We explore a 'pedagogical' approach to education policy formulation in developing counties. This constitutes a process that shows promise in promoting the 'ownership' necessary for sustainable policies and programs, especially when they rely on external financing. Based on case studies from 26 countries focused on 'what works', we hypothesise that working from policy assets is the most effective basis for sustainable policy formulation. Twelve trends that emerge from the case studies are presented and discussed.
From: Perspectives in Education, Vol. 25 (1), March 2007, pp. 11-30
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