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"Mundy, Karen E. (Karen Elizabeth), 1962-"
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The handbook of global education policy
This [...] handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors. [It] surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform. [The book] includes contributions from [...] international [...] established and emerging scholars [...]. Each section features an [...] introduction designed to facilitate readers' understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship. (DIPF/Verlag).
eBook
Campaigning for Education for All
This book explores the strategies and actions, as well as the challenges and impact of civil society organizations in the achievement of the 'Education For All' international commitments. It does so by specifically focusing on seven national coalitions affiliated to the GCE. From Africa, to Asia to Latin America the book shows how these coalitions work and manage the differences between their different types of constituencies, explores their varied tactics and strategies, and explains their successes and failures after more than a decade of coordinated action.
eBook
Education and human resources development in the Canadian International Development Agency
This dissertation is a study of the educational and human resources development (HRD) activities of the Canadian International Development Agency (CIDA). It provides an overview of CIDA's policies and activities in these fields beginning with the Agency's inception in 1968, but it pays closest attention to the period between 1980 and 1993, when all of CIDA's education and training activities became subsumed under the rubric of HRD. It also looks at two of CIDA's largest bilateral aid programs--in Zambia and Zimbabwe--as cases for understanding the implementation of CIDA's education and HRD policies. The dissertation explores how Canadian educational aid came to be reconstituted as HRD, and investigates the kinds of interests and assumptions which were organized through its institutionalization. The first chapter of the dissertation introduces a framework for exploring international educational aid, based on Nancy Fraser's \"politics of needs interpretations\" approach. Chapter Two looks at the political economy of Canadian aid, arguing that the rise of \"human resources development\" in the Canadian aid program occurred in the context of a mounting crisis of the Canadian welfare state in the 1980s. Chapter Three traces the origins of HRD and the institutionalization of educational assistance among international donors. It then looks at the contemporary usage of HRD in relation to major currents and contradictions in the public policies of Western states. Detailed research on CIDA's HRD and educational activities is presented in three chapters: Chapter Four traces the domestic and international origins of CIDA's involvement in educational aid, and explores the dramatic decline in CIDA's educational activities in the late 1970s. Chapter Five tracks the rise of HRD within CIDA in the 1980s, and looks at the kinds of interests and assumptions which lay behind it. Chapter Six provides a critical review of CIDA's bilateral HRD and educational activities in Zambia and Zimbabwe in order to illustrate the contradictions and tensions in CIDA's HRD and educational assistance policies. These chapters seek to illustrate and explain the concentration of Canadian educational aid on high level training and education, and its failure to target the learning needs and productive capacities of poor or marginalized populations.
Dissertation
A study of international educational aid: The training programs of the South Africa Education Trust Fund
This thesis concentrates on analyzing and understanding the work of the South Africa Education Trust Fund (SAETF), a Canadian non-governmental organization which implements a program of higher educational assistance. In this thesis the training program of the SAETF is evaluated within the general context of (1) Canadian aid policy; (2) Canadian foreign policy; and (3) the role of educational aid within the world system. The central argument is that the particular difficulties that the SAETF has faced are not simple \"technical\" or \"administrative\" problems within the organization, but are reflections of the contradictions within the broader Canadian and international environment within which it operates and to which it must respond in order to survive. The thesis finds that Canadian aid in the HRD sector has broadly paralleled trends in international assistance. In the late 1980s, the domestic interests of the countries of the centre--namely the need to shore up their knowledge-based economies--have converged with increasingly conservative views on domestic and international development. This has led to the increasing concentration of international aid on high level training geared for private sector growth and public sector efficiency. (Abstract shortened by UMI.)
Dissertation