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| Author | : Kai A. Schafft |
| Publisher | : Penn State Press |
| Total Pages | : 330 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 0271036826 |
"A collection of essays examining the various social, cultural, and economic intersections of rural place and global space, as viewed through the lens of education. Explores practices that offer both problems and possibilities for the future of rural schools and communities, in the United States and abroad"--Provided by publisher.
| Author | : Krister Andersson |
| Publisher | : University of Arizona Press |
| Total Pages | : 264 |
| Release | : 2009 |
| Genre | : Social Science |
| ISBN | : 9780816527014 |
Despite the recent economic upswing in many Latin American countries, rural poverty rates in the region have actually increased during the past two decades. Experts blame excessively centralized public administrations for the lackluster performance of public policy initiatives. In response, decentralization reformshave become a common government strategy for improving public sector performance in rural areas. The effect of these reforms is a topic of considerable debate among government officials, policy scholars, and citizensÕ groups. This book offers a systematic analysis of how local governments and farmer groups in Latin America are actually faring today. Based on interviews with more than 1,200 mayors, local officials, and farmers in 390 municipal territories in four Latin American nations, the authors analyze the ways in which different forms of decentralization affect the governance arrangements for rural development Òon the ground.Ó Their comparative analysis suggests that rural development outcomes are systemically linked to locally negotiated institutional arrangementsÑformal and informalÑbetween government officials, NGOs, and farmer groups that operate in the local sphere. They find that local-government actors contribute to public services that better assist the rural poor when local actors cooperate to develop their own institutional arrangements for participatory planning, horizontal learning, and the joint production of services. This study brings substantive data and empirical analysis to a discussion that has, until now, more often depended on qualitative research in isolated cases. With more than 60 percent of Latin AmericaÕs rural population living in poverty, the results are both timely and crucial.
| Author | : David Scott |
| Publisher | : UCL Press |
| Total Pages | : 182 |
| Release | : 2018-03-15 |
| Genre | : Education |
| ISBN | : 1787350762 |
Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.
| Author | : Mary K. Vaughan |
| Publisher | : University of Arizona Press |
| Total Pages | : 284 |
| Release | : 1997-03 |
| Genre | : History |
| ISBN | : 9780816516766 |
"Innovative study of the cultural legacy of the Mexican Revolution, using the story of rural schools. Focuses on Puebla and Sonora and the attempt by the central government to implement socialist education and to advance its nationalist agenda. Stresses the importance of negotiation among national and local leaders, teachers and peasants"--Handbook of Latin American Studies, v. 58.
| Author | : Kevin J. Middlebrook |
| Publisher | : Stanford University Press |
| Total Pages | : 648 |
| Release | : 2003 |
| Genre | : History |
| ISBN | : 0804745897 |
Since the 1980s, Mexico has alternately served as a model of structural economic reform and as a cautionary example of the limitations associated with market-led development. This book provides a comprehensive, interdisciplinary assessment of the principal economic and social policies adopted by Mexico during the 1980s and 1990s.
| Author | : Fernando M Reimers |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 2020-10-09 |
| Genre | : Education |
| ISBN | : 9781013277009 |
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
| Author | : Emmanuel Skoufias |
| Publisher | : Intl Food Policy Res Inst |
| Total Pages | : 98 |
| Release | : 2005-01-01 |
| Genre | : Social Science |
| ISBN | : 0896291421 |
PROGRESA is one of the Mexican government's major programs aimed at developing the human capital of poor households. In early 1998, IFPRI was asked to assist Mexico's government to determine if PROGRESA was functioning as it was intended to. This research report synthesizes IFPRI's findings about PROGRESA's impact and operation. The majority of IFPRI's findings suggest that PROGRESA's combination of education, health, and nutrition interventions into one integrated package has had a significant positive impact on the welfare and human capital of poor rural families. The report will interest researchers, policymakers, and advisers seeking a better sense of the basic elements of a program that can be effective in alleviating poverty in the short and long run.
| Author | : Scott Rozelle |
| Publisher | : University of Chicago Press |
| Total Pages | : 242 |
| Release | : 2020-09-29 |
| Genre | : Business & Economics |
| ISBN | : 022674051X |
A study of how China’s changing economy may leave its rural communities in the dust and launch a political and economic disaster. As the glittering skyline in Shanghai seemingly attests, China has quickly transformed itself from a place of stark poverty into a modern, urban, technologically savvy economic powerhouse. But as Scott Rozelle and Natalie Hell show in Invisible China, the truth is much more complicated and might be a serious cause for concern. China’s growth has relied heavily on unskilled labor. Most of the workers who have fueled the country’s rise come from rural villages and have never been to high school. While this national growth strategy has been effective for three decades, the unskilled wage rate is finally rising, inducing companies inside China to automate at an unprecedented rate and triggering an exodus of companies seeking cheaper labor in other countries. Ten years ago, almost every product for sale in an American Walmart was made in China. Today, that is no longer the case. With the changing demand for labor, China seems to have no good back-up plan. For all of its investment in physical infrastructure, for decades China failed to invest enough in its people. Recent progress may come too late. Drawing on extensive surveys on the ground in China, Rozelle and Hell reveal that while China may be the second-largest economy in the world, its labor force has one of the lowest levels of education of any comparable country. Over half of China’s population—as well as a vast majority of its children—are from rural areas. Their low levels of basic education may leave many unable to find work in the formal workplace as China’s economy changes and manufacturing jobs move elsewhere. In Invisible China, Rozelle and Hell speak not only to an urgent humanitarian concern but also a potential economic crisis that could upend economies and foreign relations around the globe. If too many are left structurally unemployable, the implications both inside and outside of China could be serious. Understanding the situation in China today is essential if we are to avoid a potential crisis of international proportions. This book is an urgent and timely call to action that should be read by economists, policymakers, the business community, and general readers alike. Praise for Invisible China “Stunningly researched.” —TheEconomist, Best Books of the Year (UK) “Invisible China sounds a wake-up call.” —The Strategist “Not to be missed.” —Times Literary Supplement (UK) “[Invisible China] provides an extensive coverage of problems for China in the sphere of human capital development . . . the book is rich in content and is not constrained only to China, but provides important parallels with past and present developments in other countries.” —Journal of Chinese Political Science
| Author | : Fernando M. Reimers |
| Publisher | : Springer Nature |
| Total Pages | : 467 |
| Release | : 2021-09-14 |
| Genre | : Education |
| ISBN | : 3030815005 |
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
| Author | : Food and Agriculture Organization of the United Nations |
| Publisher | : UNESCO/FAO |
| Total Pages | : 416 |
| Release | : 2003 |
| Genre | : Business & Economics |
| ISBN | : |
An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).
