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Papers by Ian Leggett
Afrika Jahrbuch 2000, 2001
Includes bibliographical references and indexAvailable from British Library Document Supply Centr... more Includes bibliographical references and indexAvailable from British Library Document Supply Centre- DSC:m03/31036 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One of the most profound problems of education policy makers and practitioners in low and middle ... more One of the most profound problems of education policy makers and practitioners in low and middle income countries is how to create an education system that meets multiple objectives within the context of high expectations but chronic financial and human resource constraints. Whether the objectives of educational development are conceived narrowly in accordance with human capital theory (Harbison 1973; World Bank 1995) or more broadly as a mechanism to promote poverty reduction and human development (Dfid 2000) governments and practitioners will face two principal challenges. One is to expand the availability of education, the other to ensure that the kind of education provided is responsive and relevant to the priorities and interests of children and the communities in which they live (Molteno et al 2000).
Afrika Jahrbuch 2000, 2001
Includes bibliographical references and indexAvailable from British Library Document Supply Centr... more Includes bibliographical references and indexAvailable from British Library Document Supply Centre- DSC:m03/31036 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One of the most profound problems of education policy makers and practitioners in low and middle ... more One of the most profound problems of education policy makers and practitioners in low and middle income countries is how to create an education system that meets multiple objectives within the context of high expectations but chronic financial and human resource constraints. Whether the objectives of educational development are conceived narrowly in accordance with human capital theory (Harbison 1973; World Bank 1995) or more broadly as a mechanism to promote poverty reduction and human development (Dfid 2000) governments and practitioners will face two principal challenges. One is to expand the availability of education, the other to ensure that the kind of education provided is responsive and relevant to the priorities and interests of children and the communities in which they live (Molteno et al 2000).