By William K. Cummings, James H. Williams
Policy-Making for schooling Reform in constructing nations goals at aiding policymakers in constructing nations greater comprehend the techniques and techniques for schooling reform, and the coverage recommendations on hand to them. this article makes a speciality of the content material of reform-options and methods for reaching academic development at diverse degrees of the procedure, e.g., basic, secondary, tertiary; for various sub-sectors, e.g., administration, academics; and for various reasons with which schooling structures are tasked, e.g., achieving peripheral teams of scholars, linking early life and employment. A holistic strategy is more and more famous as necessary to knowing the guarantees of schooling for the improvement of social and human capital-innovation in a world economic climate, sustained fiscal progress, social concord and bigger civic participation, lowered fulfillment gaps, and elevated fairness.
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Extra info for Policy-Making for Education Reform in Developing Countries: Policy Options and Strategies
Separate, group-specific schools can counteract the assimilationism of dominant culture schools, though the risk is further alienation from the majority culture and development of separate, unequal systems of education. 11. “Complementary models” is a term coined by a group of researchers looking at grass-roots models of educational provision that have emerged to complement the formal school system, but often offer innovative and cost-effective approaches to common educational problems. See Destefano et al.
WILLIAMS with strategies for the resolution of conflict and meaningful participation in the school and larger society. CONCLUSIONS This chapter has argued that simply “more of the same” educational delivery efforts are unlikely to be effective in reaching the world’s many marginalized children and youth. Marginal groups are generally subject to social exclusion, often multiple exclusions. Other children and youth are in especially difficult circumstances that make a normal education virtually impossible.
For many marginalized children and youth, these assumptions may not hold. Children may not be well enough fed to pay attention to their lessons. Children affected by conflict may have psychosocial needs that must be attended to for them to learn. Marginal children may lack the cognitive preparation mainstream children have received. As a result, the instructional task of the school is made more difficult, and the child may not learn as well, or at all. Schools for marginalized children and youth may need to take on a more holistic function, providing unaccustomed supports to foster children’s learning.