Partnerships for Capacity Building and Quality ... - ADEA

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WGESAWGFEWGFPWGHEWGNFEWGTPWorking Group on Education Sector AnalysisWorking Group on Finance and EducationWorking Group on Female ParticipationWorking Group on Higher EducationWorking Group on Nonformal EducationWorking Group on the Teaching ProfessionVII
List of Diagrams and TablesDIAGRAM A-1: Dimensions and Components of NESIS p. 105DIAGRAM A-2: Working Group on Education Statistics p. 106DIAGRAM A-3: Types of Alliance p. 107DIAGRAM A-4: NESIS Capacity Building Program - Phases and Targets p. 114DIAGRAM B-1: Capacity Development: Basic Elements of the Framework p. 148DIAGRAM B-2: Working Groups Task Network p. 157TABLE B-1: ADEA Working Groups and their Lead and Coordinating p. 151AgenciesTABLE B-2: Examples of ADEA Working Group Results p. 164TABLE C-1: Organizational Support and Teacher Response p. 239VIII
Page 5 and 6: This document is a compilation of p
Page 7: IIEPIMFIREDUIIRJETJICANESISNFENGOOD
Page 11: Country-Led Aid Coordination in Gha
Page 18 and 19: social, economic and political chan
Page 20 and 21: Such is the overall context in whic
Page 22 and 23: Automatically, when we think of par
Page 24 and 25: external financing and technical pa
Page 26 and 27: cross-cultural contexts. There are
Page 28 and 29: (b) Examples of partnerships for ca
Page 30 and 31: parative advantages. To promote sus
Page 32 and 33: similar principles, which include:
Page 34: Part 1The Theory and Practiceof Par
Page 37 and 38: This massive expansion of education
Page 39 and 40: ment in general. Far from being con
Page 41 and 42: the expected objectives. This has l
Page 43 and 44: assistance” to “cooperation”
Page 46 and 47: Adapting Agency Solutionsto Country
Page 48 and 49: ural areas.Much of the problem stem
Page 50 and 51: ing a much broader look at the effe
Page 52 and 53: agencies have acquired much experie
Page 54 and 55: ministry funds were not available t
Page 56 and 57: agency projects that solely reflect
Page 58 and 59:
October, 1995A task force was appoi
Page 60 and 61:
Summary and lessons learnedThe conv
Page 62 and 63:
Ministry of Education, Ghana, What
Page 64 and 65:
USAID, Education Policy Formulation
Page 66 and 67:
to-country agreements signed with t
Page 68 and 69:
larly true in the field of educatio
Page 70 and 71:
Sanlam LimitedSasol LimitedShell SA
Page 72 and 73:
! The European Union (EU)Management
Page 74 and 75:
The role of the state in many Afric
Page 76 and 77:
complementary roles. Increasingly,
Page 78 and 79:
elationship between classroom and s
Page 80 and 81:
tional researchers in the necessary
Page 82 and 83:
African continent?The findingsStudi
Page 84 and 85:
It follows that developing equivale
Page 86 and 87:
individual’s entire life span in
Page 88 and 89:
ers have suggested that in many res
Page 90 and 91:
tion to its bare-bones instrumental
Page 92 and 93:
those responsible for making the ed
Page 94 and 95:
Education and the new informationte
Page 96 and 97:
condition for such learning. The ex
Page 98 and 99:
panded to 958 schools in all fourte
Page 100:
Education in Latin America and the
Page 103 and 104:
IntroductionOver the two decades en
Page 105 and 106:
adequately addressed.The broad ques
Page 107 and 108:
possibility of reducing these resou
Page 109 and 110:
This pattern of organisation will e
Page 112 and 113:
national researchers will be a staf
Page 114 and 115:
DIAGRAM A-1: Dimensions and compone
Page 116 and 117:
Review of the past development effo
Page 118 and 119:
! the process of managing a joint v
Page 120 and 121:
countries.! Type 3: Resource-sharin
Page 122 and 123:
vincingly realize how the partners
Page 124 and 125:
ment have shown that providing tool
Page 126 and 127:
technical experts in foreign agenci
Page 128 and 129:
making the nodes demand-driven; del
Page 130 and 131:
nential expansion of the informatio
Page 132 and 133:
are currently available on the Inte
Page 134 and 135:
mental shift in pedagogy to the typ
Page 136 and 137:
importing another culture’s use o
Page 138 and 139:
! Operations and maintenance of ICT
Page 140 and 141:
Goldberg, Fred, Director of NYSENET
Page 142 and 143:
instruments and results for African
Page 144 and 145:
Ownership and shared commitment asg
Page 146 and 147:
are prepared on the basis of the an
Page 148 and 149:
tests for primary grades, standard
Page 150 and 151:
IntroductionCapacity development ha
Page 152 and 153:
discourse is the call for the recog
Page 154 and 155:
cesses and procedures.Although not
Page 156 and 157:
finement of effective practices.Oth
Page 158 and 159:
“benefactors”. For example, Are
Page 160 and 161:
that are nurturing or eroding for t
Page 162 and 163:
sumed internally by the organizatio
Page 164 and 165:
which stimulate country interest in
Page 166 and 167:
Teaching Profession, Zambia preferr
Page 168 and 169:
legitimize policies and programs in
Page 170 and 171:
stance, the FEMSA national teams re
Page 172 and 173:
Through its strategic resource plan
Page 174 and 175:
Table B-2. (continued)$ gender trai
Page 176 and 177:
Table B-2. (Continued)Results WG No
Page 178 and 179:
to country-specific contexts is a k
Page 180 and 181:
ing such inputs into programs; keep
Page 182 and 183:
Conclusions and recommendationsTheo
Page 184 and 185:
Africanization of the ADEA." Africa
Page 186 and 187:
But Limited Controland Little Owner
Page 188 and 189:
combine to support the expanded rol
Page 190 and 191:
studies be completed far more quick
Page 192 and 193:
marginal, not infrequently an irrit
Page 194 and 195:
ceived as external assistance), spe
Page 196 and 197:
surgeons? Education is termed a del
Page 198 and 199:
1994, for the most part managed by
Page 200 and 201:
may reflect nothing more significan
Page 202 and 203:
quences of education aid described
Page 204 and 205:
the circumstances permit and nation
Page 206 and 207:
ited control and national ownership
Page 208 and 209:
Dependent research breeds dependent
Page 210 and 211:
Capacity-building must be understoo
Page 212 and 213:
active student participation in the
Page 214:
Buchert, Lene. Recent Trends in Edu
Page 217 and 218:
Samoff, Joel, editor, Coping With C
Page 219 and 220:
as the discovery approach to enable
Page 221 and 222:
education. Selecting national coord
Page 223 and 224:
learning SMT and perform well are
Page 225 and 226:
science, to search out the underlyi
Page 227 and 228:
up to a larger national meeting and
Page 229 and 230:
In the four FEMSA pilot countries,
Page 232 and 233:
varied groups of participants.(4) F
Page 234 and 235:
FEMSA, Project Committee Meeting Re
Page 236 and 237:
another problematic aspect is that
Page 238 and 239:
with teacher autonomy and self-dire
Page 240 and 241:
The basic concept of PPSE (Programm
Page 242 and 243:
education directorates and speciali
Page 244 and 245:
initiative. But even more important
Page 246 and 247:
framing, designing and carrying out
Page 248 and 249:
matter of fact, along with carrying
Page 250 and 251:
Peter Easton (USA) is currently Ass
Page 252 and 253:
Ko-Chih Tung (Sweden) is the ADEA C
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