Literaturnachweis - Detailanzeige
Sonst. Personen | Tauhiduddin Ahmad, Mirza (Mitarb.) |
---|---|
Institution | Harvard Univ., Cambridge, MA. Inst. for International Development.; Ministry of Education, Islamabad (Pakistan). Academy of Educational Planning and Management. |
Titel | Bridges-Pakistan National Conference on Policy Options for Better Education Outcome at Primary Level: Report. AEPAM/BRIDGES Workshop/Seminar No. 108. |
Quelle | (1990), (290 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 969-444-092-0 |
Schlagwörter | Tagungsbericht; Academic Achievement; Access to Education; Attendance; Decentralization; Developing Nations; Educational Change; Educational Innovation; Educational Objectives; Educational Planning; Elementary Education; Foreign Countries; Government School Relationship; Incentives; Policy Formation; Research and Development; School Community Relationship; School Organization; Teacher Characteristics; Teacher Education; Theory Practice Relationship; Women Faculty; Womens Education; Pakistan Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Anwesenheit; Decentralisation; Dezentralisierung; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Elementarunterricht; Ausland; Anreiz; Politische Betätigung; Forschung und Entwicklung; School organisation; Schulorganisation; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Frauenakademie; Weibliche Gelehrte; 'Women''s education'; Frauenbildung |
Abstract | A collaboration between Pakistan's Academy of Educational Planning and Management (AEPAM) and the Harvard Institute for International Development under the Basic Research and Implementation in Developing Education Systems (BRIDGES) led to a conference to present findings carried out by Pakistani researchers as well as BRIDGES consultants. The conference objectives were to analyze the following issues: (1) past policy approaches introduced at the primary level in Pakistan and their outcomes; (2) female education in rural areas with special reference to female access to education and the supply of female teachers and their problems; (3) the feasibility of introducing compulsory primary schooling in Pakistan; and (4) topics such as a staggered school time table, classroom management, and relationship between school and community. Recommendations for the development of national policy on primary education are also reported. An introduction is followed by a summary of the 12 papers, reports from 3 work groups, charts that show the organizational structure of 5 different provinces, a list of the participants, the conference schedule, and the complete text of the papers. Appended are seven tables or lists that provide background information about education in Pakistan. (MLF) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |