Overview

Current international development wisdom promotes the inclusion of non-governmental organizations (NGOs) in national-level policy making, in the interest of strengthening state-civil society relationships; supporting locally driven, culturally-sensitive development; and contributing to program and policy innovation. However, critics of increased state-NGO-donor collaboration argue that it actually dilutes the power of NGOs to act in the interest of the local populations they were established to serve. This tension between the local and the global is connected to broader debates about the nature and role of contemporary educational development. Should education aim primarily at preparing citizens for participation in the global economy, thereby encouraging the integration of nation-states into a world economic system driven by the industrialized North? Or/and should it endeavor to develop in students and in communities, North and South, the ability to critique, resist and transform that world system? Ultimately, this is a question of who “owns” development – international agencies and institutions, or the communities being “developed.” This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly “hot” development field (early childhood development). The international community’s efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than do other development efforts, and -- in this case in particular -- serve as a source of important lessons about the dynamics of donor-state-NGO relationships, suggestions for improved development policy, and insights into forms of education which promote justice and equity in an increasingly interdependent world.

Full Product Details

Author:   Rachel Christina ,  Stewart Marshall ,  Wanjira Kinuthia ,  Stewart Marshall
Publisher:   Emerald Publishing Inc
Imprint:   Information Age Publishing
Dimensions:   Width: 15.60cm , Height: 1.40cm , Length: 23.40cm
Weight:   0.488kg
ISBN:  

9781593111670

ISBN 10:   1593111673
Pages:   220
Publication Date:   07 August 2006
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword; Biographical Notes on the Editors; Biographical Notes on the Authors; Acronyms; Introduction: Bridging the Knowledge Divide: Educational Technology for Development, Stewart Marshall, Wanjira Kinuthia, and Wal Taylor; SECTION 1: FLEXIBLE EDUCATION FOR EMPOWERMENT; Flexible Education and Community Development, Martin Franklin and Roger Hosein; Flexible Learning for Community Economic Development, Haaveshe Nekongo-Nielsen; Contribution of the IDE in Promoting Gender Equality and in Empowering Women in Swaziland, C. W. S. Sukati, Esampally Chandraiah, and Nokuthula T. Vilakati; A Virtual Wheel of Fortune?: Enablers and Constraints of ICTs in Higher Education in South Africa, Laura Czerniewicz and Cheryl Brown; Delivering Distance Education for the Civil Service in the UK: The University of Chester's Foundation for Government Program, Jon Talbot; SECTION 2: MANAGING AND COMMUNICATING KNOWLEDGE; Knowledge Management Strategies for Distance Education, Neil Butcher; The Effectiveness of Mobile Short Messaging Service (SMS) Technologies in the Support of Selected Distance Education Students of Makerere University, Uganda, Richard Kajumbula; The Impact of Video Conferencing on Distance Education Courses: A University of Namibia Case Study, Trudie Frindt; Open Resources for Open Learning in Developing Countries: Deciphering Trends for Policies, Quality, and Standards Considerations, Wanjira Kinuthia; Freedom, Innovation, and Equity with Open Source Software, Richard Wyles; Copyright Issues and their Impact on Flexible Education in Africa, Pauline Ngimwa; SECTION 3: FLEXIBLE DELIVERY IN HIGHER EDUCATION; University Education for National Development: Makerere University's Dual Mode Experience, Jessica N. Aguti; Considerations for Higher Education Distance Education Policy for Development: A Case of the University of Botswana, Judith W. Kamau; Blended Online and Face-to-Face Learning: A Pilot Project in the Faculty of Education, Eduardo Mondlane University, Xavier Muianga; Evaluating the Impact of CABLE: A Cognitive Apprenticeship-Based Learning Environment, Ioana Chan Mow, Wing Au, and Greg Yates; From Distance Learning to E-learning in Central and Northern Mozambique, Aurelio Gomes and Elizabeth Walker; A Framework for the Delivery of Cross-Regional Distance Education to Professionals in Developing Countries, Kim I. Mallalieu and Pamela Collins; Distance Learning-Challenges and Opportunities for Postgraduate Medical Education: A Case Study of Postgraduate Training in Family Medicine Using Distance Learning at the University of the West Indies (2001-2006), Pauline Williams-Green; SECTION 4: PREPARING TEACHERS USING FLEXIBLE APPROACHES; Preservice Teacher Preparation and Effective eLearning, Susan Crichton and Gail Shervey; Distance Teacher Training in Rwanda: Comparing the Costs, Alison Mead Richardson; Beckoning E-Learners through Exploration of Computer Technology, Pier Angeli Junor Clarke; Educational Technology and Flexible Education in Nigeria: Meeting the Need for Effective Teacher Education, Nwachukwu Prince Ololube and Daniel Elemchukwu Egbezor.

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