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Dieser "immanenten Ordnung des Wandels" (Elias 2006: 200) im turkischen Bildungssystem nachzuspuren, ist die zentrale Aufgabe des vorliegenden Bandes. Dabei wird dieses Buch allerdings keinen chronologischen und alle Bereiche um-fassenden Uberblick vermitteln konnen, sondern punktuell auf verschiedene Zusammenhange zwischen Bildung und gesellschaftlichem Wandel eingehen.

Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations

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Story of the struggle for Britain's schools and a passionate call for education as public good

Education --- Educational change --- Enseignement --- Réforme --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- History --- Réforme --- Educational planning --- Educational innovations

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School improvement programs --- Educational evaluation --- Federal aid to education --- Educational planning --- Education --- Educational accountability --- Academic achievement --- Evaluation. --- Aims and objectives --- United States.

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Education --- Educational change --- Educational planning --- Education and state --- Enseignement --- Projet éducatif --- History --- Histoire --- Réforme --- Politique gouvernementale --- France --- Politics and government --- Politique et gouvernement --- Éducation --- Programmes d'études --- Éducation et État --- Planification --- Innovations

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"Universities and economic development in Africa presents the synthesisesand key findings of eight African countries and universities. The analysis and discussions presented in the book draw the following three main conclusions: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa"--Back cover.

Business & Economics --- Economic Theory --- Economic development --- Universities and colleges --- Development, Economic --- Economic growth --- Growth, Economic --- Educational planning --- Economic development projects --- Education, Higher --- Economic policy --- Economics --- Statics and dynamics (Social sciences) --- Development economics --- Resource curse --- College students --- Higher education --- Postsecondary education --- Development projects, Economic --- Projects, Economic development --- Economic assistance --- Technical assistance --- Education --- Planning --- Planning. --- Economic aspects --- Effect of education on