The Transformational Leadership Program (TLP): An Evaluation of Impact in a Capacity-Building Leadership Program for Africa's Social Sector (Abridged Version)

The role of leadership in rapidly developing African countries is fundamentally important and the need for leadership development across the African continent is critical for social and economic progress. Since 1953, the Africa-America Institute (AAI) has advocated for educational and human capacity building on the African continent by offering a wide range of scholarship, training and exchange programs that have benefited over 23,000 people from 54 African countries. In 2007, AAI launched its Transformational Leadership Program (TLP) with a grant from The Coca-Cola Africa Foundation (TCCAF) to offer business training and broader leadership development for managers of African NGOs and small to medium-sized enterprises (SMEs). The program has reached 351 participants from 14 countries through certificate and degree programs at United States International University (USIU) in Nairobi, Kenya; Pan-African University (EDC) in Lagos, Nigeria; and University of Stellenbosch (USB) in Cape Town, South Africa.In 2013, an evaluation of the TLP was conducted using surveys, questionnaires, individual interviews and focus groups with strategically selected stakeholder groups, site visits, participant reflective writing, Town Hall meetings, and a comprehensive review of program and university documents

Engaging with childhood: student placements and the employability agenda.

Employability is a particular organising narrative within the global, neoliberal economic discourse, with increasing relevance across different educational contexts. For universities in the UK, student employability, that is the readiness of students to gain and maintain employment and contribute to the economy, is a significant feature of accountability with employability outcomes increasingly used by students in making their decision of which university to attend. Yet little attention is paid to the organizing power of the employability agenda and to university students’ participation in that agenda apart from focussing on knowledge and skills relevant to gain employment. This is particularly concerning in university programmes that develop professionals who work with children. Placement, gaining knowledge, skills and experience in the places where children and young people are found, is a common aspect of employability being embedded within programme curricula. This article explores the organising power of the employability agenda for children and young people in a context of university placements. Focused on student experiences on placement in primary school settings in the north of England analysis considers students’ engagement with their own learning and the children who are essential to that learning

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools

Raising standards in American schools: the case of No Child Left Behind

In January 2002, President George W Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107-110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America’s public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind

Lung Function after the Minimal Invasive Pectus Excavatum Repair (Nuss Procedure)

Background The Nuss procedure was introduced at our center in 1999. The operation was mainly performed for cosmesis. Little information is available regarding the influence of this operation on lung function. Methods The aim of this study, a prospective analysis, was to analyze the effect of the Nuss procedure on lung function variables. Between 1999 and 2007 a total of 203 patients with pectus excavatum were treated with the Nuss procedure, of whom 145 (104 male, 41 female) were located at Emma Children’s Hospital. In the latter subset of consecutive patients, static lung function variables [total lung capacity (TLC), functional residual capacity (FRC), vital capacity (VC)] and dynamic lung function variables [forced expired volume in 1 s (FEV1), maximum expiratory flow (MEF50)] were performed using spirometry and body box measurements at four time points: prior to operation Some of these data were presented at the International Surgical Week

Agentic learning: the pedagogical implications of young trans people’s online learning strategies

This paper proposes anew conceptualisation of learning in the age of the internet, increasing systemic rigidity of formal education and intensified media manipulation and partiality. Using empirical data and drawing on Social Activity Method it elaborates the different strategies young trans people recruit in their self-learning and contends that these constitute a type of learning where the control of pedagogy, the learning environment and the subject matter lies to a significant extent, with the learner, taking place in spaces free from the influence of hegemonic transphobia. This type of learning appears to constitute an effective but complex one. As, in this instance, the learning is taking place in a wider cultural environment where the subject matter is often suppressed and subject to ideological misrepresentation by hegemonic control of the public sphere, this study suggests that learning by providing learners with greater control over pedagogy and learning environment is effective

Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the United States

Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately fifty percent. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and caring across human differences. The narrative of technocracy creates top-down, administrative pressure through hierarchical systems based on quantitative performance data. This article examines these two primary policy narratives of inclusive education in the United States, exploring the conceptual features of each and initiating an analysis of their application in the public schools