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The new theory of governance represents strong analogies with proposals that are beginning to dominate thinking about welfare states. In both cases, experts argue that the complexity of the modern world is forcing states to limit their field of action & enter into action networks with private sector partners. Demonstrated here is how (1) the functionalism inherent in this approach inhibits correctly accounting for welfare states' development & (2) proposals for good governance err by being too simplistic & underestimating states' inherited institutions & standards. 32 References. Adapted from the source document.

This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.

This thesis compares how the South African Government, specifically the Department of Basic Education and the NGO Equal Education to see how these organizations work to promote gender equality. The study will contribute to a systematic comparison of approaches between the Department of Basic Education and Equal Education. This thesis will contribute to the literature by emphasizing the importance of quality education, and not only providing access. The comparison is done by evaluating different projects, explicitly and implicit within the organizations through Elaine Unterhalter's two approaches: the resourcist approach and the structuralist approach. The evaluation of these projects and interventions has helped determine to which extent gender equality is promoted in each organization, but also which approach is utilized by whom and if they are complementary or not. Currently the trends of the South African government point towards the use of mainly resourcist approaches, while Equal Education uses mainly structuralist approaches. However, the government plans to eventually create a change in the current social structure to address its usage of a mostly resourcist approach. These initiatives and projects has been defined resourcist or structuralist mainly due to their method of measure, which is a major driving force in these projects. At this time the approaches chosen by each organization affect gender equality at different depths and a hybrid between the two is a recommendation although there have been implementation issues in relation to some projects. The conclusion references the capabilities approach to determine what type of hybrid might be the most suitable for the promotion of gender equality.

This comprehensive book provides a reearch review of the critical papers that have been published in the fast-growing field of the globalization of higher education. They include work by a variety of noted scholars, such as Altbach, Clark and Marginson, which cover key areas of theoretical and substantive interest

Fragile states pose major development and security challenges. Considerable international resources are therefore devoted to state-building and institutional strengthening in fragile states, with generally mixed results. This volume explores how unpacking the concept of fragility and studying its dimensions and forms can help to build policy-relevant understandings of how states become more resilient and the role of aid therein. It highlights the particular challenges for donors in dealing with 'chronically' (as opposed to 'temporarily') fragile states and those with weak legitimacy, as well as how unpacking fragility can provide traction on how to take 'local context' into account. Three chapters present new analysis from innovative initiatives to study fragility and fragile state transitions in cross-national perspective. Four chapters offer new focused analysis of selected countries, drawing on comparative methods and spotlighting the role of aid versus historical, institutional and other factors. It has become a truism that one-size-fits-all policies do not work in development, whether in fragile or non-fragile states. This is should not be confused with a broader rejection of 'off-the-rack' policy models that can then be further adjusted in particular situations. Systematic thinking about varieties of fragility helps us to develop this range, drawing lessons – appropriately – from past experience. This book was originally published as a special issue of Third World Quarterly, and is available online as an Open Access monograph at https://www.taylorfrancis.com/books/e/9781351630337.

This paper discussed the inclusion of primary education in the MDGs, the substantial progress and the challenges of a number of educational policies such as UPE, UBE and EFA (as its international antecedent), put in place by the Federal Government to tackle the problem of illiteracy, dropout and poor enrolment in primary and secondary schooling system in Nigeria. A historical synopsis of STM education was presented, and an attempt was made to also discuss, prime factors that will enable STME to be functional enough to meet the challenges of UBE in Nigeria.

At head of title, : Dept. of Public Instruction; : Government of the Philippine Islands. Dept. of Public Instruction. Bureau of Education; Commonwealth of the Philippines. Dept. of Public Instruction. Bureau of Education. ; Some numbers also in rev. editions. ; Mode of access: Internet.

Too many job demands and not enough job resources can negatively influence the well-being of employees. Currently, limited information exists surrounding the job demands and resources as experienced by academic employees in the higher education sector. Therefore, the aim of this study was to identify the job demands and job resources experienced by academic employees using qualitative methods. Semi-structured interviews were conducted with 23 academic employees, using an Interpretative Phenomenological Approach. Thematic analysis, specifically template analysis was used to categorize the themes. Job demands were divided into three categories: quantitative (publication pressure, overburdened with the load, and competing time demands), qualitative (work/home balance, complexity of student support, organizational politics, and lack of mental health support) and organizational demands (using technology-mediated learning and lack of structural resources). Job resources were organized into two categories: organizational (social support) and personal resources (autonomy, meaningful work, and personal support). Participant experiences are highlighted to provide a better understanding of the job demands and job resources encountered. The framework of job demands and job resources gleaned from the study could be used for further research to manage and monitor motivational processes for academic staff, and to reduce strain due to high job demands.

Despite the lower quality of education provided Africans compared with whites in South Africa, the percentage wage gains associated with additional years of primary, secondary, and higher education are substantially larger for Africans than for whites in 1993, and they increase for both race groups at higher levels of education. The lower quantity (or political quotas) of education received by Africans than whites is a simple explanation for the wage structure documented in this paper. The other two racial groups, colored (mixed races) and Indians, occupy intermediate positions between whites and Africans in terms of both the quantity of education received and wage returns to those levels of education. As barriers to employment by race are dismantled in South Africa, wage differences between races are likely to diminish, while wage differences within race groups may well widen. Quantitative expansion of educational opportunities for nonwhites at the secondary and higher education levels seems to be overdue.

Education is considered as the key to success. The development of a nation is based on its skilled manpower. The literacy rate for men is approximately higher than women all over the world. The literacy rate is higher in developed countries as compare to developing countries. It is generally believed and empirically proved that educated people contribute positively to the growth of a nation. The present study estimated the economic returns to education for employees working in public and private organizations. Cross-sectional data were collected through a well-structured questionnaire. Descriptive and OLS techniques were employed to find out the results. The results provide ample evidence in favour of economic returns to education. Therefore, the study concluded that education has a positive and significant impact on the economic returns of employees' earnings. Other socioeconomic variables such as age, occupation, gender, and job satisfaction level also significantly impacted economic returns. It is suggested that government should provide good educational facilities to the people. Consequently, they will contribute to the employee's incomes and would lead to reducing poverty levels.

Purpose To evaluate the impact of food and nutrition education interventions based on the intuitive method (IM) proposed by Johaan Henrich Pestalozzi (1746–1827) at different time periods on the food practices of children and adolescents. Design This was a prospective comparative intervention program assessed by a pre–post survey at shorter term (3 months) and longer term (6 months). Setting Two institutions that provide extracurricular social support for children and adolescents with social and economic vulnerabilities in the city of Lavras, Minas Gerais, Brazil. The shorter-term intervention was conducted in Institution A and the longer term one conducted in Institution B. Subjects The sample consisted of 245 students aged between 5 and 14 years who attended the institutions. For each institution, they were divided into two groups (control and IM). Intervention We compared the effectiveness of the interventions performed by the IM or by expository actions (control) in both institutions. Interventions were focused on the guidelines of the Food Guide for the Brazilian Population and dealt with food choices, meal preparation, commensality, and obstacles to healthy eating. Measures The assessed outcomes were food consumption according to NOVA food classification, cooking self-efficacy, and knowledge about food and nutrition. Analysis Paired t-tests were used to compare food consumption before and after interventions. Adjusted logistic regression models were used to analyze the outcomes on food and nutrition knowledge and cooking self-efficacy. Results Subjects receiving IM interventions decreased mean intake of ultra-processed food (3.56 to 1.50 portions; P< .001) and had greater odds of increasing self-efficacy with cooking (OR = 2,33–4,17). Both methods were effective regarding teaching about food and nutrition. Intervention period did not homogeneously impact these outcomes. Conclusions The use of food and nutrition education interventions presented positive outcomes on the food practices of the participants. The IM is an alternative method to educate children and adolescents about healthy eating practices.