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This book draws on evidence from a large number of developing countries to assess the impact of market reforms on the provision of education and health services. The contributors show that approaches that seek merely to pass more of their costs to consumers perform less well than is often claimed and that improved cost-effectiveness of health and education systems requires far more than changes in the sources and mechanisms of obtaining finance.
Here is a review of worldwide economic, political, cultural and educational changes since the beginning of the 1980s, examining new trends in educational governance. It describes the processes of globalization and shows how national education systems have responded. The book explains how world education models have emerged in international agencies and traces the ways these models are borrowed, imitated, imposed and adapted as different countries reform primary and secondary education.
This book focuses on the provision of basic social services - in particular, access to education, health and water supplies - as the central building blocks of any human development strategy. The authors concentrate on how these basic social services can be financed and delivered more effectively to achieve the internationally agreed Millennium Development Goals. Their analysis, which departs from the dominant macro-economic paradigm, deploys the results of broad-ranging research they led at UNICEF and UNDP, investigating the record on basic social services of some 30 developing countries. In seeking to learn from these new data, they develop an analytical argument around two potential synergies: at the macro level, between poverty reduction, human development and economic growth, and at the micro level, between interventions to provide basic social services. Policymakers, they argue, can integrate macro-economic and social policy. Fiscal, monetary, and other macro-economic policies can be compatible with social sector requirements. They make the case that policymakers have more flexibility than is usually presented by orthodox writers and international financial institutions, and that if policymakers engaged in alternative macro-economic and growth-oriented policies, this could lead to the expansion of human capabilities and the fulfillment of human rights. This book explores some of these policy options. The book also argues that more than just additional aid is needed. Specific strategic shifts in the areas of aid policy, decentralized governance, health and education policy and the private-public mix in service provision are a prerequisite to achieve the goals of human development. The combination of governance reforms and fiscal and macro-economic policies outlined in this book can eliminate human poverty in the span of a generation.
This review of research in school choice adapts Sen's theory of Capability developing a more complex theoretical framework for understanding education markets. This gives those most affected by the perceived failure of public education a better explication of the tension between the rhetoric of public good and the reality of everyday disadvantage.
This important collection is a timely contribution to the debate on the Asian financial crisis. With chapters written by well-established international experts in Asian economics, this book constitutes a finely judged example of the varying opinions on the matter.
Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum at Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region--and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force in Sub-Saharan Africa and other regions remain large. Girls are more often excluded from secondary schools than boys. Secondary schooling costs are high to both governments and households. This study explores how access to secondary education can be increased. Radical reforms are needed in low-enrollment countries to make secondary schooling more affordable and to provide more access to the majority currently excluded. The report identifies the rationale for increasing access, reviews the status of secondary education in Sub-Saharan Africa, charts the growth needed in different countries to reach different levels of participation, identifies the financial constraints on growth, and discusses the reforms needed to make access affordable. It concludes with a road map of ways to increase the probability that more of Africa's children will experience secondary schooling.
The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139) - UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.
This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of &
In the newly emerging global economic order governments and policy makers are keen to seek ideas from other countries and recognise the importance of looking comparatively. This expansion of interest in comparative education brings new challenges for the discipline: research may be undertaken by non-specialists (by consultants and politicians or educationists from quite different backgrounds); the short lifespan of democratically elected governments may lend attraction to ‘quick-fix’ solutions; statistics and data may be decontextualised. Added to these challenges there is the worldwide proliferation of education providers outside state control and the transformation of teaching and learning brought about by the new information technology. This book rethinks the role of comparative education in the light of these changing circumstances and looks at the new opportunities they bring.
What Happened to the Soviet University? explores how one of the largest geopolitical changes of the twentieth century-- the dissolution of the Soviet Union-- triggered and inspired the reconfiguration of the Soviet university. The reader is invited to engage in a historical and sociological analysis of radical and incremental changes affecting sixty-nine former Soviet universities since the early 1990s. The study departs from traditional deficit-oriented, internalist explanations of change and illustrates how global flows of ideas, people, and finances have impacted higher education transformations in this region. It also identifies areas of persistence. The processes of marketisation, internationalisation, and academic liberation are analysed to show that universities have maintained certain traditions while adopting and internalising new ways of fulfilling their education and research functions. Soviet universities have survived chaotic processes of post-Soviet transformation and have self-stabilised with time. Most of them remain flagship institutions with large numbers of students and relatively high research productivity. At the same time, the majority of these universities operate in a top-down, one-man management environment with limited institutional autonomy and academic freedom. As the homes of intellectuals, universities represent a duality of opportunity and threat. Universities can nurture collective possibilities, imagining and bringing about different futures. At the same time, or perhaps because of this, the probability is high that universities will continue to be perceived as threats to governments with authoritarian inclinations. One message to take away from this monograph is that the time is ripe for former Soviet universities to loosen their last remaining chains.