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(partial) Introduction. Part I: Issues. Community bodies engaged in fund-raising. Initiating and directing projects. Generating resources. School fees - philosophical and operational issues. Construction and maintenance. Issues of quality. Geographic and social inequalities. Central guidance and control. Part II: Case Studies. Community financing of schools in eastern Nigeria. Community financing of education in Kenya. Education and community self-help in Zambia. Community financing of schools in Botswana. Community management and financing of schools in Papua New Guinea. Cultural values and community financing of education in Burma. State control and local financing of schools in China. Community participation in the financing of education in Guyana. Part III: Policy Implications. Policy implications and conclusions. Bibliography.
This volume discusses the issues relating to community support for education, a topic which has come increasingly to the fore in recent years, especially in the Third World. The book is divided into four main areas: Firstly, an initial explanation of the conceptual framework of the book is given. Secondly, the issues surrounding community financing of education are explored, including community bodies engaged in fund-raising, generating resources, school fees, geographic and social inequalities and central guidance and control. The third section discusses case studies from seven countries, and finally the policy implications of this study are assessed.
For MA courses in education and development studies and practitioners in the field of education, as well as in the allied fields of sociology and economics.
- No. of pages:
- © Pergamon 1988
- 1st March 1988
- eBook ISBN:
@qu:this will be a valuable book for persons involved in Third World education problems. @source:Eccn of Education Review V/9 @qu:...educational finance planners in most developing countries can hardly afford to miss it. @source:Journal of Education Finance Volume 15
University of Hong Kong, Hong Kong
Institute of Education, University of London, UK