Export citation

Show simple item record

dc.contributor.editorHickey, Sam
dc.contributor.editorHossain, Naomi
dc.date.accessioned2021-02-10T14:42:13Z
dc.date.available2021-02-10T14:42:13Z
dc.date.issued2019
dc.identifierhttp://library.oapen.org/handle/20.500.12657/37376
dc.identifier45136*
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/37103
dc.description.abstractThis book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. Comparative analysis of education reform in Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda highlights systemic failure on the frontline of education service delivery, driven by deeper crises of policymaking and implementation: few governments try to raise educational standards with any conviction, and education bureaucracies are unable to deliver even those learning reforms that get through the policy process. Introductory chapters develop a theoretical framework within which to examine the critical features of the politics of education. Case study chapters demonstrate that political settlements, or the balance of power between contending social groups, shape the extent to which elites commit to adopting and implementing reforms aimed at improving learning outcomes, and the nature this influence takes. Informal politics and power relations can generate incentives that undermine rather than support elite commitment to development, politicizing the provision of education. Tracing reform processes from their policy origins down to the frontline, it seems that successful schools emerged as localized solutions to specific solutions, often against the grain of dysfunctional sectoral arrangements and the national-level political settlement, but with local political backing. The book concludes with discussion of the need for more politically attuned approaches that focus on building coalitions for change and supporting ‘best-fit’ types of problem-solving fixes, rather than calling for systemic change.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::K Economics, finance, business & management::KC Economics
dc.subject.classificationbic Book Industry Communication::K Economics, finance, business & management::KC Economics::KCM Development economics & emerging economies
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JP Politics & government
dc.subject.otherlearning crisis
dc.subject.othereducation reforms
dc.subject.otherpolitical economy of education
dc.subject.otherpolitical settlement
dc.subject.otherelite commitment
dc.subject.otherpolicy process
dc.subject.otheruniversal primary education
dc.titlePolitics of Education in Developing Countries
dc.title.alternativeFrom Schooling to Learning
dc.typebook
oapen.identifier.doi10.1093/oso/9780198835684.001.0001
oapen.relation.isPublishedBydb4e319f-ca9f-449a-bcf2-37d7c6f885b1
virtual.oapen_relation_isPublishedBy.publisher_nameOxford University Press
virtual.oapen_relation_isPublishedBy.publisher_websitehttp://ukcatalogue.oup.com
oapen.relation.isFundedBya99974c8-b11e-4741-b1f6-f545574774bc
oapen.relation.isFundedBybe32296d-f6d5-4dbe-8c07-4abd37328a07
virtual.oapen_relation_isFundedBy.grantor_nameCentral Manchester University Hospitals NHS Foundation Trust
oapen.pages256
oapen.place.publicationOxford
dc.dateSubmitted2020-04-28T10:45:54Z
dc.relationisFundedBya99974c8-b11e-4741-b1f6-f545574774bc


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

open access
Except where otherwise noted, this item's license is described as open access