U.S. Aid to Education in Nepal: A 20-Year Beginning. Project Impact Evaluation No. 19.

Autor/inn/en	Sellar, Peter O.; und weitere
Institution	Agency for International Development (IDCA), Washington, DC. Bureau for Development Support.
Titel	U.S. Aid to Education in Nepal: A 20-Year Beginning. Project Impact Evaluation No. 19.
Quelle	(1981), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Developing Nations; Educational Development; Elementary Secondary Education; Females; Financial Support; Foreign Countries; Higher Education; International Programs; Primary Education; Program Evaluation; Public Opinion; Questionnaires; Science Education; Teacher Education; Vocational Education; Nepal + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Weibliches Geschlecht; Finanzielle Förderung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Programme evaluation; Programmevaluation; Öffentliche Meinung; Fragebogen; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung
Abstract	This evaluation measured the impacts of United States aid to education in Nepal. It differs from other Agency for International Development (AID) Impact Evaluations in that, rather than a single project, a series of projects (1954-1975) were evaluated, dealing with primary education, teacher training, vocational and secondary education, curriculum materials and development, and the institutional development of the entire education system. Following the introduction, the background/setting, and accomplishments/problems/analyses of results are discussed, the latter focusing on the areas previously indicated. In addition, impacts on education, agriculture, family planning, health, people's attitudes/behaviors, women, equity, and the Nepalese society and body politic are discussed. Major conclusions indicate that: (1) AID's assistance to Nepal has had positive impact; (2) there is an urgent need to find more efficient and effective approaches to educational problems through experimentation with innovative approaches; (3) vocational programs are more successful if training is started early; and (4) AID should continue its influence on basic education programs in this country. Eight appendices and three tables include evaluation methodology, analyses of questionnaires, bibliography, photographs and other supporting data/information. (Author/SK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC