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Full-Text Articles in Education

Using The Work And Words Of Other Authors: A Guide To Apa Style For International Students - And Others, David R. Evans, Gretchen B. Rossman Jan 2002

Using The Work And Words Of Other Authors: A Guide To Apa Style For International Students - And Others, David R. Evans, Gretchen B. Rossman

David R. Evans

In the academic world of universities in the United States, the rules governing how and when you may use the ideas and words of others are taken very seriously. There are widely varying cultural assumptions about how knowledge is created and legitimated, and varying norms about the treatment of existing writings by subsequent authors. The Western academic world is highly individualistic and places emphasis on being able to judge and give credit for the work of each student or researcher. "World majority" students from collectivist societies come from nations where one's experiences, thoughts and ideas are interwoven with those ...


Overview And Analysis Of The Case Studies-Lessons For Education Policy Formation, David R. Evans Dr., R. Sack, C.P. Shaw Jan 1995

Overview And Analysis Of The Case Studies-Lessons For Education Policy Formation, David R. Evans Dr., R. Sack, C.P. Shaw

David R. Evans

No abstract provided.


Education Policy Formation In Uganda: Continuity Amidst Change, David R. Evans, W Senteza Kajubi Jan 1994

Education Policy Formation In Uganda: Continuity Amidst Change, David R. Evans, W Senteza Kajubi

David R. Evans

No abstract provided.


Education Policy Formation In Africa: A Comparative Study Of Five Countries. Technical Paper No. 12, David R. Evans Jan 1994

Education Policy Formation In Africa: A Comparative Study Of Five Countries. Technical Paper No. 12, David R. Evans

David R. Evans

This publication contains a set of five case studies and two analytical overview chapters that lay the foundation for a deeper understanding of the process of educational policy formation in Africa. Reflecting developments until late 1992, the cases include Botswana, Tanzania, Uganda, Mali, and Senegal. The articles describe and analyze current approaches to educational policy formation. Specifically, the case studies examine the policy-making process, the policy product, and the policy environment. Each of the cases contains a summary table of key policy events and a detailed bibliography of the major educational policy documents. Most cases provide a more detailed description ...


The Role Of The Global Coalition For Africa In Human Resource Development And Capacity Building, David R. Evans Jan 1991

The Role Of The Global Coalition For Africa In Human Resource Development And Capacity Building, David R. Evans

David R. Evans

This report analyses the education component of the Human Resource Development sector in order to recommend specific activities which take advantage of the capabilities of the Global Coalition for Africa (GCA). The paper looks at four sector-wide options and two sub-sector options, chosen because of the potential benefits from GCA involvement in them. The four sector-wide options are: 1) Increasing government support for Human Resource Development. 2) Diversifying the Supply of Educational Services. 3) Formulation of National Education Policy, and 4) Rationalization of High-Level Meetings. Of the four the best option for GCA is the first, which enables GCA to ...


Human Resources Development: Literacy, Schooling, Nonformal Education, Women's Education, David R. Evans Jun 1990

Human Resources Development: Literacy, Schooling, Nonformal Education, Women's Education, David R. Evans

David R. Evans

Education in Namibia under the illegal colonial regime (was) characterized by inequality, segregation and other apartheid conditions...Schools for various population groups are segregated along racial and ethnic lines. Ethnicity is promoted at the cost of national unity by the provision of segregated schools, linguistic segregation, and curricula that attempt to promote the special status of whites. While education is compulsory for whites, there are not enough schools for Africans. The schools for Africans are staffed with unqualified or inadequately qualified teachers... Pupil to teacher ratios in the African schools are much higher than those in the white schools. Funds ...


Opportunities And Options For Human Resource Development In Swaziland For 1989 And Beyond, David R. Evans Jan 1988

Opportunities And Options For Human Resource Development In Swaziland For 1989 And Beyond, David R. Evans

David R. Evans

No abstract provided.


The Thrill Of High Technology; The Agony Of Educational Reality In The Classroom, David R. Evans Apr 1985

The Thrill Of High Technology; The Agony Of Educational Reality In The Classroom, David R. Evans

David R. Evans

No abstract provided.


Participation In Nonformal Education At The Local Level: Ghana And Indonesia, David R. Evans Jan 1983

Participation In Nonformal Education At The Local Level: Ghana And Indonesia, David R. Evans

David R. Evans

No abstract provided.


The Educational Policy Dilemma For Rural Areas, David R. Evans Jun 1981

The Educational Policy Dilemma For Rural Areas, David R. Evans

David R. Evans

No abstract provided.


The Planning Of Nonformal Education, David R. Evans Jan 1981

The Planning Of Nonformal Education, David R. Evans

David R. Evans

No abstract provided.


Ghana And Indonesia: Reforms In Non-Formal Education At The Community Level, David R. Evans Jan 1981

Ghana And Indonesia: Reforms In Non-Formal Education At The Community Level, David R. Evans

David R. Evans

No abstract provided.


Ghana E Indonesia: Las Reformas De La Educación No Formal En El Plano Local, David R. Evans Jan 1981

Ghana E Indonesia: Las Reformas De La Educación No Formal En El Plano Local, David R. Evans

David R. Evans

No abstract provided.


Educational Reform In The Context Of Community-Based Nonformal Education Programs, David R. Evans Jan 1979

Educational Reform In The Context Of Community-Based Nonformal Education Programs, David R. Evans

David R. Evans

During the past decade, nonformal education has become an accepted part of the educational scene in developing and developed countries alike. A good part of its popularity can be attributed to the belief that nonformal education could achieve some substantial reforms in the provision of education. Nonformal education appeared to h old out the possibility of dealing with problems of equity of access to education, of decreasing the distance between education and the world of work and life, of promoting development of rural areas, and of accelerating political participation and social development. Nonformal education was quickly seen to be a ...


Games And Simulations In Literacy Training, David R. Evans Jan 1979

Games And Simulations In Literacy Training, David R. Evans

David R. Evans

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.


Responsive Educational Planning: Myth Or Reality?, David R. Evans Jan 1977

Responsive Educational Planning: Myth Or Reality?, David R. Evans

David R. Evans

Published version is located at http://publications.iiep.unesco.org/Responsive-educational-planning-myth-or-reality


Technology In Nonformal Education: A Critical Appraisal, David R. Evans Oct 1976

Technology In Nonformal Education: A Critical Appraisal, David R. Evans

David R. Evans

No abstract provided.


Analysis Of Learning Needs For Rural Development: Some Basic Issues, David R. Evans Dr. Jan 1976

Analysis Of Learning Needs For Rural Development: Some Basic Issues, David R. Evans Dr.

David R. Evans

One of the major problems being faced by developing countries throughout the world is concerned with the eradication of poverty, disease and backwardness from their rural areas. The task of transforming and modernizing rural societies is no doubt very difficult and complex, but at the same time a very urgent one, and should be given high priority in the overall plans and programmes of national development. This is because a much larger percentage of population in developing countries lives in rural areas compared to that in the developed countries. In some developing countries, especially in Africa and Asia, the rural ...


Proyecto De Educación Extraescolar En Ecuador, David R. Evans Dr., James Hoxeng Jan 1974

Proyecto De Educación Extraescolar En Ecuador, David R. Evans Dr., James Hoxeng

David R. Evans

No abstract provided.


Don't Look Now, Chairman Mao: We're Preparing Facilitators To Be Nonformal Educators, David R. Evans Dr., Arlen Etling Jan 1974

Don't Look Now, Chairman Mao: We're Preparing Facilitators To Be Nonformal Educators, David R. Evans Dr., Arlen Etling

David R. Evans

No abstract provided.


Nonformal Education: A New Approach In Ecuador, David R. Evans Dr., James Hoxeng Jan 1973

Nonformal Education: A New Approach In Ecuador, David R. Evans Dr., James Hoxeng

David R. Evans

No abstract provided.


Indonesia: Implementation Of A Large-Scale Nonformal Education Project, David R. Evans Dr. Jan 1972

Indonesia: Implementation Of A Large-Scale Nonformal Education Project, David R. Evans Dr.

David R. Evans

No abstract provided.


The Ecuador Project, David R. Evans, James Hoxeng Jan 1972

The Ecuador Project, David R. Evans, James Hoxeng

David R. Evans

The background of the project and the basic philosophy are outlined. Criteria used in generating non-formal educational materials are discussed and the three classes of materials currently in use are described. Approaches to the distribution and use of the materials by a network of complementary organizations are analyzed.


Image And Reality: Career Goals Of Educated Ugandan Women, David R. Evans Dr. Jan 1972

Image And Reality: Career Goals Of Educated Ugandan Women, David R. Evans Dr.

David R. Evans

This paper presents an initial exploration of the relationship between the employment and the training of women in the context of a single African country, Uganda. It begins with an analysis of the present and projected employment picture for women in relationship to the number of secondary school girls. The analysis then focuses on job aspirations and expectations of girls in secondary schools, at both the lower and higher school level. Differences between expectations and probable opportunities are discussed and related to certain differences in secondary schools.


The Impact Of A Diversified Educational Program On Career Goals: Tororo Girls' School In The Context Of Girls' Education In Uganda, David R. Evans, Gordon L. Schimmel Jan 1970

The Impact Of A Diversified Educational Program On Career Goals: Tororo Girls' School In The Context Of Girls' Education In Uganda, David R. Evans, Gordon L. Schimmel

David R. Evans

No abstract provided.


The Use Of Graphical Analysis In Education Planning, David R. Evans Jun 1968

The Use Of Graphical Analysis In Education Planning, David R. Evans

David R. Evans

This paper discusses the use of graphical techniques as tools of analysis and projection in planning the growth of an educational system. Graphs are shown to be particularly valuable when used to investigate the implications of alternate growth patterns for various aspects of the school system. The technique is intended to precede and augment the usual forms of statistical analysis. Reasons are suggested why graphs are particularly appropriate to the rapidly growing educational systems in developing countries.