Lending for learning : twenty years of World Bank support for basic education

The author traces the development of the World Bank's lending policies for education and draws lessons and recommendations from the Bank's experience. The Bank's lending for primary education has supported four main objectives : expanding educational opportunities, improving instructional quality, increasing efficiency, and strengthening management in the sector. In nonformal education, Bank lending has supported the goals of developing practical skills, promoting basic literacy, and building income generating skills. The author argues that Bank support to education has been most successful when it provides for in-depth analysis of subsectoral issues, concentrates on a few objectives, sustains its committment to these objectives over a long period, and delegates to the borrowing country the responsibility for sectoral analysis, policy formulation, and project development and implementation. From his review of Bank experience in supporting basic education, the author makes five principal recommendations for designing education projects : 1) support the locally determined processes that drive educational development; 2) invest in the most cost-effective inputs; 3) test carefully how an investment package works in a particular setting and monitor outcomes constantly; 4) strengthen the institutional capacity for national and regional strategic planning and management; and 5) design projects to allow a flexible response to a wide variety of local needs and unplanned events.Teaching and Learning,Curriculum&Instruction,Primary Education,Gender and Education,Girls Education

Outcomes for youth work : coming of age or master’s bidding?

Abstract Providing evidence in youth work is a current and important debate. Modern youth work has, at least to some degree, recognised the need to produce practice information, through its various guises, with limited success as requirements and terminology have continually changed. In Scotland, the current demands for youth work to “prove” itself are through a performance management system that promotes outcome-based practice. There are some difficulties with this position because outcome-based practice lacks methodological rigour, is aligned with national governmental commitments and does not adequately capture the impact of youth work practice. This paper argues that youth workers need to develop both a theoretical and methodological approach to data collection and management,which is in keeping with practice values, captures the voice of the young person and enhances youth work practice. Youth work should not be used as a mechanism to deliver the government’s policies but be liberated from centralist control to become a “free practice” so that some of the perennial problems, such as democratic disillusionment, partly caused by this “performance management industry”, can be effectively dealt with. The generation of evidence for youth work should enable it to freely investigate and capture its impact, within the practice, based on the learning that has taken place, the articulation of the learners’ voice with the most appropriate form of data presentation

North Area College: report from the Inspectorate (FEFC inspection report; 70/94 and 01/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98

Strengthening Managing for Impact in Eastern and Southern Africa : Grant Completion Report

The Strengthening Managing for Impact Programme (SMIP) was a pilot initiative established to test the extent to which the use of the Managing for Impact (M4I) approach could enhance the impact of pro-poor interventions for greater development effectiveness. This programme was implemented in the Eastern and Southern Africa region (including French speaking countries) from 2006 till the end of 2009 and was largely funded by IFAD. A partnership was developed between Wageningen UR Centre for Development Innovation (formerly part of Wageningen International), Khanya6aicdd, IFPRI6IKCD (formerly IFPRI/ISNAR) and Haramaya University (in a joint partnership ‘Carmpolea’); and the Impact Alliance

Chippenham College (FEFC inspection report; 27/95 and 20/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 (27/95), and 1997-98 (20/98). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. Chippenham College is a general further education college serving the education and training needs of market towns and rural villages in north-west Wiltshire

Our Museum Special Initiative: An Evaluation

Our Museum: Communities and Museums as Active Partners was a Paul Hamlyn Foundation Special Initiative 2012 – 2016. The overall aim was to influence the museum and gallery sector to:* Place community needs, values and active collaboration at the core of museum and gallery work* Involve communities and individuals in decision-making processes* Ensure that museums and galleries play an effective role in developing community skills and the skills of staff in working with communitiesThis was to be done through facilitation of organisational change in specific museums and galleries already committed to active partnership with communities.Our Museum offered a collaborative learning process through which institutions and communities shared experiences and learned from each other as critical friends. Our Museum took place at a difficult and challenging time for both museums and their community partners. Financial austerity led to major cutbacks in public sector expenditure; a search for new business models; growing competition for funding; and organisational uncertainty and staff volatility. At the same time, the debate at the heart of Our Museum widened and intensified: what should the purpose of longestablished cultural institutions be in the 21st century; how do they maintain relevance and resonance in the contemporary world; how can they best serve their communities; can they, and should they, promote cultural democracy

‘More Than Just TV’: Educational broadcasting and popular culture in South Africa

About the book: Yearbook 2002 contains research examples illustrating the role of media globalisation in children's and young people's lives in different parts of the world. The transnational media and media contents - imported television programmes, satellite TV, the Internet, video and computer games, popular music, 'global' advertising and merchandised products - are to a great extent used by children and are, as well, increasingly targeting children. What does this mean for media production? For children's cultural identity and participation in society? For digital and economic divides among children both within and between richer and poorer countries? A separate section of the book presents recent statistics on children in the world and media in the world

Analysing climate action plans of selected UK cities for their SDG alignment

In UK, the Climate change Act of 2008 has placed a binding target of reducing the net carbon emission in 2050 by at least 80% compared to the 1990 baseline. With a high share of urban population, the contribution of cities and urban areas towards climate change mitigation and adaptation becomes crucial. UK being a signatory to the Sustainable Development Goals (SDG) in 2016, there is a new emphasis on the sustainability of cities as well. In this paper, a preliminary analysis of climate action initiatives of three UK cities (Bristol, Leicester and Milton Keynes) and their alignment with the SDG is presented. We used a text mining approach to analyse the climate action plans and then use this to map the alignment with the SDGs. We find that climate action plans have not focused on the sustainable development goals or the SDGs and their focus remains limited mainly to mitigation activities through promotion of renewable energies at homes and in buildings and actions on transport. However, climate action plans could influence a significant number of SDGs and an integrated approach could be beneficial for the cities and their residents

Public complaints: An instrument to improve services in public institution of higher learning in post modern era. Case study: Student Affairs Department in Universiti Utara Malaysia

Jurgen Habermas dan Anthony Giddens are among other postmodern thinkers have proposed the theory of public sphere and social reflexivity. Because postmodenism has undermined the structure and function of the society and gives extra power to the periphery and individuals, the rise for individual participation in voicing out their need and wants is seen as important so that decision made at the top rung of the society reflect the masses. According to Habermas, in post modern era where tradition is lacking, people are losing trust and confidence in an abstract system – the system governing them beyond their immediate surrounding. To encounter it, citizen should be given power to participate in decision making. Habermas idea is supported by Giddens with his social reflexivity concept that suggests inputting public trust back into social institution. In coherence with this argument, the paper will discuss on the public complaint in public institution which is seen as a way to improve public services. The study is carried out in Student Affairs department in Universiti Utara Malaysia in 2003. The objectives of the study is to measure the level of awareness of the services offered at the Complaint Unit HEP and complaints by the students of the university. The paper will then discuss the findings and suggests ways to improve existing systems so that the quality of service is further enhanced

Warrington Collegiate Institute: report from the Inspectorate (FEFC inspection report; 114/95 and 21/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-99