Suchergebnisse

"From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School."--Page 4 of cover

As the target year of achieving Education for all (EFA) development goals approached in 2015, there were growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a normative framework.It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy.

TICAD was held for the fourth time in 2008, raising unprecedented public interest about Africa in Japan attracting attention not only from aid, diplomatic, trade and research communities but also among the general public. Due to geographic distance and limited historical connection, it has always been a matter of debate as to why Japan should increase its commitment to Africa. The different interest groups that have participated throughout the TICAD process have always had varying answers to this question. Through analysis of newspapers, journal articles and various documents this article seeks to untangle the process of TICAD's policy making and its outcomes. Adapted from the source document.

Replication is recognized universally throughout science as a necessity for ensuring that results are generalizable across different populations, particularly if our research is to provide real insight to today's managers. In the social sciences, the call for replication began as early as Smith (1970), with current authors and editors repeatedly echoing Smith's sentiment (e.g., Evanschitzky and Armstrong (2013), Singh, Ang, and Leong, 2003; Hunter, 2001; Wells, 2001; Tsang, and Kwan, 1999; Hubbard and Vetter, 1996; Madden, Easley, and Dunn, 1995; Lindsay and Ehrenberg, 1993; Amir and Sharon, 1