In search of indigenous participation in education sector studies in Sub-Saharan Africa.
|Title:||In search of indigenous participation in education sector studies in Sub-Saharan Africa.|
|Authors:||Meier, Werner G.|
|Abstract:||In the 1980's, education sector studies emerged as a predominant approach to policy analysis by most donor agencies involved in the identification and design of policy measures for education sector adjustment programs in Sub-Saharan African countries. International donor agencies often used a "technocratic approach" in the conduct of these studies, exercising excessive control and allowing for little indigenous participation in the policy analysis process. Limited indigenous participation in and appropriation of education sector studies became identified as an obstacle to improved education policy implementation. The "participatory approach" to development was soon adopted by some donor agencies as a means to build educational research and policy analysis capacity in Sub-Saharan African countries. This study examined a set of ten donor supported education sector studies undertaken between 1990 and 1994 in Sub-Saharan African countries, determined the extent of indigenous participation and identified the conditionalisites that explain its presence or absence. In general, the research findings indicated that the practice of education sector analysis fell far short of the rhetoric which had embraced the need for increased indigenous participation. Constraints within donor agencies were traced to the administrative procedures and incentives related to project funding and disbursement pressures, while those in Sub-Saharan countries were linked to nascent democratic values and systems of governance, lack of political leadership and a public service life with inter-ministerial conflict and self-interest.|
|Collection||Thèses, 1910 - 2010 // Theses, 1910 - 2010|