Bridges-Pakistan National Conference on Policy Options for Better Education Outcome at Primary Level: Report. AEPAM/BRIDGES Workshop/Seminar No. 108.

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)Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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