Search results for "post-2015"
showing 3 items of 3 documents
Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania
2016
Abstract In this paper we seek to contribute to the post-2015 education agenda by shifting the focus from considerations of what education goals and targets should be to a people-centred exploration of enabling environments, within and beyond education, for equity, access and quality. Theoretically, the paper draws on the capabilities approach. Empirically, we present data from two independent qualitative studies conducted in South Africa (n = 40) and Tanzania (n = 10) with university students who accessed higher education despite trends of low participation for their social class and/or gender. The paper highlights the importance of taking account of both instrumental and intrinsic values …
Development discourses of the low human development index : countries in UN post-2015 discussion
2015
This study is about development discourses and agents of the countries with low Human Development Index (HDI) in Africa. It is based on six UN Post-2015 national consultations. These six nations are Burkina Faso, the Democratic Republic of Congo, Ethiopia, Mozambique, Liberia and Zambia. The criteria of data selection involve the level of HDI, language, format of the report and geographical location. The idea about development as discursive constructed social reality is at the focus of theoretical framework. The method is Discourse Analysis (DA) with some Foucauldian characteristics. The research questions are: What kind of specific development discourses and agentive roles are there in pol…
Enabling environments for equity, access and quality education post-2015 : Lessons from South Africa and Tanzania
2016
In this paper we seek to contribute to the post-2015 education agenda by shifting the focus from considerations of what education goals and targets should be to a people-centred exploration of enabling environments, within and beyond education, for equity, access and quality. Theoretically, the paper draws on the capabilities approach. Empirically, we present data from two independent qualitative studies conducted in South Africa (n = 40) and Tanzania (n = 10) with university students who accessed higher education despite trends of low participation for their social class and/or gender. The paper highlights the importance of taking account of both instrumental and intrinsic values of educat…