118,940 research outputs found
Evaluation of the Population and Poverty Research Initiative (PopPov)
Since 2005, the William and Flora Hewlett Foundation, with collaboration and co-funding from research councils in the United Kingdom, the Netherlands, France, and Norway and from the World Bank, has invested in a portfolio of social science research on the relationship between population dynamics and micro- and macroeconomic outcomes. It is known as the Population and Poverty Research Initiative (PopPov), and its geographic focus is on subSaharan Africa (SSA). The starting premises that led to the development of PopPov were that evidence showing that population dynamics could affect economic outcomes might increase the interest of ministers of finance in funding population policies and that they might be most convinced by rigorous research done by respected economists. The core aim of the program has been to build (or, in some cases, rebuild) and advance the field of economic demography, orienting the work toward research that would be relevant for policy and would increase recognition by economic policymakers of the value of lowering the rate of population growth and investing in family planning (FP). The program also aimed to strengthen the capacity of researchers in SSA. The PopPov initiative tried to achieve these aims through four main components: (1)Â grants to support research on PopPov core topics of interest, (2)Â fellowships to support graduate students preparing their doctoral dissertations, (3)Â conferences and workshops to support the development of networking opportunities, and (4)Â other dissemination activities. PopPov has funded 56Â doctoral fellows and, together with its partners, has supported 61Â research projects. Seven international conferences and additional workshops have been held, and there have been several other dissemination activities. The Population Reference Bureau (PRB) and the Center for Global Development (CGD) have been the secretariats for PopPov. Since 2008, the Institute of International Education (IIE) has administered the fellowship program.In November 2012, to help guide its decisions about both the substance and means of future investments, the foundation issued a request for proposals (RFP) for an evaluation of PopPov. The RAND Corporation was selected to conduct the evaluation
Access to basic education in Ghana: politics, policies and progress
This monograph examines the history and politics of educational reform in Ghana, focusing on the issue of access to basic education in the post-colonial period. The monograph employs data from a series of interviews conducted with senior policy-makers, implementers and researchers, as well as drawing on documentary sources, to explore the drivers and inhibitors of change at the political, bureaucratic and grass-roots levels. It describes the patterns of change in relation to enrolment and outlines the key policies adopted through from the British colonial administration to the various independent regimes, authoritarian and democratic. Progress in universalising access has been substantial and basic education indicators in Ghana, both in early post-colonial times and today, stand out positively when compared to most countries in sub-Saharan Africa. The study explores the nature of the domestic political and administrative machinery which has enabled comparative success in enrolment growth in Ghana, attending also to the importance of political will as well as to shifting patterns of international and donor influence.
The study draws out key tensions in education policy making, including tensions between the goals of access, equity, quality and relevance; those between academic and vocational orientations; those between elite and popular interests and those between political and technical imperatives. The processes of reform begun by the Kwapong and Dzobo committees and continued through to the fCUBE policy are examined in detail and the underlying aims and objectives of these processes are shown to share a number of common although sometimes mutually conflicting features. Interview data allow a nuanced interpretation of both impetus and resistance to policy formulation and implementation. The reforms of 1987 are shown to be critical in the development of the universal basic education policies that emerged subsequently and those later policies are considered partly as responses to unrealised objectives from 1987.
Following the restoration of democratic government in Ghana, the establishment of a constitutional commitment to universal basic education in 1992 provided a lasting and binding responsibility for the state, which was followed by a comprehensive policy in fCUBE. Subsequently education policy has played an important role in political manifesto pledges. The monograph concludes by considering the election pledges of the 2008 Ghana Government, their provenance and initial indications of their implementation and finally summarises its findings on progress and on the importance of policy, regime, political will, and the drivers and inhibitors of reform implementation in relation to the pursuit of basic education for all in historical perspective
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Supporting undergraduate studentsâ acquisition of academic argumentation strategies through computer conferencing
Executive Summary
Background
This research grows out of work on the importance of argumentation in developingstudentsâ critical abilities. It focuses attention on how students argue in computer mediated conferences as opposed to traditionalwritten assignments, investigating the way in which argumentation is realised within the relatively new context of
computer conferencing which allows extended written discussions to take place overa period of weeks. Such text-based asynchronous conferencing is typically
characterised by features of both spoken and written modes.
Aims
The main aims of the project were:
⢠to investigate the argumentation strategies used in asynchronous text-based computer conferences;
⢠to compare the argumentation strategies developed through conferencing with those used in the writing of academic assignments;
⢠to examine the strategies used by tutors to encourage and facilitate argumentation in text-based computer conferences.
Methods
Data was collected over two years for the distance undergraduate course âPerspectives on Complementary and Alternative Medicineâ at the Open University.Qualitative data was obtained through interviews with the course chair, tutors and students, and through a student questionnaire. Assignments and computer-mediated
tutorials were collected for textual analysis, although the timing of the assignments meant that analysis has only just begun on the essay data. To analyse the argumentation in the computer conferences and assignments a method of
categorising, coding and tracking argumentative discourse was developed building on earlier work by the authors. In addition, computational searches were carried out to compare linguistic features across conference and assignment data.
Results
In tutorial conferences, student discussion tended to take the form of collaborative co-construction of an argument through exchanging information and experience to
substantiate a position. However, students were also prepared to challenge other viewpoints. In both cases, they frequently drew on personal and professional
experience to support argument claims. The use of these strategies suggests that text-based conferencing lends itself to the collective combining of diverse sources of
information, experiences and ideas.
Conference discussions were often personalised with fewer explicit logical links marking argument structure. They were also marked by complexity of argument strands, many of which reached no conclusion. Preliminary analysis of argumentation in assignments suggests that this did not, however, adversely affect studentsâ ability to create a more traditional, linear argument in their essays. Further analysis will be undertaken to compare argumentation strategies across the two sets of data. Tutors expressed concern about levels of participation in the tutorial conferences, which varied quite considerably. They also felt uncertain about their own knowledge of appropriate pedagogic strategies which would encourage students to participate in a collaborative yet critical way, and tended to rely on strategies from face-to-face teaching. Analysis of the conference discussion showed that tutors made fewer claims than students and were also less likely to provide information in support of their claims. There was, therefore, little modelling by tutors of the basic type of argumentation that would be expected in formal written assignments.Despite these concerns, student responses indicated that having a tutor and a group
of peers to interact with, or just to observe, was valued as a supportive feature of this form of distance learning. No clear picture arose of how to make conferencing more
interactive for more students, and this reinforces the sense gained from the tutor interviews of the difficulty of proposing a model of tutoring in computer conferences
that will necessarily engage all students or raise the level of discussion and debate.
Conclusions
Our study suggests that text-based conferencing has an important role to play in developing studentsâ argumentation strategies and understanding of academic
discourse and conventions. In view of its hybrid nature, somewhere between spontaneous speech and formal academic writing, course designers and tutors should aim to take advantage of both aspects â on the one hand, the informal
dialogic exchange of opinions and co-construction of knowledge, and on the other,the opportunity for consolidation, reflection and re-positioning.
Our findings reinforce the view that studentsâ willingness to exchange ideas freely and openly is partly a consequence of how personally engaged, at ease and
confident students feel with one another and their tutor. In particular, it seems that there is a role for the interpersonal and, to some extent, the chat and the frivolity, which in some other studies discussed in the literature review have been regarded as negative influences.
Recommendations
To facilitate studentsâ development of argumentation and learning more generally,tutors need greater awareness of the ways in which academic argumentation operates in computer conferencing as compared to written assignments. Since pedagogic strategies developed in other contexts may not transfer well to computer conferencing, there is a need for targeted professional development, focussing in
particular on:
⢠Choosing topics for discussion and designing effective task prompts;
⢠Supporting weaker students;
⢠Encouraging challenging of ideas;
⢠Finding the right tone to facilitate peer discussions.
Some specific suggestions are made within the report, but our recommendations at this stage remain tentative as we still have to complete the analysis of the assignment data and draw conclusions about the impact of the computer
conferencing on the quality of written argumentation within this more formal context
Reviewing the International Year of Deserts and Desertification 2006: What contribution towards combating global desertification and implementing the united nations convention to combat desertification?
During the United Nations General Assembly's 58th Ordinary Session in 2003, a decision was adopted declaring 2006 the International Year of Deserts and Desertification (IYDD). This paper critically reviews this International Year. It draws on the key outputs from IYDD events from across the globe to highlight the challenges and ways forward in both combating desertification and implementing the United Nations Convention to Combat Desertification (UNCCD). The paper considers what the IYDD outputs mean for the current and historical controversies surrounding the desertification issue and presents an overall evaluation of the successes of IYDD for the different stakeholder groups within the desertification regime. It is concluded that while the International Year can be considered to have met the United Nations's four objectives: to address the long-term oriented implementation of the UNCCD; raise awareness of the implications of desertification; facilitate networking with all stakeholders; and disseminate information relating to the UNCCD, the real challenge lies in moving the IYDD outcomes away from the conferences, meetings and networks that contributed to their generation, towards a more concrete, tangible effort to conserve deserts and effectively monitor and control desertification and land degradation on the ground
New Models of Technology Assessment for Development
This report explores the role that ânew modelsâ of
technology assessment can play in improving the lives of
poor and vulnerable populations in the developing world.
The ânew modelsâ addressed here combine citizen and
decision-maker participation with technical expertise. They
are virtual and networked rather than being based in a
single office of technology assessment (as was the case in
the United States in the 1970s-90s). They are flexible
enough to address issues across disciplines and are
increasingly transnational or global in their reach and
scope. The report argues that these new models of
technology assessment can make a vital contribution to
informing policies and strategies around innovation,
particularly in developing regions. They are most beneficial
if they enable the broadening out of inputs to technology
assessment, and the opening up of political debate around
possible directions of technological change and their
interactions with social and environmental systems.
Beyond the process of technology assessment itself, the
report argues that governance systems within which these
processes are embedded play an important role in
determining the impact and effectiveness of technology
assessment. Finally, the report argues for training and
capacity-building in technology assessment
methodologies in developing countries, and support for
internationally co-ordinated technology assessment
efforts to address global and regional development
challenges
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