Organizational Learning in International Development Agencies: The Case of Girls' Education.

Autor/in	Stromquist, Nelly P.
Titel	Organizational Learning in International Development Agencies: The Case of Girls' Education.
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developing Nations; Elementary Secondary Education; Females; Foreign Countries; Gender Issues; International Organizations; Organizational Change; Sex Discrimination; Womens Education + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Weibliches Geschlecht; Ausland; Geschlechterfrage; International organisation; International organisations; International organization; Internationale Organisation; Organisationswandel; Sex; Discrimination; Geschlecht; Diskriminierung; 'Women''s education'; Frauenbildung
Abstract	A study examined the extent and significance of organizational learning in international development agencies (IDAs) concerning gender and education; the manner in which IDAs learn; and the factors that create obstacles to learning. Research was divided into four steps: (1) tracing the relevant academic literature on organizational change; (2) contacting consultancy firms in the field and obtaining a selection of reports from organizations that have developed learning strategies; (3) analyzing agency reports and projects to trace their conceptions of development and the provision of development assistance materials; and (4) interviewing personnel in selected IDAs. A group of two bilateral and three multilateral agencies was contacted, and data were obtained by means of semi-structured interviews with persons covering a variety of roles and responsibilities. Agency visits were limited to 3-4 days. The case study on organizational learning in girls' education took researchers through an examination of policies, structures, processes, and cultural norms. Much of the transformation in IDAs to address girls' education, and gender in general, has come from outside sources and outside pressure rather than through the internal realization that some elements in development assistance were missing. Training has been provided on gender, but it has been short and voluntary. So far, the kind of learning that goes on in IDAs emphasizes improving practices and refining rules and procedures rather than questioning the principles in use. Contains 5 notes and 18 references. (BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC