H S Bhola
Datos Biográficos
| ID | 190874 |
|---|---|
| NOMBRE | H S Bhola |
| NOMBRES | H S |
| APELLIDO | Bhola |
| FIRMA | BHOLA H S |
| AFILIACIONES | Indiana University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 49 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1985 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 4 |
Denzil Saldanha
Reconstructing literacy as an innovation for sustainable development
In outlining the framework offered at the UNESCO Regional Conference in support of Global Literacy (New Delhi, November 2007), it was pointed out that concepts of poverty, sustainable development and particularly of literacy and innovation have themselves been in continuous re‐construction. An analysis of the context and condition for literacy policies and initiatives in Bangladesh—a country with one of the highest rates of both poverty and illit…
Adult and Lifelong Education for Poverty Reduction
Potential of adult and lifelong education for poverty reduction
Poverty reduction today, at least in rhetoric, is a global priority; the essential role of education in poverty reduction is universally assumed. However, the dialectic between the concurrent and contradictory processes of ‘poverty reduction’ and ‘poverty induction’ is not well understood, and the historically rooted and globally entrenched larger structural processes of ‘poverty induction’ are indeed being allowed to advance and grow. Adult educ…
A model and method of evaluative accounts
Reclaiming Old Heritage for Proclaiming Future History
In the context of the overarching processes of globalization, a model including two intersecting dialectics is offered: one between education and development, and another between indigenous and modern knowledge. It is argued that globalization, as we know it, must be reinvented; and the new definition of African development must accept limits to growth while using all the possibilities offered by African imagination, intellect, and existing mater…
A Discourse on Impact Evaluation
Evaluation of the impact of a social intervention is complex. A social intervention cannot be designed as an invariant input for un-mixed and singular results. Agents and conditions of implementation confound outcomes. But evaluators of impact in search of certainties have often focused on direct and more immediate outputs. When intermediate and long-term outcomes are studied, the focus is on the concrete and the measurable. The discourse on impa…
Democratic Teacher Education Reform in Africa
Zeichner, Kenneth, And Lars Dahlstrom. 1999. Democratic Teacher Education Reform in Africa: the Case of Namibia. Boulder: Westview. 269 Pp
Equivalent Curriculum Construction as Situated Discourse
Globalization, an all-encompassing phenomenon of our times, is economic, political, social, cultural, and technological all at the same time. In education, globalization has compelled a two-tier educational policy agenda for the world: (a) in the developed world, democratization of higher education, and universalization of secondary education; and (b) in developing countries, basic education for all, and secondary and postsecondary education for …
Program evaluation for program renewal
They are learning and discerning
Constructivist Capacity Building and Systemic Evaluation of Adult Basic Education and Training in South Africa
What follows is a discourse of coherence: first through an epistemic triangle conjoining three epistemological traditions of systems thinking, dialectical thinking and constructivist thinking; and, second, in a praxeological triangle that unites planning, implementation and evaluation in one single act of reflective action with purpose. Working from within these two mutually embedded triangles of coherence, a discourse on the Adult Basic Educatio…
World Trends And Issues In Adult Education On The Eve Of The Twenty-First Century
Adult Education Policy and Performance
The Fall of the Mantle
Contents: Origins of Western education for Africans in Zimbabwe, conditions of life and education for Africans, Whitehead's political gamble and the rise of the RF political philosophy, the beginning of the RF's educational policy, RF's policy and church-state conflict, RF's educational policy and crisis in parliament, the fall of the mantle: the RF's educational policy and the war of independence, independence, educational innovation and the pro…
Adult Education Policy Formation and Implementation
Adult education policies around the world during the post-World War II period owe a debt to UNESCO (United Nations Educational, Scientific, and Cultural Organization) both in their conception and implementation. Four UNESCO-sponsored world conferences on adult education (UNESCO, 1949; UNESCO, 1963; UNESCO, 1972; UNESCO, 1985) and several other conference reports and surveys (Bhola, 1989b; Lowe, 1982; UNESCO, 1976) have contributed to adult educat…
A model of evaluation planning, implementation and management
The Psychology of Developmen t and the Psychology of Literacy
The correlations between literacy and development are universally recognised, though not always fully understood. Since the individual is the locus of all learning as well as the agent of all development actions, psychological approaches to the study of the relationship between literacy and development should be promising. The essential question in the psychology of development is: What type and quality of human psyche is relatively more amenable…
Literacy Discussion for the International Literacy Year, 1990
Guest Editorial
An Overview of Literacy in Sub-Sahara Africa-Images in the Making
The choice of a policy perspective in writing this paper is justifiable for at least two reasons: discussion will be oriented toward policy decisions; and analysis could draw from a whole array of policy sciences. Literacy today has indeed come center stage. It has come to be accepted as a fundamental human right, as liberator of the mind from the bondage of dependence, as the portal to most knowledge, and thus as a tool for both the modernizatio…
Decolonising the Mind
The Politics of Miseducation
A policy analysis of adult literacy promotion in the Third World
Decolonising the Mind
A policy analysis of adult literacy promotion in the Third World
World Trends And Issues In Adult Education On The Eve Of The Twenty-First Century
An Overview of Literacy in Sub-Sahara Africa-Images in the Making
The choice of a policy perspective in writing this paper is justifiable for at least two reasons: discussion will be oriented toward policy decisions; and analysis could draw from a whole array of policy sciences. Literacy today has indeed come center stage. It has come to be accepted as a fundamental human right, as liberator of the mind from the bondage of dependence, as the portal to most knowledge, and thus as a tool for both the modernizatio…
Reclaiming Old Heritage for Proclaiming Future History
In the context of the overarching processes of globalization, a model including two intersecting dialectics is offered: one between education and development, and another between indigenous and modern knowledge. It is argued that globalization, as we know it, must be reinvented; and the new definition of African development must accept limits to growth while using all the possibilities offered by African imagination, intellect, and existing mater…
Adult and Lifelong Education for Poverty Reduction
A Discourse on Impact Evaluation
Evaluation of the impact of a social intervention is complex. A social intervention cannot be designed as an invariant input for un-mixed and singular results. Agents and conditions of implementation confound outcomes. But evaluators of impact in search of certainties have often focused on direct and more immediate outputs. When intermediate and long-term outcomes are studied, the focus is on the concrete and the measurable. The discourse on impa…
Equivalent Curriculum Construction as Situated Discourse
Globalization, an all-encompassing phenomenon of our times, is economic, political, social, cultural, and technological all at the same time. In education, globalization has compelled a two-tier educational policy agenda for the world: (a) in the developed world, democratization of higher education, and universalization of secondary education; and (b) in developing countries, basic education for all, and secondary and postsecondary education for …
Constructivist Capacity Building and Systemic Evaluation of Adult Basic Education and Training in South Africa
What follows is a discourse of coherence: first through an epistemic triangle conjoining three epistemological traditions of systems thinking, dialectical thinking and constructivist thinking; and, second, in a praxeological triangle that unites planning, implementation and evaluation in one single act of reflective action with purpose. Working from within these two mutually embedded triangles of coherence, a discourse on the Adult Basic Educatio…
Adult Education Policy Formation and Implementation
Adult education policies around the world during the post-World War II period owe a debt to UNESCO (United Nations Educational, Scientific, and Cultural Organization) both in their conception and implementation. Four UNESCO-sponsored world conferences on adult education (UNESCO, 1949; UNESCO, 1963; UNESCO, 1972; UNESCO, 1985) and several other conference reports and surveys (Bhola, 1989b; Lowe, 1982; UNESCO, 1976) have contributed to adult educat…
Potential of adult and lifelong education for poverty reduction
Poverty reduction today, at least in rhetoric, is a global priority; the essential role of education in poverty reduction is universally assumed. However, the dialectic between the concurrent and contradictory processes of ‘poverty reduction’ and ‘poverty induction’ is not well understood, and the historically rooted and globally entrenched larger structural processes of ‘poverty induction’ are indeed being allowed to advance and grow. Adult educ…
The Politics of Miseducation
A policy analysis of adult literacy promotion in the Third World
Decolonising the Mind
The Politics of Miseducation
The Psychology of Developmen t and the Psychology of Literacy
The correlations between literacy and development are universally recognised, though not always fully understood. Since the individual is the locus of all learning as well as the agent of all development actions, psychological approaches to the study of the relationship between literacy and development should be promising. The essential question in the psychology of development is: What type and quality of human psyche is relatively more amenable…
Literacy Discussion for the International Literacy Year, 1990
Guest Editorial
An Overview of Literacy in Sub-Sahara Africa-Images in the Making
The choice of a policy perspective in writing this paper is justifiable for at least two reasons: discussion will be oriented toward policy decisions; and analysis could draw from a whole array of policy sciences. Literacy today has indeed come center stage. It has come to be accepted as a fundamental human right, as liberator of the mind from the bondage of dependence, as the portal to most knowledge, and thus as a tool for both the modernizatio…
A model of evaluation planning, implementation and management
Adult Education Policy and Performance
The Fall of the Mantle
Contents: Origins of Western education for Africans in Zimbabwe, conditions of life and education for Africans, Whitehead's political gamble and the rise of the RF political philosophy, the beginning of the RF's educational policy, RF's policy and church-state conflict, RF's educational policy and crisis in parliament, the fall of the mantle: the RF's educational policy and the war of independence, independence, educational innovation and the pro…
Adult Education Policy Formation and Implementation
Adult education policies around the world during the post-World War II period owe a debt to UNESCO (United Nations Educational, Scientific, and Cultural Organization) both in their conception and implementation. Four UNESCO-sponsored world conferences on adult education (UNESCO, 1949; UNESCO, 1963; UNESCO, 1972; UNESCO, 1985) and several other conference reports and surveys (Bhola, 1989b; Lowe, 1982; UNESCO, 1976) have contributed to adult educat…
Program evaluation for program renewal
They are learning and discerning
Constructivist Capacity Building and Systemic Evaluation of Adult Basic Education and Training in South Africa
What follows is a discourse of coherence: first through an epistemic triangle conjoining three epistemological traditions of systems thinking, dialectical thinking and constructivist thinking; and, second, in a praxeological triangle that unites planning, implementation and evaluation in one single act of reflective action with purpose. Working from within these two mutually embedded triangles of coherence, a discourse on the Adult Basic Educatio…
World Trends And Issues In Adult Education On The Eve Of The Twenty-First Century
Equivalent Curriculum Construction as Situated Discourse
Globalization, an all-encompassing phenomenon of our times, is economic, political, social, cultural, and technological all at the same time. In education, globalization has compelled a two-tier educational policy agenda for the world: (a) in the developed world, democratization of higher education, and universalization of secondary education; and (b) in developing countries, basic education for all, and secondary and postsecondary education for …
A Discourse on Impact Evaluation
Evaluation of the impact of a social intervention is complex. A social intervention cannot be designed as an invariant input for un-mixed and singular results. Agents and conditions of implementation confound outcomes. But evaluators of impact in search of certainties have often focused on direct and more immediate outputs. When intermediate and long-term outcomes are studied, the focus is on the concrete and the measurable. The discourse on impa…
Democratic Teacher Education Reform in Africa
Zeichner, Kenneth, And Lars Dahlstrom. 1999. Democratic Teacher Education Reform in Africa: the Case of Namibia. Boulder: Westview. 269 Pp
A model and method of evaluative accounts
Reclaiming Old Heritage for Proclaiming Future History
In the context of the overarching processes of globalization, a model including two intersecting dialectics is offered: one between education and development, and another between indigenous and modern knowledge. It is argued that globalization, as we know it, must be reinvented; and the new definition of African development must accept limits to growth while using all the possibilities offered by African imagination, intellect, and existing mater…
Potential of adult and lifelong education for poverty reduction
Poverty reduction today, at least in rhetoric, is a global priority; the essential role of education in poverty reduction is universally assumed. However, the dialectic between the concurrent and contradictory processes of ‘poverty reduction’ and ‘poverty induction’ is not well understood, and the historically rooted and globally entrenched larger structural processes of ‘poverty induction’ are indeed being allowed to advance and grow. Adult educ…
Adult and Lifelong Education for Poverty Reduction
Reconstructing literacy as an innovation for sustainable development
In outlining the framework offered at the UNESCO Regional Conference in support of Global Literacy (New Delhi, November 2007), it was pointed out that concepts of poverty, sustainable development and particularly of literacy and innovation have themselves been in continuous re‐construction. An analysis of the context and condition for literacy policies and initiatives in Bangladesh—a country with one of the highest rates of both poverty and illit…
Denzil Saldanha
Political science (20 obras) · Sociology (18 obras) · Pedagogy (12 obras) · Law (10 obras) · Literacy (10 obras) · Economics (9 obras) · Politics (9 obras) · Economic growth (8 obras) · Education Systems and Policy (8 obras) · Global Educational Policies and Reforms (8 obras)