New PDF release: Community Financing of Education. Issues and Policy

By Mark Bray, M. Bray, K. Lillis

ISBN-10: 0080358586

ISBN-13: 9780080358581

This quantity discusses the problems on the subject of group aid for schooling, a subject matter which has come more and more to the fore lately, particularly within the 3rd international. The e-book is split into 4 major components: to start with, an preliminary clarification of the conceptual framework of the ebook is given. Secondly, the problems surrounding group financing of schooling are explored, together with group our bodies engaged in fund-raising, producing assets, institution charges, geographic and social inequalities and significant tips and keep watch over. The 3rd part discusses case experiences from seven international locations, and at last the coverage implications of this examine are assessed.

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Additional info for Community Financing of Education. Issues and Policy Implications in Less Developed Countries

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Mbithi and Rasmusson also investigated the views of the small number of people whom they found did not contribute. 5. The most common response was that they did not have anything to contribute. Other reasons given were that they did not know about the fund-raising meeting, that they had already contributed to other harambee projects, and that there were already external sources of funds from the government. It must be stressed, however, that people may have been unwilling to express their real reasons for not contributing, and that the small number of responses distorts the percentage figures and their apparent significance.

Bray and Boze, 1982). Occasionally, community members also help with teaching. Priests and religious leaders are often particularly keen to work in schools, frequently without payment. Robinson (infra) mentions help from community members in China, and local craftsmen have also taught in Community Junior Secondary Schools in Dominica, usually in exchange for small honoraria (Roberts, 1985). 56) hoped to improve school-community relations by using the following local resource people: Agriculture Crafts Traditional culture Traditional medicine Health/Hygiene Modern national institutions Moral instruction Language —a good coffee, cocoa or oil palm farmer —a woman recognised for good food crop farming —an extension officer of the Department of Agriculture —a clerk of the Co-operative Society —professional and amateur craftsmen —Chief/Quarter Head —heads of 'cultural associations' —'native doctors' —local specialists —midwife/itinerant health officer —president of party cell —Chief —civil servant —members of local councils —clergy and other members of accredited religious organisations —skilled story teller However, it must be recognised that use of such personnel is rarely straightforward.

Work by Anderson (1975) and by Mbithi and Rasmusson (1977) has shown that this is not always achieved in the Kenyan context, and one may assume that their conclusion is also applicable to other countries. Another major determinant of the effectiveness of a Board is the school's head teacher. This is because the heads are the main professional link to the schools, and usually oversee implementation of decisions. Active heads request meetings and put items on the agenda while passive ones neglect matters and antagonistic ones may even seek to prevent meetings.

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Community Financing of Education. Issues and Policy Implications in Less Developed Countries by Mark Bray, M. Bray, K. Lillis

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