Search results for ""Author Pauline Dixon""

Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.'- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.'- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!'- Steven I. Pfeiffer, Professor, Florida State University, USThis fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world.The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools.This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

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Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.'- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.'- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!'- Steven I. Pfeiffer, Professor, Florida State University, USThis fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world.The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools.This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

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HIV and Aids teaching is compulsory in British schools but the content is not prescribed. Should teaching in such a difficult field, where there are disputes among experts, be left to secondary school teachers with no specialist knowledge? And is it right that the subject should be compulsory? These awkward issues are confronted in this controversial paper which examines the materials being used by schools in HIV/Aids teaching and how teachers are approaching the subject. The authors conclude that, because of material provided by pressure groups, teachers are exaggerating the Aids problem and failing to stress the extent to which the risk of infection depends on behaviour. Rent-seeking by vested interests results in a serious distortion of the views presented to children. Their conclusion about Britain is that HIV/Aids teaching should no longer be compulsory. Either the law should be repealed or schools should simply drop the subject.

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This volume of essays examines the empirical evidence on school choice in different countries across Europe, North America, sub-Saharan Africa and South Asia. It demonstrates the advantages which choice offers in different institutional contexts, whether it be Free Schools in the UK, voucher systems in Sweden or private-proprietor schools for low-income families in Liberia. Everywhere experience suggests that parents are `active choosers': they make rational and considered decisions, drawing on available evidence and responding to incentives which vary from context to context. Government educators frequently downplay the importance of choice and try to constrain the options parents have. But they face increasing resistance: the evidence is that informed parents drive improvements in school quality. Where state education in some developing countries is particularly bad, private bottom-up provision is preferred even though it costs parents money which they can ill-afford. This book is both a collection of inspiring case studies and a call to action.

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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.Collaborative efforts from esteemed academics and practitioners outline the current plans to improve systems and offer better outcomes for the poor. The resultant sections offer a new direction for policy renewal and research development in education. These twenty-eight chapters are therefore a reflection of how modern developing economies operate within a diverse economic, cultural and ethical landscape. They represent an important argument in light of the quest to achieve 'quality education for all'; discuss poverty reduction strategies; and offer innovative vistas for future development in research, policy and practice.Offering real policy initiatives, this Handbook provides researchers, practitioners and policymakers with essential up-to-date information, including empirical evidence for replication or implementation. It is also a valuable resource for students and those involved in international development and education.Contributors: J. Alwindi, T. Andrabi, M. Aslam, G. Ayittey, J. Centenera, C.J. Counihan, J. Das, P. Dixon, A.J. Egalite, G. Elacqua, O.I. Eshiet, E.A. Hanushek, J. Härmä, D. Hawker, S.P. Heyneman, S. Humble, A.I. Khwaja, J. Kimmitt, M. Latham, D. Longfield, M. Martinez, J.G. Maree, P. Marshall, S. Mitra, E. Mpofu, K. Ntinda, T. Oakland, V. Pota, B. Rangaraj, S. Rawal, H. Santos, E.G. Seeco, B. Snowdon, J. Stanfield, J. Stern, J. Tooley, L. Woessman, P. Wolf

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