Comparative African Experiences in Implementing Educational Policies. World Bank Discussion Papers No. 83. Africa-Technical Department Series.

Autor/in	Craig, John
Institution	World Bank, Washington, DC.
Titel	Comparative African Experiences in Implementing Educational Policies. World Bank Discussion Papers No. 83. Africa-Technical Department Series.
Quelle	(1990), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0259-210X
ISBN	0-8213-1578-1
Schlagwörter	Area Studies; Case Studies; Comparative Education; Developing Nations; Educational Development; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; International Programs; Literature Reviews; Africa + Suchen Sie Ihr Suchwort? Landeskunde; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Afrika
Abstract	This paper reviews the scholarly literature concerned, directly or indirectly, with the implementation of educational policies in Sub-Saharan Africa. The first part considers the reasons both for the past neglect of implementation issues and for the current interest in the subject. It also introduces some conceptual issues relevant to the analysis of implementation questions, drawing heavily on the literature that focuses on policy processes in Western countries. The second part offers general observations concerning the literature on the implementation of educational policies in Africa, and characterizes this literature with respect to the policies considered, the countries studied, and other variables. The third part outlines the major conceptual frameworks that have been developed for the analysis of implementation issues. It then considers the matter of causation as this is addressed, explicitly or implicitly, in the literature on educational policy implementation in Africa. Six major sets of variables are identified, and the arguments that have been advanced with respect to the explanatory significance of each set are summarized. The paper concludes with some comments on the deficiencies of literature reviewed and with a call for research that is better informed by the often more sophisticated work of those who have studied implementation issues in other policy domains and in other parts of the world. The appendices follow the text. The first lists the journals surveyed systematically for purposes of this paper, and the second is a bibliography. (Author)
Anmerkungen	World Bank Publications Sales Unit, Department F, 1818 H Street, NW, Washington, DC 20433.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC