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ERIC Number: ED529900
Record Type: Non-Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1548-6613
Deconstructing Theoretical Perspectives and Practice in Education Sector Intervention in Africa
Omwami, Edith Mukudi
Online Submission, US-China Education Review B 7 p988-999 2011
This work examines the congruence and incongruence in policy and practice in education sector development effort for Africa. The focus is on the role of human agency in defining policy and practice. The UNESCO (United Nations Educational, Scientific and Cultural Organization) put the theoretical orientations that have been used to explain the status of development over time is analyzed with a view to exposing the nuances in the policy agenda that ultimately influence practice. It is posited that irrespective of the theoretical or ideological position that informs education sector reform, the segmentation that yields a dichotomy in the economic and socio-political dimensions means that the goal of realizing an efficient education sector and one that promotes a positive social gain is not met. The author proposes the adoption of the relative change theory as the most viable explanation to the status of the humanitarian intervention in education sector in Africa. (Contains 2 tables.)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa