Education and Development


Book Description

First published in 1984, this collection represents the combined contributions to an international conference held at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism. All, however, encourage the reader to re-examine long-held beliefs, and presents a new starting point for fresh discussion of this vital subject.




Congressional Presentation


Book Description




A History of Farming Systems Research


Book Description

This book provides a detailed history of farming systems research (FSR). While it includes the application of FSR to developed country agriculture, its main focus is on FSR in its original role, with small scale, resource-poor farmers in less developed countries. There are some 40 contributions from nearly 50 contributors from 20 countries, illustrating both the diversity and yet the coherence of FSR. The five parts of the book cover: (1) FSR - understanding farmers and their farming (FSR origins and perspectives; understanding farming systems); (2) the applications of farming systems research (FSR in technology choice and development; FSR in extension and policy formulation); (3) institutional commitment to FSR (FSR: some institutional experiences in national agricultural research; dimensions of the organization of FSR; training for FSR); (4) FSR: the professional dimension (regional and international associations; FSR and the professional disciplines); and (5) cutting edge methods, abiding issues and the future for FSR.




A Description of the Perceptions of the Principals and Climates of Zambia's 'Effective' Schools


Book Description

The study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested. The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools. Interviews and questionnaires administered to headteachers and teachers were used for data collection. Content and item analysis in the interviews and questionnaire responses were used. The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested. Appropriate recommendations are made for policy makers, practitioners and stake holders.