Hitendra Pillay
Biographic Data
| ID | 1502899 |
|---|---|
| NAME | Hitendra Pillay |
| GIVEN NAMES | Hitendra |
| FAMILY NAME | Pillay |
| SIGNATURE | PILLAY H |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-6182-3471 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Purposes of transnational higher education programs: Lessons from two Indonesian universities
While intended to facilitate knowledge transfer from international universities and develop Indonesian universities' capacity, transnational higher education programs (TEPs) in Indonesia have been criticised for operating merely as an international trade in education – implying discrepancy between the rhetoric and reality surrounding the key purposes for establishing TEPs among Indonesian universities. This case study seeks to ascertain what actu…
Gender patterns for aspirations for transitional employment and training and development in local government
Purpose – The purpose of this paper is to determine the patterns of transitional employment (TE) aspirations and training and development (T&D) needs of women within local government. Design/methodology/approach – A quantitative survey methodology was used to identify aspirations in a sample of 1,068 employees from the Australian Local Government Association. Findings – Mature-aged women were very interested in continuous learning at work despite…
An evaluation framework for sustaining the impact of educational development
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
An evaluation framework for sustaining the impact of educational development
Gender patterns for aspirations for transitional employment and training and development in local government
Purpose – The purpose of this paper is to determine the patterns of transitional employment (TE) aspirations and training and development (T&D) needs of women within local government. Design/methodology/approach – A quantitative survey methodology was used to identify aspirations in a sample of 1,068 employees from the Australian Local Government Association. Findings – Mature-aged women were very interested in continuous learning at work despite…
Purposes of transnational higher education programs: Lessons from two Indonesian universities
While intended to facilitate knowledge transfer from international universities and develop Indonesian universities' capacity, transnational higher education programs (TEPs) in Indonesia have been criticised for operating merely as an international trade in education – implying discrepancy between the rhetoric and reality surrounding the key purposes for establishing TEPs among Indonesian universities. This case study seeks to ascertain what actu…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Foreign aid and inclusive education in the Pacific island nation of Kiribati: A question of ownership
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Political science (6 works) · Sociology (6 works) · Economic growth (5 works) · Economics (5 works) · Public Administration (4 works) · Public relations (4 works) · Public Administration (3 works) · Social science (3 works) · Business (2 works) · Developing country (2 works)