School Clusters in the Third World: Making Them Work. Digest 23. [Report No.: ED-87/WS/43

Autor/in	Bray, Mark
Institution	United Nations Children's Fund, Paris (France).; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	School Clusters in the Third World: Making Them Work. Digest 23. [Report No.: ED-87/WS/43
Quelle	(1987), (150 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Involvement; Decentralization; Developing Nations; Disadvantaged Environment; Educational Development; Elementary Secondary Education; Foreign Countries; Participative Decision Making; Shared Resources and Services + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Ausland; Gemeinwirtschaft
Abstract	Education systems in third world countries are facing severe pressures. The need for qualitative and quantitative advances has forced governments to seek innovative ways to achieve their goals. "School Clusters" is one such innovation. A cluster is a grouping of schools for administrative and educational purposes. Some common objectives of clustering may be to help use scarce resources more efficiently, decentralize decision-making, help disadvantaged communities, increase participation in development, support isolated teachers, and improve social equity. Individual third world countries including Sri Lanka, Thailand, India, Peru, Costa Rica, and Papua New Guinea have made use of the school cluster system. The programs used in each of these countries are reviewed to provide insight into the implications for future policies and programs in other third world countries. Although clusters seem to play a positive role in helping to improve the operation of school systems, this international experience shows evidence of shortcomings and failures as well as successes. Much can be achieved, however, provided policymakers are realistic in their aims and pay careful attention to design and implementation. (48 references) (LAP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01