Handbook of International Development and Education
Show Less

Handbook of International Development and Education

Edited by Pauline Dixon, Steve Humble and Chris Counihan

This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 5: Introduction to part II

Steve Humble


Over the last fifteen or so years research has been highlighting changes that have been occurring in education within developing countries. A bottom up rather than a top down initiative seems to have taken hold in the schools market. Parental choice, entrepreneurship, accountability – a de facto privatisation has been discovered. The following chapters are written by some of the most influential figures in the field. Many of them have spent large portions of their time in urban and rural areas of developing countries. They have been investigating the landscape of schooling that prior to their determination to search for the truth had generally been ignored. Tahir Andrabi, Jishnu Das and Asim Ijaz Khwaja argue for what they call a ‘pragmatic framework’, where policy takes into account the full schooling environment and is actively concerned with alleviating constraints that prohibit parents and schools from fulfilling their own stated objectives. Using policy actionable experiments as examples, they show that the pragmatic approach can lead to better schooling for children: alleviating constraints brings more children into school and increases test scores in English, mathematics and the vernacular. They ingeniously use a fictional place called Taleem, the ‘site of the great schooling wars’, to draw links between the story of Taleem and the debates around schooling today, focusing mainly on the discussion around government or low cost private school provision.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.