The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional ...financing for the education sector as well as expanding equitable access and improving learning outcomes.
This thematic study discusses strategies
for sustainable financing of secondary education in
Sub-Saharan Africa. The report provides insight into options
for financing the expansion of secondary ...education and
training in Africa. This comes with a hefty price tag and
points to the need to undertake fundamental reforms swiftly.
This publication messages are clear: secondary education and
training in Sub-Saharan Africa faces the challenge of
improved efficiency and improved quality simultaneously with
a fast growing demand. Sustainable financing will also
require more effective public-private partnerships, because
governments have many priorities and do not have a lot of
room for significant additional public funding of
post-primary systems. Educational reforms are needed to
expand enrollment in secondary schooling in affordable ways.
These reforms will contribute to poverty reduction by
increasing the levels of knowledge, skills, and capability;
diminishing inequalities in access that limit social
mobility and skew income distribution; and contributing to
the achievement of the Millennium Development Goals (MDGs)
that relate to education.
The other invisible hand Le Grand, Julian
2008, 2007., 20090110, 2009, 2007, 2007-01-01, 20070101
eBook, Book
How can we ensure high-quality public services such as health care and education? Governments spend huge amounts of public money on public services such as health, education, and social care, and yet ...the services that are actually delivered are often low quality, inefficiently run, unresponsive to their users, and inequitable in their distribution. In this book, Julian Le Grand argues that the best solution is to offer choice to users and to encourage competition among providers. Le Grand has just completed a period as policy advisor working within the British government at the highest levels, and from this he has gained evidence to support his earlier theoretical work and has experienced the political reality of putting public policy theory into practice. He examines four ways of delivering public services: trust; targets and performance management; "voice"; and choice and competition. He argues that, although all of these have their merits, in most situations policies that rely on extending choice and competition among providers have the most potential for delivering high-quality, efficient, responsive, and equitable services. But it is important that the relevant policies be appropriately designed, and this book provides a detailed discussion of the principal features that these policies should have in the context of health care and education. It concludes with a discussion of the politics of choice.
A Guide to School Services in Speech-Language Pathology, Fourth Edition serves as a comprehensive textbook for school-based speech-language pathology (SLP) courses and college students who are ready ...to embark on their student teaching experiences. With its summaries of cutting-edge research, evidence-based clinical approaches, workload solutions, and strategies for professionalism, the book is also a useful resource for practicing, school-based SLPs.
·"A coherent, heartbreaking narrative of how bullying works." -The Boston Globe
·"The author writes with clarity and compassion… offers an opportunity for us to examine, discuss, and consider the ...world." -Kirkus Reviews
·"Resists pop-psychology profiling… a searing indcitment of the cultures of cruelty, entitlement and indifference." - Michael Kimmel, author ofGuyland
·"Exceptionally readable, abundant examples, and full of salient suggestions." - James W. Messerschmidt, author ofHegemonic Masculinities and Camouflaged Politics
·"Riveting and powerful… Amazing and hopeful… Poignant and timely… A must read." - Liz Murray, author ofBreaking Night
·"This powerful, necessary book… Illuminates a very dark problem, and proposes solutions." - Andrew Solomon, author ofThe Noonday Demon
·"A compelling case." -Publishers Weekly
·"An exceedingly thorough analysis." -New York Journal of Books
·"Destined to emerge as an important text." -CHOICE
·"A scholarly, insightful commentary… highly recommended." -VOYA
"A remarkably accessible book and… An important tool." -Metapsychology
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge ...that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
Winner of the Grawemeyer Award in Education "The
best book on high school dynamics I have ever read." -Jay Mathews,
Washington Post "A hopeful, easy-to-read narrative on what
the best teachers do and ...what deep, engaging learning looks like
for students. Grab this text if you're looking for a celebration of
what's possible in American schools." - Edutopia "A
must-read for anyone interested in the fate of the American high
school." -Linda Darling-Hammond, President and CEO, Learning Policy
Institute What would it take to transform our high schools into
places capable of supporting deep learning for students across a
wide range of aptitudes and interests? To find out, Jal Mehta and
Sarah Fine spent hundreds of hours observing and talking to
teachers and students in and out of the classroom at thirty of the
country's most innovative schools. To their dismay, they discovered
that deeper learning is more often the exception than the rule. And
yet they found pockets of powerful learning at almost every school,
often in extracurriculars but also in a few mold-breaking academic
courses. So what must schools do to achieve the integrations that
support deep learning: rigor with joy, precision with play, mastery
with identity and creativity? In Search of Deeper Learning
takes a deep dive into the state of our schools and lays out an
inspiring new vision for American education.
Public vs. Private Gross, Robert N
2017, 2018-03-01, 2018, 2017-12-01
eBook
Americans today choose from a dizzying array of schools, loosely lumped into categories of “public” and “private.” How did these distinctions emerge in the first place, and what do they tell us about ...the more general relationship in the United States between public authority and private enterprise? Public vs. Private describes how nineteenth-century public policies fostered the rise of modern school choice. In the late nineteenth century, American Catholics began constructing rival, urban parochial school systems, an enormous and dramatic undertaking that challenged public school systems’ near-monopoly of education. In a nation deeply committed to public education, mass attendance in Catholic private schools produced immense conflict. States quickly sought ways to regulate this burgeoning private sector and the competition it produced, even attempting to abolish private education altogether in the 1920s. Ultimately, however, Public vs. Private shows how the public policies that resulted produced a stable educational marketplace, where school choice flourished. The creation of systematic alternatives to public schools was as much a product of public power as of private initiative. As ever more policies today seek to unleash market forces in education, Public vs. Private concludes that Americans would do well to learn from the historical relationship between government, markets, and schools.
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