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Community Schools in Africa: : Reaching the Unreached / edited by Kristin Helmore, Deborah Glassman, Jordan Naidoo, Fred Wood, Chloe O'Gara.

Por:

Helmore, Kristin [editor.]

Colaborador(es):

Tipo de material: Texto

TextoEditor: Boston, MA : Springer US, 2007Descripción: xxv, 230 páginas, recurso en líneaTipo de contenido:

texto

Tipo de medio:

computadora

Tipo de portador:

recurso en línea

ISBN:

9780387451077

Formatos físicos adicionales: Edición impresa:: Sin títuloClasificación LoC:

LC8-6691

Recursos en línea:

Conectar a Springer E-Books (Para consulta externa se requiere previa autentificaciÃ³n en Biblioteca Digital UANL)

Contenidos:

Community Schools: The Solution to Local Needs -- Mali, 1992–2003: The First Experiment -- Malawi, 1994–2003: Training on a National Scale -- Ethiopia, 1992–2001: Helping Communities Fill the Education Gap -- Uganda, 1999–2005: Transferring to Government Control -- USAID and Community Schools in Africa: The Vision, the Strategy, the Commitment -- Supply-Side Education: Africa's Home-grown Schools -- What's Next for Community Schools?.

Resumen: Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations, questions have come up about the impact of such schools at large scale: "Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children’s experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda. The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a substantial gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education. Save the Children has been a pioneer in the community school movement, particularly in Africa. Community schools are created in areas where access to education is limited or non-existent. The community school approach has been recognized for its easy replicability, cost-effectiveness and dramatic improvements in basic education for children in need.

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Springer eBooks

Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations, questions have come up about the impact of such schools at large scale: "Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children’s experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda. The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a substantial gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education. Save the Children has been a pioneer in the community school movement, particularly in Africa. Community schools are created in areas where access to education is limited or non-existent. The community school approach has been recognized for its easy replicability, cost-effectiveness and dramatic improvements in basic education for children in need.

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