No description available.

No description available.

The importance of technology in education cannot be underestimated. There are compelling reasons for developing nations like Pakistan to introduce technology in their educational systems. Nevertheless the approach and methods used in introducing technology in schools are premised on an economic ideology and based on a techno-centric curriculum that leads to new forms of dependency by keeping individuals from controlling the decisions that significantly shape their lives. / Introduction of technology does not automatically guarantee enhanced learning or effective teaching. Technology in education should be used as a tool to increase communication, create awareness, break down existing hierarchies, develop new styles of creating knowledge, and make schooling and education more inclusive. Mere technical use of computers in education does nothing to empower students. / The techno-centric introduction of technology in Pakistani public schools is likely to produce inequality. A number of practices in Pakistan's educational and social structure will have to change for the potential of technology to be fully achieved. A shift is needed from 'learning about the computers' to 'using computers in learning', from 'acquisition of limited skills' to 'construction of knowledge', from 'teacher-dependency' to 'independent inquiry' and from 'teacher-centered' to 'student-centered' teaching methods. / However, such a change can only take place within a critical framework of education. The critical model based on integrated curriculum treats the computer not as an isolated subject but as a tool that helps learners enhance their critical thinking skills and seek various alternatives to solve problems. / Thus, it is important for educational policy-makers to realize that any effort at introducing technology in the educational realm requires theoretical discussion and a societal dialogue to arrive at a framework for technology's place in socio-educational contexts. Pakistan needs to develop and introduce educational technology to seek solutions for its unique economic, social, cultural and human and social development requirements based on its present level of development and evolution.

No description available.

No description available.

This study describes and analyzes ten years of experience in literacy of the Adult Basic Education Society in Gujranwala, Pakistan and compares the experience to three widely used alternative approaches to adult literacy programming. The three encompassing approaches, each of which is used internationally, are: (a) those conforming to the pattern set by the late Dr. Frank Laubach, which are religiously oriented; (b) those based on the model of Dr. Paulo Friere, which have a psychosocial orientation; and (c) those which follow the pattern espoused by the United Nations, whose concepts Harbans Singh, Phola has helped to articulate, and which evolve around the economic aspects of functional literacy. Based on the comparison of the Pakistan experience with the three alternative approaches, guidelines were developed and a model process was suggested for designing adult literacy programs.By examining the four approaches to adult literacy programming in light of Cyril O. Houle's recent work, The Design of Education, it was concluded that none of the four approaches, each with its individual aims and philosophy, is superior to any of the other three; each is significant and may be appropriate, depending on circumstances, for use in areas where illiteracy abounds.Guidelines for determining the appropriate selection to use when planning a literacy program in a developing country are listed in detail. Based on these guidelines, which stem from both the Drown comparisons and the facts learned over the ten-year period in the sequential pilot Projects of the Adult Basic Education Society, it is suggested that literacy programs can be both created and evaluated with a clearer understanding of adult educational design. Applying the guidelines to differing circumstances should eliminate errors that might occur without such a structure.In carrying out the study, data were gathered in Pakistan through personal interviews, tapes and written records kept in detail by the Adult Basic Education Society for pilot projects from 1963 to 1973. The major goals, specific objectives and basic assumptions of the Adult Basic Education Society were reconstructed as those that existed at the beginning of the program in 1963, and the changes and alterations that occurred during; the subsequent ten year period, together with the rationale for the changes, were delineated.

Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2017 / This paper carries out an analysis to test for the existence of a private school premium in schooling outcomes among primary school children in Pakistan. In Pakistan, private schools are often preferred over public schools, due to their assumed higher quality of education, by almost every social class in the country. However, there is a lack of empirical evidence on whether a private school premium in learning outcomes exists using recent geographically representative data, and whether private school benefits accrue to children in every social class proportionally. Using the latest ASER (Annual Status of Education Report) data from 2015, the analysis confirms the existence of a private school premium. It also identifies some of the mechanisms that drive this premium. In particular, it appears that household-level characteristics account for a large part of why children in private schools do better than children in public schools. In addition, the findings suggest that private schools disproportionally affect the learning outcomes of the students belonging to different social backgrounds and in different areas, benefitting those at the upper end of the distribution and in urban areas more. / GR2018

No description available.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: There is no dearth of evidence of the importance of facilitation for the effectiveness of small-group teaching. However, there is hardly any local literature on the knowledge of untrained facilitators and how they apply this knowledge to develop generic skills in students. Needs identified through this study have provided an insight into the areas requiring formal training that could be useful for developing nursing-faculty development programmes.

Given the increasing proliferation of public-private partnerships (PPPs) in both developed and developing countries, and the huge challenges that are often associated with establishing and managing them, and ensuring that they achieve their objectives, it is important to understand multiple aspects of their operation. Whilst the structural and economic aspects of PPPs have long been recognised and researched, the relational aspects of PPPs remain under-researched. This thesis is a contribution to addressing this gap in the literature. It uses a dimensional approach to understand the nature of inter-organisations relationships (IORs) in PPPs and considers the factors that shape these relationships. It also investigates whether a particular pattern of relationships is needed for PPPs to deliver more than could have been achieved by each partner working alone (synergistic benefits). These issues are studied empirically in three educational PPP programmes in Pakistan. In two of these, not-for-profit organisations ‘adopt’ state schools. In the third, the state funds private sector schools on the condition that they offer free education to students and achieve threshold quality standards. A case study methodology is used and an integrative conceptual framework, derived from a wide-ranging literature review, is used to guide both data collection and analysis. The research finds that partners’ motives for entering into a PPP play a dominant role in shaping inter-organisational relationships. These motives are, in turn, influenced by a range of contextual and organisational factors. Inter-organisational relationships can be broadly characterised as collaborative, contractual, cooperative or conflictual. Whereas much of the existing literature emphasises that collaborative relationships are a prerequisite for PPPs to deliver synergistic outcomes, this research finds that these outcomes are also present in PPPs characterised by cooperative relationships. However, inter-organisational relationships in PPPs are not static; they develop and change over time. These changes result from a dynamic interplay between contextual factors, organisational factors, partner motives and the perceived outcomes of the partnership. The research reported in the thesis makes a number of contributions to knowledge. It sheds new light on the relational aspects of PPPs and offers a new conceptual framework for explaining and investigating inter-organisational relationships, which integrates insights from the largely separate literatures on PPPs and inter-organisational relations. It counters an apparent pro-collaboration emphasis in the existing PPP literature by documenting and explaining the benefits associated with cooperative relationships. It also offers new empirical evidence on the operation of PPPs in a developing country context, which contributes to redressing the predominance of evidence from developed countries in the existing literature. The insights from the research have theoretical and practical implications for the development and management of PPPs and future research in this area.