ERIC Number: ED449553
Record Type: Non-Journal
Publication Date: 1997
Pages: 317
Abstractor: N/A
ISBN: ISBN-92-803-1163-8
ISSN: N/A
EISSN: N/A
From Planning to Action: Government Initiatives for Improving School-Level Practice.
Chapman, David W., Ed.; Mahlck, Lars O., Ed.; Smulders, Anna E. M., Ed.
This work examines ways central and regional education ministries can influence practices at the school level. Chapter 1, "Changing What Happens in Schools: Central-Level Initiatives to Improve School Practice," reviews common themes, concerns, problems, and emphases. Chapter 2, "Knowledge Utilization and the Process of Policy Formation: Towards a Framework for Action," offers a new way of thinking about policymaking. Chapter 3, "Information and the Reform of Initial Teacher Education in Papua New Guinea: Strategies, Challenges, and Results," traces the politics of efforts to strengthen teacher education. Chapter 4, "Bottom-Up and Top-Down Strategies for Improving Classroom Instruction, Case Studies from Korea," reports on two experiences in revising instruction. Chapter 5,"Multi-Grade Schooling in the Philippines: A Strategy for Improving Access to and Quality of Primary Education," presents a case study of the use of multigrade schooling to address rising enrollment. Chapter 6, "A National Strategy for Systems-Wide Curriculum Improvement in Trinidad and Tobago," traces a plan to change a national test influencing classroom instruction in written English. Chapter 7, "Changing Schools through Participatory Knowledge Management in El Salvador: Can Education Systems Learn?" offers a case study of efforts to implement the Education with Participation of the Community program. Chapter 8, "Linking School Change to Community Participation in Social Forestry: A Guided Innovation in Thailand," describes a successful instructional model built on community involvement. Chapter 9, "Sustainable EMIS: Who Is Accountable?" focuses on the issue of sustainability in Education Management Information Systems (EMIS). Chapter 10, "Information for Improving School Practice: Three Indonesian Cases and a Conceptual Model," identifies factors limiting EMIS success, including choice indicators, unclear educational concepts, nontransparent processes, time sensitivity, and the context-dependence of technology. Chapter 11, "Decentralizing National Education Data To Support Local Use: The Jordanian Experience," stresses the importance of decentralized information access and use. Chapter 12, "Improving School Practice: Towards Multi-Level Planning, Monitoring, and Support," offers an analysis of common themes, a set of conclusions, and future steps linking ministry-level planning and school-level practice. (TEJ)
Descriptors: Curriculum Development, Educational Change, Educational Practices, Educational Research, Elementary Secondary Education, Foreign Countries, Information Systems, Information Utilization, Instructional Improvement, Management Systems, Multigraded Classes, Partnerships in Education, Primary Education, School Community Programs, School Community Relationship, School Effectiveness, Teacher Education
International Institute for Educational Planning, 7-9 rue Eugene Delacroix, 75116 Paris, France. Tel: +33(1) 45 03 77 00; Fax: +33(1) 40 72 83 66; e-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep/main.htm.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Identifiers - Location: El Salvador; Indonesia; Jordan; Papua New Guinea; Philippines; Thailand; Trinidad and Tobago
Grant or Contract Numbers: N/A