in the education prospects of different social groups. An overall history of state failure to provide for universal education, and the patterns of exclusion and deprivation that constrain the participation of large sections of Indian rural populations provide the background to recent policy efforts to address the problem of low education participation. The thesis argues that concerted effort is required on the part of households and of the state if future efforts to achieve Universal Primary Education (UPE) are to be more successful than the past. It analyses new approaches which recognise the importance of challenging inequality in access to education, the role of community organisations in the process of stimulating participation in education, and the need for the reform of the administrative apparatus of the state into a more responsive, flexible institution. The coproduction framework facilitates the analysis of the means through which different institutional actors can co-operate in the production of goods and services. Recognition of the importance of social norms and networks that aid co-operation between different actors, and of the importance of effective governance on the part of the state in constructing positive relations between different actors are the strengths of the framework. However, the framework also has limitations. The thesis principally identifies the following: the assumption of shared orientations between users about the value of the good or service concerned, and the implicit assumption of homogeneity among service users and lack of attention paid to inequality and exclusion. Further, the thesis argues that there is insufficient empirical attention to the informal relations within which processes of implementation are embedded. Evidence of limitations is provided through application to a rural district, where the interface between state, community organisations and households in relation to primary education services is studied. Centrally, the thesis argues that the analysis of norms that perpetuate the reproduction of patterns of education exclusion is essential to identify the types of production processes and relationships that are necessary for inclusive and universal education.
21
Kaburu, Gilbert. « Teaching for Social Justice in Northern Uganda : The Case of Mission Girl's School ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.
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22
Jean, Jesse. « Etude de l’aide internationale pour la réalisation de l’éducation pour tous en Haïti ». Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0066/document.
Texte intégralRésumé :
En Haïti, l’effort public pour l’éducation reste insuffisant. De plus, l’enseignement primaire est peu développé et de qualité faible. Ainsi, en dépit des progrès substantiels qui ont été réalisés durant ces vingt cinq dernières années, le pays reste très en retard face á l’objectif de l’éducation pour tous (EPT). En effet, les dernières données statistiques disponibles indiquent que plus de 4 500 000 filles et garçons sont actuellement en dehors du système scolaire. Outre l’abandon, le redoublement, le mauvais regroupement des élèves, l’encadrement pédagogique est médiocre. Ce qui pèse négativement sur les acquisitions des élèves. Les mauvais résultats obtenus des élèves aux examens officiels en témoignent. Par ailleurs, la rémunération des enseignants est très insignifiante et les conditions d’exercice de la profession enseignante laisse à désirer. Enfin, le système scolaire souffre d’un déficit de pilotage, de gouvernance et d’efficacité externe.Pour accompagner les décideurs politiques haïtiens et planificateurs nationaux dans leurs stratégies d’action en faveur de l’éducation pour tous, les principales organisations multilatérales, notamment la Banque mondiale, mettent en œuvre le Projet d’Education pour tous (EPT I et II). Spécifiquement, le Projet d’Ecoles Publiques à Gestion Communautaire (EPGC) cible la scolarisation primaire universelle (SPU) dans des milieux ruraux défavorisés où l’accès à l’enseignement primaire de base demeure un bien rare, voire inexistant dans les régions ciblées. Par l’aide. Cependant, malgré les divers projets ou programmes d’aide internationaux dédiés notamment à l’expansion de la scolarisation universelle sur l’ensemble du territoire national du pays, atteindre l’éducation pour tous est très aléatoire.Les conclusions de l’enquête empirique montrent que de nombreuses difficultés nuisent à la mise en œuvre effective de l’aide et ceci tant au niveau central, départemental et communal. Les données collectées sur le terrain indiquent un impact significatif sur la participation des acteurs locaux dans la gestion des affaires éducatives. Sur le plan des réalisations éducatives, les analyses de l’investigation confirment des effets sur les taux nets d’accès à l’école ainsi qu’un impact appréciable sur la parité filles-garçons. Les conclusions de l’enquête révèlent quelques effets pervers par exemple sur la qualité de l’école, des dynamiques locales, ainsi que des modes d’organisation administrative et de gestion pédagogique du système scolaire dans les zones allocataires ciblées pour la mise en application du Projet EPGC. Aussi, l’objectif de l’éducation pour tous ne sera pas atteint en Haïti et le chemin semble encore long.In Haiti, the public effort for education is insufficient. Primary education is underdeveloped and is of low quality. Despite substantial progress made during the last twenty five years, the country is still far behind from achieving the goal of Education for All (EFA). The latest available statistics indicate that more than 4.5 million girls and boys are currently outside the school system. Abandonment, repetition, bad grouping of students and poor educational support reflect negatively on learning achievement. Teachers' salaries are insignificant and teaching conditions deprived. Hence, the school system suffers a deficit of control, governance and external efficiency.To accompany Haitian national planners and policy makers in their strategies for universal education, major multilateral organizations, including the World Bank, implement the Project Education for All (EFA I and II) also called. Through a program called “Project for Public Schools to Community Management (PPSCM)” they aim to achieve universal primary education in some disadvantaged rural areas where access to basic primary education remains inadequate or nonexistent. However, despite the various projects or international aid programs dedicated to the expansion of universal education all over Haiti, the goal of achieving Education for All is far from being reached.The findings of our empirical analysis show, the positive effect of international aid on school access and its significant impact on gender parity in Haiti. On the other hand, it exposes many difficulties that obstruct an effective implementation of international aid for education in Haiti at central, departmental and communal levels. The data collected in the field point out some negative effects, for example on the quality of the school, local dynamics, as well as administrative organization methods and educational management of the school system in areas where the PPSCM is implemented. The conclusion of this study reveals that the goal of Education for All will not be achieved and there still is a long way to go to provide school to all children in Haiti
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Seki, Keila Kiyomi. « Conhecimentos e Comportamentos dos profissionais de saúde sobre precauções padrão e específicas : uma intervenção educativa na prática da atenção primária à saúde ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/7/7144/tde-27042018-100540/.
Texte intégralRésumé :
Introdução: Visando a prevenção da transmissão de microrganismos, o Centers for Disease Control and Prevention (CDC), recomenda a aplicação de conjuntos de medidas denominadas Precauções Padrão (PP) e Precauções Específicas (PE). Assim, um dos grandes desafios dos serviços de saúde em especial na Atenção Primária à Saúde (APS) é identificar as lacunas dos conhecimentos e comportamentos concernentes a PP e PE. Objetivo: Avaliar os conhecimentos e o comportamento autoreferidos dos profissionais de saúde da APS sobre PP e PE e propor uma intervenção educativa baseada em casos. Métodos: Trata-se de um estudo longitudinal, prospectivo e de intervenção, desenvolvido por meio de uma abordagem quantitativa, cujo percurso metodológico ocorreu em seis momentos. A coleta de dados foi realizada por meio da aplicação de um questionário previamente validado de avaliação de conhecimento dos profissionais com relação à PP e PE e de avaliação de comportamento auto-referido sobre boas práticas de precauções. O questionário abordou as seguintes dimensões relativas ao conhecimento e comportamento sobre PP e PE: Identificação de risco, Higienização das mãos, Uso de luvas comum, Uso de máscaras e a etiqueta de tosse e Medicação segura e descarte de material perfurocortante. Realizou-se uma intervenção educativa, por meio do método de Aprendizagem Baseada em Casos (ABC) no qual foram entregues estudos de casos extraídos da vivência prática do pesquisador. O questionário foi aplicado pré e pós esta intervenção. A coleta de dados foi realizada em uma Unidade Básica de Saúde do município de São Paulo, tendo como população alvo profissionais da Estratégia Saúde da Família (ESF) e do Núcleo de Apoio à Saúde da Família (NASF) que atuavam diretamente na assistência. Os dados foram analisados de acordo com cada momento, por meio de estatística descritiva e apresentada em forma de gráficos e tabelas. Resultado: A análise dos dados nos permitiu identificar que os profissionais de saúde da APS apresentaram fragilidade em relação ao conhecimento e ao comportamento auto referido sobre o uso da PP e PE. Os valores de acertos individuais variaram, respectivamente: de 36,3% a 100% no momento I e de 50% a 100% no momento IV. A intervenção educativa obteve resultados positivos, embora não tenha sido plenamente eficaz por não ter conseguido atingir mudanças relevantes em todas as dimensões avaliadas. O número de questões que obtiveram menos de 70% de profissionais que acertaram foi respectivamente 15 no momento I e 10 no momento IV. Contudo, este modelo de intervenção educativa pode ser considerada uma importante ferramenta para promover reflexão e oportunidade de aprendizagem a todos os trabalhadores da área de saúde, tornando-os críticos de suas próprias atitudes e fornecendo instrumento para combater situações de risco para aquisição de patógenos nas unidades de saúde. Conclusão: O presente estudo trouxe contribuições importantes para o conhecimento sobre o tema dentro da APS, destacando as deficiências de conhecimento e comportamento autoreferido dos profissionais na APS e propondo uma intervenção educativa que contribui potencialmente para mudança neste cenário.Introduction: In order to prevent the transmission of microorganisms, the Centers for Disease Control and Prevention (CDC) recommends the implementation of joint measures known Standard Precautions (PP) and Specific Precautions (PE). Thus one of the challenges of non-hospital health services, especially in primary health care (PHC) is to identify gaps in knowledge and behavior concerning PP and PE. Objective: To evaluate the knowledge and self-reported behavior of APS professionals on PP and PE and propose an educational intervention. Methods: This is a longitudinal study, prospective and intervention, developed through a quantitative approach, whose methodological approach occurred in six moments.Data collection was performed by applying a previously validated questionnaire assessment of professional knowledge with regard to PP and PE and assessment of self-reported behavior on good practices precautions. The questionnaire included the following dimensions for the knowledge and behavior of PP and PE: \"Risk Identification\", \"Handwashing\", \"Use of common gloves,\" \"Using masks and cough etiquette\" and \"Safe Medication and disposal of sharps. An educational intervention was carried out, using Case- Based Learning (ABC) method in which case studies were extracted from the practice of research experience. The questionnaire was applied before and after this intervention. Data collection was performed at a Basic Health Unit in the city of São Paulo, whose target population was the Health Strategy professionals Family (ESF) and the Support Center for Family Health (NASF) working directly in assistance. Data were analyzed according to each moment through descriptive statistics and presented in graphics and tables Results: The data analysis allowed us to identify that health professionals at APS showed weakness in relation to knowledge and the selfreported conduct on the use of PP and PE. The individual values ranged, respectively: 36.3% to 100% in the moment I and 50% to 100% at moment IV. The educational intervention model positive results, although it was not fully effective for failing to achieve significant changes in all dimensions evaluated. The number of questions that have obtained less than 70% of professionals who agreed was respectively 15 in the moment I and 10 at moment IV. The educational intervention can be considered an important appliance to promote reflection and learning opportunity to all workers in the health area, making them critical of their own attitudes and providing a tool to combat risk situations for the acquisition of pathogens in units health. Conclusion: This study has brought important contributions to the knowledge on the subject within the APS, highlighting the deficiencies of knowledge and self-reported behavior of professionals in APS and proposing an educational intervention that potentially contribute to change this scenario.
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Wagner, Laurent. « Aid effectiveness, performance and vulnerability : new perspectives ». Thesis, Clermont-Ferrand 1, 2013. http://www.theses.fr/2013CLF10421.
Texte intégralRésumé :
La question de l’efficacité de l’aide publique au développement est complexe et protéiforme. L’aide se présente sous de nombreuses formes et implique de nombreux instruments et acteurs, dont les objectifs et mêmes les philosophies diffèrent fortement entre les pays et les organisations. De cet enchevêtrement, les économistes ont jusqu’alors échoué dans leurs recherches de relations macroéconomiques robustes censées guider l’action publique. Ainsi, aucun consensus ne semble pour l’instant émerger de ce débat. Dès lors, l’orientation des politiques de développement a essentiellement été influencée par des hypothèses contestables reposant sur des fondements empiriques fragiles. Ce travail tente d’apporter de nouveaux éléments au débat sur l’efficacité de l’aide au travers de sept essais. Les trois premiers chapitres se consacrent à la question de la relation entre aide et croissance du point de vue statistique. Les nouvelles approches qui y sont proposées tentent de surmonter la plupart des défauts de la littérature empirique existante. Nous y montrons que la relation entre aide et croissance est extrêmement complexe et qu’il est difficile de l’appréhender à l’aide des méthodes économétriques usuelles. De plus, bien que l’aide semble globalement efficace en termes de croissance du PIB, son efficacité dépend de différents facteurs révélés par la présence de seuils aussi bien conditionnels que non-Conditionnels. Parmi ces facteurs, la vulnérabilité économique semble jouer un rôle primordial et sa prise en compte s’avère indispensable pour une compréhension globale du lien entre l’aide et la croissance économique. Dans une seconde partie, les deux chapitres suivants s’intéressent plus particulièrement à l’aide sectorielle, à travers l’étude de l’efficacité de deux initiatives largement reconnues que sont l’aide à la scolarisation primaire universelle et l’aide au commerce. Leur efficacité sera alors déterminée non plus en termes de croissance du PIB mais en termes de scolarisation et de performance à l’exportation. A l’instar des trois premiers chapitres, nos résultats semblent confirmer la présence d’une relation significative entre l’aide et les objectifs visés. Nos conclusions, notamment celles en termes d’éducation, vont clairement à l’encontre de l’idée selon laquelle l’aide aurait fait plus de mal que de bien. Enfin, en se basant sur les résultats précédents, les chapitres six et sept explorent, dans une troisième partie, les possibilités d’amélioration des stratégies actuelles d’allocation de l’aide mises en œuvre notamment par les grands bailleurs multilatéraux. Une de nos principales observations est que la vulnérabilité économique est un facteur important devant être pris en compte dans le design des méthodes d’allocation de l’aideAid effectiveness is a complex issue. Aid comes in many instruments, has many targets and involves many stakeholders whose objectives, methods and philosophy greatly differ across countries and institutions. From this mixed bag, economists have struggled finding strong regularities at the macroeconomic level to guide the political debate and consensus have failed to emerge. Hence, political stances have often been influenced by strong assumptions based on weak or at least hotly debated evidence. This work is an attempt to provide new perspectives on the aid effectiveness debate through seven essays. The first three chapters address the technical question of the aid/growth relationship issue using new approaches and new statistical instruments in an attempt to overcome most of the caveats of the aid empirical literature. We show that the aid/growth relationship is complex and difficult to measure using common statistical methods. Moreover, while aid is globally effective, its effectiveness depends on different factors reflected by the existence of conditional and unconditional thresholds. Among those factors, economic vulnerability seems to be a key component that has to be taken into account in order to identify this relationship. In a second part, we try to assess the effectiveness of two flagship initiatives which are Aid for Trade and Universal Primary Education with regards to the outcomes they ultimately target, namely, export performance for the former and school enrolment, gender parity and repetition rate in primary school for the later. As in the first three chapters, our results support the existence of a significant relationship between aid and the targeted outcomes. Those results, notably for the education sector, clearly argue against the idea that aid has done more bad then good. Finally, based on previous results, in a third part, chapters six and seven explore the mean to improve the current aid allocation strategies used notably by the Multilateral Development Banks. One of the main conclusions is that economic vulnerability is a central factor to be taken into account in the design of aid allocation strategies
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Gerbino, Lucia. « La mediación educativa de Juan Luis Vives. Un estudio comparativo de las relaciones entre Humanismo y filosofía desde la segunda mitad del siglo XV hasta la primera mitad del siglo XVI en Europa ». Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/91571.
Texte intégralRésumé :
El objetivo principal del estudio terminológico propuesto en la presente investigación es aquel de establecer la existencia de una serie de núcleos significantes y fundamentales en la Filosofía. Sólo a través del análisis del aspecto retórico del lenguaje es posible poner en marcha el reconocimiento de paradigmas comunes, compartidos por la cultura europea, y en la estructuración de un “diccionario mental común”. De hecho, a partir de los balances sobre la metodología podríamos encontrar dichos “a-priori” histórico-filosóficos cotejando el lenguaje filosófico en los diferentes idiomas europeos, es decir, entendiendo el plurilingüismo como herramienta de mediación socio-cultural, y al mismo tiempo, como reto heurístico. Estas nuevas propuestas educativas se centrarán en las teorías educativas del Humanismo europeo, sobre todo a partir de los estudios de Luis Vives, quien supo conjugar su investigación filosófica con la filológica, dos materias que actualmente han tomado caminos divergentes. Por este motivo, he construido un corpus terminológico, a partir de la cultura de los siglos XIV-XV, re-compuesto a partir de los principales manuales, enciclopedias y glosarios de filosofía, presentes en Italia y España, con el fin de aislar aquellos términos clave, esenciales para un glosario básico, y fundamentales para la comprensión y lectura de textos necesarios para la didáctica de la Filosofía en las aulas de bachillerato. A este fin, he delimitado cinco términos paradigmáticos del siglo XV: COGNITIO, AMOR, PIETAS, RELIGIO, LUX.
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Poyet, Julia. « Dimensions des représentations du concept de Temps dans treize classes du préscolaire et du premier cycle du primaire au Québec ». Thèse, Paris, EHESS, 2009. http://hdl.handle.net/1866/3587.
Texte intégralRésumé :
Depuis la rentrée scolaire de septembre 2002, les écoles primaires québécoises doivent composer avec une nouvelle organisation des programmes ainsi qu’avec de nouveaux contenus. Au premier cycle, en univers social, la compétence visée est « Construire sa représentation de l’espace, du temps et de la société » (MEQ, 2001). Or, nous savons que, pour bâtir un enseignement qui a pour but de guider un individu dans la construction de sa représentation, il est nécessaire d’avoir conscience de ses représentations initiales de l’objet. Mais, quelles sont les représentations du temps des élèves de maternelle et de premier cycle du primaire au Québec? C’est la question que nous nous posons dans cette thèse. Pour y répondre, nous avons cherché à circonscrire le temps dont il est question en proposant une réflexion théorique sur son essence et en analysant les sens qu’il prend dans le programme. Puis, nous avons mis en place une méthodologie et les outils lui étant nécessaires pour dégager les dimensions de représentations présentes dans les discours de 164 sujets de maternelle, de première et de deuxième année, répartis sur 13 classes d’écoles de la grande région montréalaise. À l’issue de cette recherche, nous pouvons proposer aux chercheurs et aux enseignants une nouvelle liste de dimensions de représentations du temps adaptée au contexte québécois actuel. Cette liste nous permet de dépeindre le paysage des représentations du temps des élèves des classes que nous avons visitées. Enfin, riche de nos résultats, nous pouvons émettre quelques remarques et principes pour l’enseignement du temps en classe.Since September 2002, elementary schools in Quebec have to use a new series of programs with a new content. In the first cycle, in social universe, the competence that is targeted is "Building its representation of space, time and society" (MEQ, 2001). But we know that to build a teaching with the aim to guide an individual in the construction of his/her representation, it is necessary to be aware of the initial representations of the object. But what are the representations of time for students in kindergarten and in the first cycle in elementary school in Quebec? That is the question we are asking in this thesis. To answer this question, we sought to express the time by proposing a theoretical reflection on its essence and analyzing the sense that it takes in the program. Our methodology identified the dimensions of these representations in the verbalization of 164 subjects in kindergarten and in first and second year of elementary school, spread over 13 classes in Montreal. Through this research, we would be able to provide researchers and educators with a new list of dimensions of time representations adapted to the current educational system in Quebec as well as to express the representations of time from the classes that we have visited. Finally, thanks to these results, we will be able to suggest a few remarks and principals on how to teach time in classrooms.
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Kyambadde, James Mbabaali. « Managing the implementation of universal primary education policy in Ugandan primary schools ». Thesis, 2020. http://hdl.handle.net/10500/27413.
Texte intégralRésumé :
This research study sought to understand “how the implementation of universal
primary education (UPE) policy in Ugandan primary schools is managed”.
Furthermore, in exploring the challenges faced as they relate to UPE planning and
organising, the research sought to provide evidence-based solutions in form of
recommendations to address the planning and organising challenges identified.
Considering the above, in order to understand how the implementation of UPE policy
in Ugandan primary schools is managed, as part of the methodological procedures,
the research process adopted by the researcher followed a qualitative study approach
using a case study research design (collective) as the research design or strategy,
and constructivism (interpretivism) as the research paradigm. As part of the
triangulation of data, a review of relevant literature was conducted in combination with
semi-structured individual interviews and focus group discussions with the purposively
selected UPE stakeholders responsible for the management and implementation of
the UPE programme in Uganda. The participants included: UPE school principals
(school or implementation level); UPE policy makers (Ministry of Education and Sports
officials at national level), and district education officials and local government
representatives (district level). Inductive thematic analysis was used for data analysis
of this research.
The main findings concerning the strength of the current UPE planning and organising
framework, among others, were: UPE management and implementation is executed
at the national, district and school levels and each UPE stakeholder has a role; UPE
implementation management is decentralised and authority is delegated to local
governments; and UPE management and implementation constitutes of guidelines
and directives. On the other hand, the findings concerning the UPE planning and
organising weaknesses (challenges), among others, were: inadequate financial
resources in form of low UPE capitation grants; the misuse and misallocation of UPE
funds; the lack of consultation and involvement of frontline UPE stakeholders and the
civil society in the planning and formulation of UPE policies and the lack of
qualifications and skills of the UPE stakeholders responsible for the management of
the implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE
management and implementation framework that constitutes the current UPE
planning and organising framework, has failed to address key UPE management and
implementation challenges especially at the school level.
Therefore, based on empirical and literature review findings of this research study, the
management of the implementation of the UPE programme in Uganda, although it has
registered some successes, it is still constrained, faces both monetary and nonmonetary
challenges and is, therefore, internally and externally inefficient. In this
regard, in order to address the challenges, the researcher proposes recommendations
for the national, district and school levels for consideration and adoption by the Ministry
of Education and Sports in order to address the bottlenecks impeding the efficient
management and implementation of the UPE programme in Ugandan primary
schools. In determining the recommendations and what constitutes a successful UPE
planning and organising framework, the researcher considered among other things,
the participants’ suggestions, and trends or lessons from international best practices.Educational Management and Leadership
D, Phil. (Education Management)
28
Obiero, Judith A. « Can Free Primary Education achieve universal primary education ? A study of the intersections of social exclusion, gender and education in Kenya ». 2012. https://scholarworks.umass.edu/dissertations/AAI3518266.
Texte intégralRésumé :
The adoption of Free Primary Education in 2003 has expanded access to millions of children in Kenya. However, large numbers of children are still out of school. The majority of the out-of-school children belong to ethnic minority groups and the rural and urban poor, who live in abject poverty. This situation is disturbing given that free primary education was intended to universalize access to primary education, particularly for the poor. In Kenya, where gender parity has been achieved in primary education, gender disparities become obvious when analyses include geographical region and high levels of poverty. The degree to which gender parity is met varies from region to region and across ethnic groups. However this experience is not unique to Kenya. Recent global assessments of education reveal that out-of-school girls are disproportionately represented in excluded groups. But what helps explain this disproportionate representation of poor marginalized girls among those who are out of school? Understanding and addressing discrepant rates of participation requires close examination of factors underlying poor educational participation among those at the margins of society. However, such investigation must take into account the unique ways in which culture, poverty, ethnicity, and gender interact to affect educational processes. This study adopts a feminist theory of intersectionality to argue, based on the experiences of urban poor and rural girls in Nyanza Province of Kenya, that the educational marginalization of poor girls can be understood as an outcome of intersecting, socio-political and economic processes that emerge from their social locations within sexism, poverty, ethnic chauvinism, classism, and the simultaneity of oppression related to multiple discrimination. Based on the perspectives of the poor girls themselves, the study argues that greater acknowledgment be given to the intersectional framework within which educational exclusion occurs, paying particular attention to the interactions of culture, economy, home, and school as domains of intervention.
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Moodley, Devandhran. « Universal access to primary education : the integration of black pupils into former Indian public primary schools ». Thesis, 2009. http://hdl.handle.net/10539/7198.
Texte intégralRésumé :
This research report examines the impact that universal access to primary education has on the integration of black pupils into former Indian public primary schools. In the post-apartheid state, a fundamental challenge has been the reformation of the educational landscape in South Africa, aimed at ensuring that its discriminatory educational history is never repeated. This study focuses on contextualising universal access to primary education in a specific environment i.e. tracing and understanding specific trends and social phenomena in public primary schools in the former Indian township of Lenasia, neighboured by former black townships (greater Soweto), thirty kilometres south of Johannesburg. There are four pillars to this investigation. It sets out to firstly examine whether universal access to primary education has led to an increase in enrolment numbers in a specific sample of ten historically classified Indian public primary schools in Lenasia. Secondly, the study explores whether increased enrolment numbers are due to a migration of black pupils into the former Indian public primary sample schools. The third focus is to understand the reasons, through the views and perceptions of school principals, teachers, black parents and a government official as to why this migratory trend, as an unintended consequence of universal access to primary education, may be occurring. Lastly, the emphasis is on investigating whether universal access to primary education has, as an unintended consequence, led to infrastructural capacity difficulties experienced in the sample schools.
vi
Four data collection methods / instruments are employed to undertake this study. These are document analysis; qualitative interviews; statistical questionnaires on the sample school demographics and; a survey on school quality perceptions conducted on fifty black parents. From the data collected, analysed and interpreted, this research report confirms that the national legislative framework aimed at universal access to primary education has resulted in increased enrolment numbers at the sample schools. The results also indicate that there is a large proportion of the pupil population that travels from the neighbouring former black townships to attend the sample schools, thereby confirming the migratory trend of black pupils into the former Indian schools. In addition, interactions with the school principals, teachers, government officials and the results of the survey reveal that black parents send their children to these former Indian schools due to the perception that these schools offer a better quality education in comparison to the former black township primary schools. Lastly, the data collected clearly indicates that the infrastructural carrying capacity of the schools is stretched to the point where it jeopardises the practise of universal access to primary education and the provision of a good quality education.
The study concludes that even though the quantitative aspects of universal access to primary education are being met, the qualitative aspects of education are being compromised. The investigation also suggests that further detailed multi-level research in former black townships is necessary in order to fully understand why the migratory trend is highly prevalent. This would also provide better insight into transforming the defunct culture of teaching and learning in former black townships into a culture of accountability, transparency and openness. Directions for future research are also proposed.
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Baganda, Elpidius. « The trajectory of universal primary education and educational decentralisation in Tanzania 1961-2015 : a Nyererean perspective ». Thesis, 2016. http://hdl.handle.net/1959.13/1321928.
Texte intégralRésumé :
Research Doctorate - Doctor of Philosophy (PhD)Despite the popularity and the breadth of his philosophical writings, few scholars have linked Tanzania’s founding post-independence President Julius Nyerere’s thinking to the analysis of Tanzanian educational policies and practices. Since 1961, Tanzania has initiated a series of reforms seeking to achieve Universal Primary education, coupled with a particular approach to educational decentralisation. An understanding of these reforms, and an assessment of their historical trajectory, requires an analysis of them through a Nyererean lens or framework. This project centres on developing such an understanding. The aim of this study is to examine and assess Tanzanian educational reforms, policies and structures, over the period 1961-2015, against the Nyererean framework developed for this project. This objective will be achieved by completing the following tasks: first, identify Nyerere’s over-arching socio-political and economic worldview, which sought to integrate traditional African values with the socialist philosophies and development demands of the postcolonial context, expressed in terms of a broad social and political project: Ujamaa (African socialism). Then, analyse educational policies across three identified time periods in terms of their relationship to the project of African socialism and in particular it’s key educational components: Ujamaa, education for self-reliance; educational expansion (UPE); and Nyererean educational decentralisation. The analysis of policy through a Nyererean framework yielded mixed results overtime. Whereas the pre Ujamaa period 1961-1966 was mainly characterised by the inherited conventional models underpinned by an emphasis upon post-primary education to lay the foundation for future economic growth, some ideas on Ujamaa such as brotherhood and abolition of racial discrimination in education, were also documented in policy. The Ujamaa and self-reliance period 1967-1985 was distinctive because it embraced most of the Nyererean perspectives in different areas such as education expansion, decentralisation and in particular merging study with work as part of the philosophy of forming citizens with the particular skills and dispositions that would be suited to the Ujamaa socialist society. Social-political and economic turmoil in the late 1970s and early 1980s is shown to have impacted on Ujamaa policies, leading into the 1986-2015 period in which policy reversed by moving away from the principles of Ujamaa and self-reliance. Here we see the neoliberal reforms of user-pays and privatisation of educational services. Although institutions such as the World Bank and other financial institutions arguably helped to boost the expansion of education to meet the Millennium Development Goals in the period since 2000, the approach used contrasted in significant ways with the Nyererean egalitarian ideals. This work contributes a distinctive educational policy analysis in this period, adding to existing research. Despite some divergences, particularly in recent years, there are threads of continuity of the legacy of Nyerere such as enduring social justice and equity, particularly in education expansion, merging work and study and community involvement. Given the continuity in relation to the overarching Nyererean framework, this historical account demonstrates a need to go beyond dominant approaches and reconsider the work of Nyerere for the deconstruction of African/Tanzania educational policies.
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Yi-Shan, Liao, et 廖洟珊. « Universal Design Curriculum of Health and Physical Education : Improving CurriculumParticipation for a Primary School Student with Health Impairment ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/md3czq.
Texte intégralRésumé :
碩士國立臺南大學
特殊教育學系輔助科技碩士班
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The method adopted in this research was action research, and the researcher developed a universal design curriculum (UDC) for health and physical education to improve the participation of a primary school student with health impairment in health and physical education courses. When the student recovered from sickness and was required to resume regular classes, the UDC was used to solve problems in peer interaction, improve other students’ attitude toward the student with health impairment, and increase the teachers’ use of an UDC. The researcher relied on observations, interviews, a journal, and other means to collect data from the student with health impairment, peers, and teachers of general education classes, health education classes, physical education classes, and a self-contained special class. In addition, the researcher explored the conditions under which the UDC was developed and implemented, and investigated the effects of UCD on students with health impairment, peers, and teachers. The results of this study are detailed as follows: 1. After the student with health impairment recovered from an illness, he returned to school to participate in health and physical education. The student encountered several problems, including disease, teachers who were worried about his illness, difficulty in understanding the curriculum design and completing the evaluation, negative peer attitude, and inadequate preparation regarding the transfer from homebound services to school. 2. The health education teacher, physical education teacher, and self-contained special class teachers and researcher developed and implemented the UDC collectively. Most of the aforementioned problems were solved and a positive attitude was established through this collaboration. 3. At the preliminary step of the UDC, the researcher identified numerous problems, including discrepancies in the teaching style of teachers, negative peer attitude, inflexibility in the curriculum design, and the lack of consideration given to students with special needs. 4. At the formal step, the problems identified at the preliminary step were solved. In addition, other problems were identified at the formal step, including a lack of participation in the class activities, the time of the discussion, and the need for the curriculum design to accommodate the ability level of target students. 5. The UDC caused the student with health impairment to feel accepted by his peers and proactively participate in the curriculum and increased his level of participation. 6. The UDC affected peer attitude; specifically, all of the student’s peers understood the sickness of the student with health impairment and developed a positive attitude toward the student. Few of the student’s peers held a negative attitude toward the student. 7. Thus, in this study, the researcher determined the conditions under which teachers use a UDC, observed an increase in the benefits of the curriculum design, and discovered that the participating teachers wished to use the UDC continually. Furthermore, these teachers exhibited highly proactive performance regarding their participation in the UDC.
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Kuye, Jerry O. « Education and development : a case study of the impact of selected political, economic, social and cultural variables on the Universal Primary Education Program in Nigeria between 1976 and 1981 ». 1989. http://hdl.handle.net/1993/17119.
Texte intégral
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Sineta, Abraham. « Demand- Side Financing In Education : A Critical Examination of a Girls' Scholarship Program in Malawi- (Case Study) ». 2012. https://scholarworks.umass.edu/dissertations/AAI3545987.
Texte intégralRésumé :
Despite the push for universal education, many disadvantaged and poor children in developing countries still do not have access to basic education. This among other reasons is due to poverty where poor families cannot afford the cost of basic education even when it is ‘free’ of tuition (McDonald, 2007). Demand-side financing interventions such as scholarship programs are promising to be viable financing interventions of reaching out to the poor and marginalized children in order for them to access basic education. Although such financing strategies have been praised as having worked in mostly Latin American countries, very little is systematically known about how these interventions would work in poor African countries such as Malawi. This study therefore examines demand-side financing strategy through an evaluation of a scholarship program implemented in Malawi. It uses qualitative mode of inquiry through in-depth interviews of 36 key participants as a primary method of data collection. In addition it reviews program documents and conducts some cohort tracking on beneficiaries in Zomba rural district which is the site of the study. The findings show that community based targeting was used in the program and proved successful in identifying the right beneficiaries in a cost effective manner. It seems to offer a model to be adopted for such interventions in low resource countries. Findings further show that beneficiaries who received scholarships were able to persist however there was a substantial number that dropped out. There were a number of factors that caused this but it seems the internal motivation of beneficiaries to persist was very critical. This puts under the microscope an assumption that once scholarship is received, beneficiaries would persist in school. Last but not least, the findings also show that an assumption that local communities will be able to sustain such programs might be but a mere illusion as communities view themselves too poor to do this. Overall the study praises such programs as effective in targeting the poor and marginalized children however it puts a caution on assumptions about persistence & sustainability. It suggests further scrutiny on these assumptions to improve on the effectiveness of such programs and demand-side financing strategies in general.
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Ribeiro, Anabela da Conceição Gonçalves Morais. « Implementação e utilização da Classificação Decimal Universal, nas bibliotecas escolares do 1.ºciclo do ensino básico do distrito de Lisboa (estudo de caso) ». Master's thesis, 2013. http://hdl.handle.net/10437/10257.
Texte intégralRésumé :
Orientação: Gisélia Maria Martins FelícioEste trabalho de investigação apresenta um estudo de caso sobre a eficácia da implementação da Classificação Decimal Universal (CDU) nas Bibliotecas Escolares (BE) do 1.º Ciclo do distrito de Lisboa, que servem tanto os alunos do 1.º Ciclo como do Pré-escolar, na faixa etária dos 3 aos 6 anos, sobre os quais assenta esta investigação. As BE do 1.º Ciclo estão integradas no Programa da Rede de Bibliotecas Escolares (RBE) e são, atualmente, bibliotecas bem equipadas, modernas e com fundos documentais atualizados, diversificados e adequados ao número de alunos, satisfazendo as necessidades e a curiosidade dos seus utilizadores. Souberam corresponder aos propósitos deste Programa, lançado em 1996, e que sob orientações internacionais emanadas da IFLA2 e da IASL3, colocaram as BE ao nível das suas congéneres europeias. Através do processo de candidatura, mais de 2000 BE de todo o sistema de ensino público são apoiadas pela RBE. As BE do 1.º Ciclo usufruem, ainda de apoio ao nível do tratamento documental, das Bibliotecas Municipais através do Serviço de Apoio às Bibliotecas Escolares (SABE) que, na sua generalidade utiliza a CDU - assente na divisão das áreas do conhecimento em dez classes (0 a 9), correspondentes a 10 grandes áreas do conhecimento. Verificamos tratar-se da classificação mais utilizada nas Bibliotecas Escolares, embora não sendo imposta pela RBE. Usam-na como classificação mas também como cota para identificar os documentos em estante. No entanto, a CDU apresenta-se, em cada uma destas BE, com adaptações (cores, símbolos), o que deixa transparecer que a utilização desta classificação, enquanto cota, não é suficientemente clara em si mesma, para que possa ser compreendida especialmente pelos utilizadores das BE objeto deste estudo de caso, que têm idades compreendidas entre os 3 e os 10 anos. Para análise desta situação, efetuada em 16 Bibliotecas Municipais, foi utilizado um inquérito por questionário, lançado aos serviços SABE correspondentes.Conclui-se que a CDU é utilizada, enquanto cota, em 80% das BE do 1.º Ciclo do distrito de Lisboa e que todas recorrem a adaptações, sendo a mais utilizada a de código cromático, o que demonstra que a CDU em si mesma não responde às necessidades/perfil dos utilizadores da faixa etária em análise.
This research work presents a study case, about the efficiency of the implementation of the Universal Decimal Classification (UDC) in school libraries in grammar schools (from first to fourth grade) in the Lisbon district. The school libraries analyzed, are not also used by grammar students, but also by preschool children (age three to six). The school libraries here studied, are integrated in the national network of school libraries (RBE) and are, nowadays, well equipped, modern and with a large range of recent documentation, which are diversified and adequate for the number and age of students who use them. They fulfill the necessities and curiosity of its users. Our school libraries have known how to comply with the purposes of this program, launched in 1996, which under international guidance by the IFLA and IASL, have put our school libraries to the level of other European school libraries. Through a candidature process, more than 2000 public school libraries are supported by the RBE. The School libraries of Grammar schools have, furthermore the support of the Public Libraries of each Town or District. These Public Libraries support school libraries trough a service and office called SABE, that uses, generally the same UDC, a division of knowledge divided into ten classes (0 to 9), which correspond to ten vast areas of knowledge. We verified that this division of knowledge is used by the majority of school libraries, even though the system is not imposed by the RBE. The same system/designation is also used to identify documents which are available on bookshelves. In spite of the fact mentioned before, the UDC can differ in each school library in some variations (colour, symbols), what makes evidence that the system itself is quite probably, as a designation for documents, not clear enough for the user of school libraries, children, who are between 3 and 10. To analyze this situation, in 16 different Public Libraries, was used a inquire trough questionnaire, given to the 16 corresponding SABE services. We can conclude that the CDU is used, while book designation/quote, in 80% of Grammar school libraries of the Lisbon district. All schools analyzed use adaptations, using mostly chromatic codes, what from our point of view, only shows that the CDU itself, does not respond to the needs and the profile of the users of the school libraries in question.
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Labé, A. Olivier. « Le redoublement, la réussite scolaire et l’objectif de la Scolarisation Primaire Universelle (SPU) d’ici à 2015 dans le cadre de l’Éducation Pour Tous (EPT) : cas du Sénégal à partir des données longitudinales du PASEC ». Thèse, 2010. http://hdl.handle.net/1866/5948.
Texte intégralRésumé :
L’Éducation Pour Tous mobilise la communauté internationale et les gouvernements depuis 1990. Cet engagement global renouvelé en 2000 sous l’auspice de l’UNESCO puis des Nations-Unies, porte notamment sur un objectif de base : l’universalisation de la scolarisation primaire complète pour tous les enfants d’âge scolaire à l’horizon de 2015. Plusieurs études sur la réalisation de cet objectif montrent que les pays en développement sont les plus à risque et que les progrès accomplis dans la plupart de ces pays, pourraient être plus importants si la pratique du redoublement faisait davantage l’objet de régulation et de contrôle. Cela contribuerait à améliorer la réussite scolaire et accroître la rétention des élèves au sein des systèmes éducatifs. La pratique du redoublement est en effet une tradition dans plusieurs systèmes éducatifs. Elle est particulièrement prépondérante dans certains groupes de pays ou régions, notamment en Afrique francophone au sud du Sahara. Dans ces pays, le PASEC - Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN (Conférence des Ministres de l’Éducation Nationale des pays ayant le français en partage) - œuvre à améliorer l’accès à une éducation de qualité pour tous, par exemple, en informant les politiques sur la situation nationale du redoublement.
Cette recherche sur le redoublement, la réussite scolaire et l’objectif de la Scolarisation Primaire Universelle (SPU) privilégie la dimension pédagogique, l’analyse empirique et étudie le cas du Sénégal. Elle présente et discute les indicateurs internationaux de suivi de l’objectif de la SPU, fait le point de l’état des connaissances sur le redoublement et la réussite scolaire et montre le défi que représente la réalisation de l’objectif de la SPU notamment dans les pays francophones d’Afrique sub-Saharienne. Exploitant les données existantes de l’enquête longitudinale de suivi de cohorte du PASEC au Sénégal entre 1995 et 2000, cette recherche examine le parcours scolaire des élèves en vue de la réalisation de l’objectif de la SPU. L’examen effectué combine des approches d’analyse transversale et longitudinale du redoublement et des apprentissages par rapport aux caractéristiques personnelles, familiales et scolaires de l’élève. Les résultats d’analyse montrent des variabilités, notamment par rapport aux caractéristiques personnelles de l’élève et à celles de sa classe et de son milieu de scolarisation. L’analyse longitudinale du redoublement s’est appuyée sur le diagramme de flux scolaire et a permis de produire un ensemble d’indicateurs d’efficacité interne du système éducatif du Sénégal. Pour la cohorte étudiée, du fait de l’importance des redoublements et des abandons scolaires, il faut en moyenne 9,4 années de scolarité pour que l’élève progresse du deuxième au sixième (dernier) grade du primaire. Seulement 39% de l’effectif de la cohorte survivent au dernier grade ce qui suggère que si cette tendance se maintenait, le Sénégal serait à risque de ne pas réaliser l’objectif de la SPU. Une évaluation de la situation courante à partir de données plus récentes serait requise.
Le diagramme de flux scolaire constitue un outil de planification de l’éducation et représente de ce fait un important levier aux mains des autorités politiques pour agir sur les paramètres du système éducatif (paramètres liés à la qualité de l’éducation, à l’efficacité interne, etc.) afin de répondre à des objectifs spécifiques ou d’étapes pouvant conduire, par exemple, à la réalisation de l’objectif de la SPU.The Education for All is mobilizing the international community and national governments since 1990. This global commitment which was renewed in 2000 under the auspices of UNESCO and the United-Nations has set a basic goal: the universalization of a complete primary education for all school-age children by 2015. Several studies on the achievement of this goal show that developing countries are most at risk and that progress in many of these countries could have been higher if the practice of grade repetition was better regulated and controlled. This measure would contribute to the improvement of academic achievement and increase retention within the education systems. Indeed, grade repetition practice is a tradition in several education systems. It is particularly overwhelming in some groups of countries or regions, especially in Francophone sub-Saharan Africa. In these countries, the PASEC – «Programme d’Analyse des Systèmes Educatifs de la CONFEMEN (Conférence des Ministres de l’Éducation National des pays ayant le français en partage)» - works to improve access to quality education for all, by for example, informing policies on the national situation of grade repetition. This research on grade repetition, school success and the Universal Primary Education (UPE) goal favors the pedagogical dimension, the empirical analysis and studies the case of Senegal. It presents and discusses the international indicators for UPE goal monitoring, takes stock of current knowledge on grade repetition and academic achievement and shows the challenge that represents the realisation of UPE goal especially in Francophone sub-Saharan Africa countries. By using the existing 1995-2000 PASEC longitudinal survey data in Senegal, this research examines pupils’ school careers toward the realisation of UPE goal. Transversal and longitudinal analyses of grade repetition and learning achievement based on the pupil’s personal, family and school characteristics have been used. Results from these analyses show variabilities related especially to individual, classroom and school location factors. The longitudinal analysis of grade repetition is based on the school flowchart which allows the calculation of a set of indicators about the internal efficiency of Senegal education system. For the cohort studied, due to the high grades repetition and dropout rates, pupils are required, on average, 9.4 years of schooling to progress from the second to the sixth (final) grade of primary. Only 39% of the initial cohort survives to the last grade, which suggests that if this trend remains unchanged, Senegal would be at risk of not achieving the UPE goal. An assessment of the current situation based on more recent data would be required. The school flowchart is an educational planning tool. Thus, it represents an important lever for political authorities to act on education system parameters (parameters related to education quality, internal efficiency, etc.) in order to effectively attain specific objectives or milestones resulting, for example, to the achievement of the UPE goal.
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Rousson, Vincent. « La nature des représentations sociales des enseignantes du primaire à l’égard du domaine de l’univers social et de son enseignement : étude de cas à la Commission scolaire de l’Or-et-des-Bois ». Thèse, 2014. http://hdl.handle.net/1866/10883.
Texte intégralRésumé :
Cette recherche vise à mettre en lumière la nature des représentations sociales des enseignantes du primaire au sein d’une commission scolaire québécoise à l’égard des disciplines liées au domaine de l’univers social, et aussi de l’enseignement de celles-ci. La recherche a pris naissance à la suite de nombreuses interventions dans les classes du primaire en tant que superviseur de stage et de discussions avec les enseignantes relatives à l’enseignement des sciences humaines. Ce projet repose ses fondements sur le constat suivant : l’apprentissage au primaire des savoirs et des compétences en univers social est déficient et ne répond pas complètement aux attentes prescrites par le ministère de l’Éducation, du Loisir et du Sport.
Les enseignantes du primaire n’enseignent que très peu les savoirs et les compétences en univers social au Québec; ainsi, les élèves arrivent peu outillés au secondaire. Des recherches antérieures ont permis de cibler certains facteurs permettant d’expliquer cet état de fait. Or, nous supposions qu’il existait d’autres raisons pouvant expliquer ce phénomène et nous croyions que l’analyse des représentations sociales des enseignantes pourrait apporter des informations importantes dans l’analyse de cette problématique.
Cette analyse des représentations sociales est basée sur les travaux et les théories relatives au noyau central (Abric, 1994a). Elle fut construite autour d’une recherche exploratoire au sein d’une commission scolaire en région où 21 enseignantes ont été interviewées. Utilisant une méthodologie qualitative avec une approche s’adressant plus particulièrement aux sciences de l’éducation (Merriam, 1998), les résultats de la recherche nous permettent d’identifier trois facteurs déterminants dans la création des représentations sociales des enseignantes à l’égard de l’histoire, de la géographie et de l’éducation à la citoyenneté. Ces facteurs amènent également les enseignantes à modeler leurs approches pédagogiques et didactiques quant à l’enseignement de l’univers social au primaire.
Cette recherche a d’ailleurs permis de mieux comprendre la création des représentations sociales des enseignantes quant aux disciplines associées aux sciences humaines et permis de cibler plusieurs facteurs déterminants de cette réticence à enseigner cette matière aux élèves.This research is intended to bring to light the nature of elementary school teach-ers’ social representations in regard to the disciplines related to the social studies field, as well as the teaching of these disciplines within a provincial school board. This project came to exist following a number of interventions in elementary school classes as a practicum supervisor, and after discussions with teachers about the teaching of social studies. The foundations of this project are based on the following observation: at the elementary level, the teaching of knowledge and competencies in the social studies field is lacking and does not completely meet the expectations prescribed by the ministère de l’Éducation, du Loisir et du Sport. Teachers at the elementary level teach very little of the knowledge and competencies in the social studies field in Quebec. As such, students are poorly equipped when they enter secondary school. Previous research targeted some of the factors, allowing an explanation of this observation. However, the researcher supposed that there were other reasons that could explain this phenomenon, and the researcher believed that the analysis of teachers’ social representations could contribute important information to the analysis of this issue. This analysis of social representations is based on the works and on the theories of Abrics’ central core theory (Abric, 1994a). It was constructed around an exploratory research done within a regional school board, where 21 teachers were interviewed. Using a qualitative methodology, with an approach specifically intended for the educational sciences (Merriam, 1998), the results of the research enable us to identify three determining factors in the creation of teachers’ social representations, with regard to history, geography and citizenship education. These factors also lead teachers to modify their teaching and didactic approaches. Moreover, this research allowed for a better understanding of the creation of teachers’ social representations as regards to the disciplines related to social studies and allowed several determining factors in the reluctance to teach this material to students.