Dilemmas in the delivery of development assistance

Moore, Audrey-Marie Schuh; Chapman, David W.

doi:10.1016/s0738-0593(03)00042-7

Cited by 4 publications

(1 citation statement)

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“…While considerable research documents the failure of school-level reform when national policy frameworks are not in place, national policy without effective strategies for implementation may be equally ineffective (Crouch, Healey, & DeStefano, 1997;Fullan, 2001). Yet, the loosely coupled nature of education systems in many developing countries often makes effective implementation problematic (Moore & Chapman, 2003;Nagel & Snyder, 1989). Consequently, the search for how central education ministries, with limited resources and limited contact with schools, can effectively introduce and promote policies intended to change school-level and classroom-level practice is of considerable interest to educational planners.…”

Section: Introductionmentioning

confidence: 99%

Contributions and Constraints to the Implementation of Inclusive Education in Lesotho

Johnstone

Chapman

2009

International Journal of Disability, Development and Education

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This article reports on a study that investigated the extent to which central ministry policy initiatives result in large-scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi-method approach to yield a large data-set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities.

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Section: Introductionmentioning

confidence: 99%