Cbr Policy Development and Implementation

Total Page:16

File Type:pdf, Size:1020Kb

Cbr Policy Development and Implementation CBR POLICY DEVELOPMENT AND IMPLEMENTATION Editors Sally Hartley Joan Okune Published by University of East Anglia Norwich 1 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Foreword Foreword 2 3 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Acronyms Used Editorial 4 5 CBR POLICY DEVELOPMENT AND IMPLEMENTATION CONTRIBUTORS Contributors PINDA AKOUA BOWESSIDAJAOU Pinda is an expert technician in Physiotherapy having undergone intensive training in Lomé at the National School of Medical ADEWALE ADEOYE Auxiliaries (ENAM) and the Clinikum University of Berlin and Freeburg in Germany. She heads the Disabilities and Trauma Adewale Adeoye is a PhD student at the Faculty of Health, Program on Prevention/Rehabilitation and has been Director of University of East Anglia, United Kingdom. His PhD thesis is on the National Centre of Orthopaedic Appliances & Physiotherapy “Developing an Evidence Base for Community-Based (CNAO) of Lomé-TOGO since March 2001. The CNAO Rehabilitation; an example from Uganda”. This revolves around programme covers the whole country with support from WHO, providing evidence to justify Community-Based Rehabilitation Handicap International, ICRC Special Fund for the Disabled; (CBR) programme as well as develop viable tool to measure Ministry of education, Social Affairs, Sports and Hobbies; Federation effectiveness of such programmes. He is also assists in research of Disabled Associations. and documentation for Community Based Rehabilitation Africa Network (CAN), He has an MPH degree from University of Dundee, U.K. He previously practiced medicine in Nigeria and was ALFRED ANGAMAN KADIO involved in various community health developmental projects Mr. Angaman is presently Head of the Rehabilitation services at relating to paediatric care such as immunisation, nutritional the Ministry of Social Welfare in Ivory Cost. He is the acting rehabilitation, HIV/AIDS prevention and care. Coordinator of CBR programmes in Ivory Cost. Mr. Angaman trained as a special teacher and holds degrees in literature and in KENNEDY AKOLO communication. Before his assignment as head of rehabilitation, Mr. Angaman worked in the Socio Education Complex of Abidjan Kennedy Akolo is Programme Manager Disability for VSO Jitolee, Nord as coordinator of the programmes for integration of the street Programme in Kenya. His qualifications include BA (Economics youth. and Sociology) from Kenyatta University in Nairobi. Akolo has over 13 years development work experience gained in East Africa working within the in Education, Disability and governance themes. MARIEKE BOERSMA At the VSO Jitolee, Akolo manages the disability programme; Global Marieke is a rehabilitation consultant with Light for the World, based Education and monitoring and evaluation. He is also involved in in Ethiopia. She is a physiotherapist by profession and has been the African Campaign for disability and HIV and AIDS. Akolo also working with the University of Gondar (North Ethiopia) to seats on the board of The Peace Building and Development establish the first BSc in Physiotherapy in the country and she has Initiatives Foundation, an organization that focuses on governance started a CBR program connected to the University. She is a trainer and social change. and advisor on programme development of CBR programs in collaboration with the National CBR Network in Ethiopia as well 6 7 CBR POLICY DEVELOPMENT AND IMPLEMENTATION CONTRIBUTORS as for individual CBR projects in-and outside of the country. In field of CBR, P&O, physiotherapy, speech therapy, and wheelchair addition, she is currently a student of the Masters of Medical production. Anthropology and Sociology at the University of Amsterdam, where she started her study on violence against children with a disability. PAUL CHAPPELL Paul has a spinal injury following a motor vehicle accident whilst HENDRIETTA IPELENG BOGAPANE-ZULU. working in the Democratic Republic of Congo. After completing Hendrietta is visually impaired, married with three daughters and his MSc in Community Disability Studies at the Centre for an activist on disability rights, gender, HIV & AIDS, children and International Development (CIDH) in London, he took up a position youth. She is also a policy analyst and developer, a trainer, business of CBR Trainer at CREATE in South Africa where he has been a woman, consultant, researcher on disability, development and HIV volunteer for the past 4 years. During this time he has been involved and AIDS and a writer on disability. She joined the South African in the curriculum design and training of mid-level rehabilitation Parliament at the National Assembly as Member of Parliament in workers, as well as research into the impact of CBR in South Africa. June 1999 to 2004. She was appointed as Chairperson of the He is also involved in carrying out disability awareness amongst Parliamentary Joint Monitoring Committee on the Improvement of established local HIV/AIDS organisations and is currently Quality of Life and Status of Youth Children and Disabled Persons. undertaking his PhD looking at the construction of sexual identity Hendrietta also serves on the South African National Aids council amongst youth with disabilities in rural South Africa. representing the disability sector. She was employed by Disabled People South Africa (DPSA) as the National Coordinator Disabled HUIB CORNIELJE women’s Development Programme (DWDP) and is a consultant for the television series Soul City. Huib Cornielje origins are in physical therapy with postgraduate qualifications in health science, adult education and public health from South Africa and The Netherlands. Currently he is trainer and ROZENN BOTOKRO consultant within his own agency ‘Enablement’ which organizes Rozenn is the Rehabilitation Advisor for West and Central Africa annual international courses in Policy and Management of Disability for the NGO Handicap International. After 3 years living in Burkina and Rehabilitation. He is also involved in in-country training Faso, she now lives in Togo. As an Occupational Therapist in France programmes in the area of Community Based Rehabilitation and in she has worked for 13 years with persons with physical and mental policy development and (evaluation) research of disability disabilities. She also managed rehabilitation teams in public hospitals programmes. Huib is one of the initiators of the Dutch Coalition before working in West Africa. Currently, she advises about 15 on Disability and Development (DCDD). He is also working as project managers/coordinators in 6 countries: Mali, Sierra Leone, senior lecturer in area of Public Health at the University for Allied Liberia, Cap-Vert, Togo, Burkina Faso. She also works with Niger, Sciences in Leiden. Benin, Senegal, Ivory Coast. The projects she advises are in the 8 9 CBR POLICY DEVELOPMENT AND IMPLEMENTATION CONTRIBUTORS MIKE DAVIES Cheshire Disability based at the central office in London, UK. He is responsible for planning, supervision, monitoring and evaluation Mike Davies is CBM’s Regional Director for South-East Asia & of regional disability and development programmes in Southern Pacific, based in Manila, and is responsible for technical and financial Africa, East and North Africa and West Africa. His professional support to a network of 94 programmes in ten countries. He is a training background is in ‘Public Health’ in Zimbabwe and he later former coordinator for CBM’s Advisory Group on CBR, and a studied for a post graduate qualification in ‘Disability and current member of CBM’s Advisory Group on Community Mental Development’ in the UK. He formally, worked as a ‘Public Health’ Health. A social worker by profession, Mike has been working in Officer with the Ministry of Health in Zimbabwe and later joined the disability and development field since 1968, in Africa and the NGO sector. He, then managed the Save the Children USA Asia. Before joining CBM in 1993, he was a Chief Technical Adviser ‘National Chid Survival Action Programmes’ and later moved to in Vocational Rehabilitation with the International Labour Save the Children Norway. His research interests include ‘public Organisation (ILO), and before that was Director of Rehabilitation health’, ‘child deafness and communication’, disability and Services in Zimbabwe. He has been centrally involved in the development, inclusive education, cultural diversity and development of the global CBR Guidelines and the launch of the ‘community-based rehabilitation’. Global Forum for Community Mental Health. Mike was awarded the OBE by Queen Elizabeth in 2006 for his 35 years of work with people with disabilities. ORLAITH GALLAGHER Orlaith has worked on Landmine programmes and with UNICEF ANDREW KUDAKWASHE DUBE to promote mainstreaming of disability activity into all UNICEF programmes. she was the Project officer for the Mine Risk Education I have worked with international and grassroots community (MRE) programme which was a joint venture supported by DfID organisations and completed assignments in a number of countries, and UNICEF to strengthen programming as it applies to including Ethiopia, Tanzania, Rwanda, Cameroon, and Senegal on humanitarian activities. behalf of the Africa Decade of Disabled People Secretariat. I completed strategic planning assignments in Swaziland and Namibia for the disability sector and government. I have experience working SALIF GANDEMA closely with government departments in the Southern African region Salif Gandema is a doctor who specialises in physical medicine and at policy planning level. I won tenders to design
Recommended publications
  • PASA 2005 Final Report.Pdf
    PAN AFRICAN SANCTUARY ALLIANCE 2005 MANAGEMENT WORKSHOP REPORT 4-8 June 2005 Mount Kenya Safari Lodge, Nanyuki, Kenya Hosted by Pan African Sanctuary Alliance / Sweetwaters Chimpanzee Sanctuary Photos provided by Tacugama Chimpanzee Sanctuary – Sierra Leone (cover), PASA member sanctuaries, and Doug Cress. A contribution of the World Conservation Union, Species Survival Commission, Conservation Breeding Specialist Group (CBSG) and Primate Specialist Group (PSG). © Copyright 2005 by CBSG IUCN encourages meetings, workshops and other fora for the consideration and analysis of issues related to conservation, and believes that reports of these meetings are most useful when broadly disseminated. The opinions and views expressed by the authors may not necessarily reflect the formal policies of IUCN, its Commissions, its Secretariat or its members. The designation of geographical entities in this book, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of IUCN concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Prepared by participants in the PASA 2005 Management Workshop, Mount Kenya, Kenya, 4th – 8th June 2005 W. Mills, D. Cress, & N. Rosen (Editors). Conservation Breeding Specialist Group (SSC/IUCN). 2005. Pan African Sanctuary Alliance (PASA) 2005 Workshop Report. Additional copies of the Pan African Sanctuary Alliance (PASA) 2005 Workshop Report can be ordered through the IUCN/SSC Conservation
    [Show full text]
  • World Bank Document
    The views expressed in these papers are those of the authors SW P-1 96 and do not necessarily reflect those of the Wlorld Bank. Public Disclosure Authorized INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOP1INT Working Paper No. 196 Investment in Education; National Strategy Options for Developing Countries Public Disclosure Authorized John Simmons Mark Blaug Arnold Harberger Samuel Bowles Dean Jamison Martin Carnoy Ernesto Schiefelbein Remi Clignet Marcelo Selowsky Ronald Dore Michael Todaro Edgar Edwards Public Disclosure Authorized The papers review the main feature of educational systems in developing countries and the investment issues. Options for national educational strategies are proposed. They were discussed at a workshop jointly sponsored by the Development Economics Department and the Education Department of the IBRD held in Washington in October, 1973. Reports of rapporteurs suggest the nature of the discussion. Population and Human Resources Division Education Department Development Economics Department Central Projects Staff Development Policy Staff Public Disclosure Authorized February 1975 TABLE OF CONTENTS Page Contributors iii Summary Nutrition and Other Early Factors Marcelo Selowsky, Pre-School Age Investment in Human 4 Capital Rapporteur's Comments 21 Migration and Fertility Michael P.Todaro, Education, Migration and Fertility 21 Rapporteur's Comments 31 Internal Efficiency Dean Jamiaon, Radio and Television for Education in Developing Countries 7 Ronald Dore, Deschool? Try Using Schools for Education 50 First: The
    [Show full text]
  • Bilan Scientifique Annexes
    BILAN SCIENTIFIQUE ANNEXES 2007 ­ 2012 PARIS JOURDAN SCIENCES ECONOMIQUES – UMR8545 CNRS – ENS – EHESS – ECOLE DES PONTS PARIS TECH – INRA Bilan scientifique - Annexes UMR8545 | 2007 - 2012 Sommaire ANNEXE 1 : LISTES DES PUBLICATIONS ET DES PRODUCTIONS........................................................................ - 3 - Liste des publications .............................................................................................................................- 5 - PSE Working Papers............................................................................................................................- 41 - ANNEXE 2 : RAYONNEMENT ET ATTRACTIVITE ECONOMIQUES....................................................................... - 57 - Conférences EEP.................................................................................................................................- 61 - Colloques et workshops organisés ou co-organisés par un chercheur de PSE ..................................- 64 - Séminaires – Groupes de travail organisés par PSE...........................................................................- 71 - Invités à PSE (hors invités seminaires)..............................................................................................- 170 - Existence de collaborations suivies avec d’autres laboratoires .........................................................- 178 - Participation à des comités éditoriaux, à des comités scientifiques de colloques ou de congrès, à des instances d’expertise scientifique..............................................................................-
    [Show full text]
  • Education and Subjective Well-Being. Observations from Madagascar
    MISCELLANEA GEOGRAPHICA – REGIONAL STUDIES ON DEVELOPMENT Vol. 25 • No. 3 • 2021 • pp. 188-193 • ISSN: 2084-6118 • DOI: 10.2478/mgrsd-2020-0056 Education and subjective well-being. Observations from Madagascar Abstract This paper examines the association between education and subjective Małgorzata Klein well-being (SWB). To this end, the data collected during the My Baobab Foundation’s (FMB) operations in Madagascar in 2007–2020 are analyzed a posteriori. The paper offers some insight into what is required for a low- income country to follow the pathway to education, and examines how Faculty of Geography and Regional Studies, educational efforts can translate into an improvement in SWB. University of Warsaw, Warsaw, Poland e-mail: [email protected] Keywords Subjective well-being (SWB) • education • developing countries • Madagascar Received: 22 April 2020 © University of Warsaw – Faculty of Geography and Regional Studies Accepted: 2 March 2021 “Happiness can also be here.”1 education can influence happiness, and if so, in what way(s), and to what extent. The key to answering this question, according Introduction to the author, lies in using appropriate definitions for the basic This paper examines the impact of education on subjective terms “education,” “influences,” and “happiness.” Once this well-being (SWB) in developing countries. These regions have has been done, it is obvious, he claims, that education has attracted a paucity of research in this area, despite being most an enormous influence on SWB. The definition of “education” in need of it, and the results of what few studies have been needs to be expanded to include non-formal education, self- conducted are equivocal and inconclusive.
    [Show full text]
  • Raoul Kone (Côte D'ivoire Ministry of Education)
    From Evidence to Action PEC, le Programme d’Enseignement Ciblé in Côte d’Ivoire M. Raoul Kone Deputy Chief of Staff, MENET-FT 1 Outline 1. Challenge 2. TaRL Inspiration 3. Opportunity 4. The Model/s 5. Getting Started 6. Learning, iterating, adapting and growing 7. What’s next 2 Challenge: Most children enrolled in school, but learning levels remain low • In 2014, over 95% of Ivorian children between ages 6 to 16 were enrolled in school but learning levels remain low: • 88.3% of pupils can’t read at the end of 1st grade* • 47,3 % can’t read or write at the end of primary school ** • 73,1 % can’t do basic calculations at the end of primary school** Source: * Direction de la Veille et du Suivi des Programmes (DVSP) paru le 14 janvier 2016 ** PASEC 2014 Performances du Système Educatif Ivoirien – Compétences et Facteurs de Réussite au Primaire 3 Challenge: Performance gaps in rural areas Student performance in urban and rural • 66% of primary schools located in rural areas- end of primary school (grade 6) areas* 600 500 • End of primary school: 400 • lower reading skills compared to counterparts in urban areas 300 • Lower math skills** 200 100 0 Source: French Mathematics *MENET/DSPS/SDS&P/ANNUAIRE STATISTIQUE DU PRIMAIRE 2014-2015 Average score of students in urban areas **PASEC 2014, p. 145, Tableau B4.26 Average score of students in rural areas 4 TRECC: an opportunity to adapt, pilot and scale new approaches in Côte d’Ivoire • Jacobs Foundation launched the Transforming Education in Cocoa Communities (TRECC) initiative – TRECC works with cocoa and chocolate industry partners, the Ivorian government, researchers, local organizations and entrepreneurs to boost quality of education in Ivory Coast – The initiative will test in Côte d’Ivoire 10 models from around the world that have been proven effective on topics related to education and early child development and vocational training.
    [Show full text]
  • Medium Term Plan 2016––2020 2
    1 Improving Children’s Learning— Transforming Their World Our Medium Term Plan 2016––2020 2 Contents 3 The Jacobs Foundation—our vision for 2020 4 From excellent projects to systemic change 5 Jacobs Foundation 2020—our strategic goals 6 Understanding how children learn 7 … We are building a learning organization 8 Improving early childhood education and care 9 … We will share knowledge 10 Transforming children’s learning in Ivory Coast 11 … We will make our funding go further 12 People are the foundation of change … The Jacobs Talent Network … The Jacobs University 3 The Jacobs Foundation— our vision for 2020 The Jacobs Foundation was established in 1989 by Klaus J. Jacobs and his family. We seek to benefit future generations by providing children and young people with better opportunities for development, so that they can become productive and socially responsible members of society. By 2020, we aim to have become the key organization linking excellent research with improving, globally, the development of children and young people under the age of 12. That means focussing our efforts on effective implementation, dialogue and advocacy. As a research-informed organization, we will base our funding decisions on solid evidence and will use comprehensive approaches to secure systemic change. We are focussing on three big themes. Our first priority, “Science of Learning”, is to fund new research into how individual children can learn better. Our second priority theme is “Early Childhood Education and Care”. This focusses on developing exemplary best practice in the northern hemisphere, in Switzerland and Germany, with the learning disseminated to other European countries.
    [Show full text]
  • Basic Education in Ivory Coast: from Education for All to Compulsory Education, Challenges and Perspectives
    Journal of Education and Learning; Vol. 6, No. 2; 2017 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Basic Education in Ivory Coast: From Education for All to Compulsory Education, Challenges and Perspectives Rassidy Oyeniran1 1 Faculty of Education, International and Comparative Education Research Institution, Beijing Normal University, Beijing, China Correspondence: Rassidy Oyeniran, Faculty of Education, Beijing Normal University, Beijing, China. 19 Xin Jie Kou Wai Street, Beijing, 100875, China. Tel: 86-1881-130-7729. E-mail: [email protected] Received: December 28, 2016 Accepted: Janury 26, 2017 Online Published: March 1, 2017 doi:10.5539/jel.v6n2p283 URL: http://doi.org/10.5539/jel.v6n2p283 Abstract Ivorian authorities, for years, are employing various strategies as part of reforms to ensure universal education in Ivory Coast (Cote d’Ivoire). In this regard, great efforts are done each year through public funding and partnership development support to face the challenge of Education for All whose term of the implementation was 2015. The objective of this paper is to investigate the various facets of Education for All in Ivory Coast and the implications of the implementation of compulsory education, which is the new challenge of Ivorian education system. How to bridge the gap of schooling? What measures would be effective to ensure 100% enrolment as multiple factors constitution obstacle to the achievement of the Millennium Development Goals (MDGs). Using qualitative methods based on relevant data from books, articles and others secondary sources from reports as well as other information from the World Wide Web, this study examined the current issues of Education for All in the post-crisis context.
    [Show full text]
  • Ece 413 Course Title: Comparative Early Childhood Education
    NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF EDUCATION COURSE CODE: ECE 413 COURSE TITLE: COMPARATIVE EARLY CHILDHOOD EDUCATION 1 COURSE GUIDE ECE 413 COMPARATIVE EARLY CHILDHOOD EDUCATION COURSE DEVELOPER Dr B.O.J. Omatseye Institute of Education University of Benin COURSE WRITTER Dr B.O.J. Omatseye Institute of Education University of Benin CONTENT EDITOR Dr C.N. Musa Faculty of Education University of Benin Benin City IN-CHARGE Dr Lucy Lawani School of Education National Open University of Nigeria Victoria Island, Lagos COURSE COORDINATOR Dr Lucy Lawani School of Education National Open University of Nigeria Victoria Island, Lagos 3 A GUIDE THROUGH THE COURSE COURSE DESCRIPTION: This course introduces teacher-education students to comparative early childhood education. It exposes students to a cross-national analysis of early childhood education. The aim is to reveal similarities and differences both in terms of its history and provision of childcare services. The profile also includes descriptions of national childcare and policies. It is expected that with information gathered across nations, teacher-education students can better appreciate policies and services for children in their country and the experiences in other nations. Significantly, such efforts could enhance better policies and services for children and families in countries throughout the world. COURSE AIM FOR ECE 413: COMPARATIVE EARLY CHILDHOOD EDUCATION. The course aims to provide the student with a cross-national analysis of early childhood education. It aims to reveal similarities and differences in terms of historical development, philosophies, policies, practices and current provision of child care and educational services. Also, the dynamic reforms and developments of early childhood education across nations are highlighted.
    [Show full text]
  • Educational Development in Guinea, Mali, Senegal, and Ivory Coast. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C
    DOCUMENT RESUME ED 069 581 SO 004 985 AUTHOR Bolibaugh, Jerry B. TITLE Educational Development in Guinea, Mali, Senegal, and Ivory Coast. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C. REPORT NO OE -72 -44 PUB DATE 72 NOTE 150p. // EDRS PRICE MF-$0.65 HQ $6.58 DESCRIPTORS AgriculturAl Education; *Comparative Education; Educational Administration; Educational Change; Educational Demand; *Educational Development; Educational Finance; Educational History; Educational Objectives; *Educational Practice; *Educational Problems; Educational Supply; *Educational Trends; Elementary Education; Foreign Countries; Higher Education; International Education; Secondary Education; Teacher Education; Vocational Education IDENTIFIERS *Africa; Educational Systems ABSTRACT This study describes the educational system and discusses major educational trends and problems inelementary, secondary, higher, agricultural, and vocational education offour major French speaking West African countries sincetheir achievement of independence. One major problem considered is thatrapid expansion of educational opportunity in terms of existing formal systemscannot be maintained in the 1970's because of limited resources, yetpopular demand puts pressure on expansion since less than 50% of each age group attends school. Further, the existingformal education systems are not adapted to the needs of ruraldevelopment--which is essential to economic development. A challenge for the 701sis to produce and implement new strategies for educatio6. The bookis
    [Show full text]
  • Education Program in Ivory Coast Joins Forces with Eight Cocoa and Chocolate Companies to Achieve Sustainable Social Impact
    Education program in Ivory Coast joins forces with eight cocoa and chocolate companies to achieve sustainable social impact Abidjan, Ivory Coast, 22 January 2017 The world’s largest cocoa and chocolate companies have joined an international child and youth development program with the goal of transforming education in rural communities. These innovative partnerships launched in 2018 will achieve measurable impact by improving quality of education and enhancing its relevance within industry sustainability strategies. Under the roof of the Transforming Education in Cocoa Communities (TRECC) program, Barry Callebaut, Blommer, Caboz, Cargill, Cémoi, Hershey, Mars and Mondelez International will engage in the implementation of the most comprehensive quality education effort to date in Ivory Coast. The initiative will test 10 proven models from around the world on topics related to education and child development in Ivory Coast. The interventions will address children of all ages and their caregivers as well as youth starting their professional lives. Activities include parenting skills trainings in nutrition, hygiene and play as well as primary school dynamizing and financial literacy courses for youth, among other initiatives. It is a competitive selection of models based on solid evidence, endorsed by the Ivorian Government and monitored by Innovations for Poverty Action. The parties have committed to scaling the activities that yield good results. The models could be incorporated into the Government’s education policies, and TRECC and the involved cocoa and chocolate companies have also conveyed an engagement to scale up successful models. TRECC is a unique collaboration between an industry, a government and several for-purpose organizations to achieve a UN Sustainable Development Goal.
    [Show full text]
  • Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers
    University of Zurich Department of Economics Working Paper Series ISSN 1664-7041 (print) ISSN 1664-705X (online) Working Paper No. 357 Arm-Wrestling in the Classroom: The Non-Monotonic Effects of Monitoring Teachers Guilherme Lichand and Sharon Wolf Revised version, February 2021 Arm-Wrestling in the Classroom: The Non-Monotonic Effects of Monitoring Teachers By Guilherme Lichand and Sharon Wolf∗ Teacher absenteeism and shirking are common problems in de- veloping countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast { to motivate and monitor teachers directly, and to mobilize parents {, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an addi- tional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts { even though the lat- ter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Mon- itoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the de- sign of accountability programs above and beyond education. JEL: C93, D23, D91, I25 Keywords: Moral Hazard; Monitoring; Accountability; Education This version: February 17, 2021 ∗ Lichand: Department of Economics, University of Zurich (email: [email protected]); Wolf: Graduate School of Education, University of Pennsylvania (email: [email protected]).
    [Show full text]
  • Quaker Thought and Life Today
    Quaker Thought and Life Today VOLUME 9 OCTOBER 15, 1963 NUMBER 20 The Retiring Editor by Mildred Binns Young A.yfomo of "g"go­ tion based on race, color, or ethnic origin is contrary to the Gospel and is incompati­ ble with the Christian doctrine Spontaneity in Meeting of man and with the nature by Roliert 0. Blood, Jr. of the church of Christ. When­ ever and wherever any of us Christians deny this by action or inaction, we betray Christ and the fellowship which bears The Laborers in the Vineyard his name. by Philip H. Miller -from a etatement of the World Council of Churches, 1954 Spiritual Staleness . by Bliss Forbush THIRTY CENTS $5.00 A YEAR Quaker Witness on Capitol Hill 434 FRIENDS JOURNAL October 15, 1963 Quaker Witness on Capitol Hill FRIENDS JOURNAL N ITS almost twenty years of activity, the Friends Committee I on National Legislation has earned a confidence among Congressmen which recently was demonstrated in a statement from Representative Edith Green of Oregon. Commenting about the FCNL Washington Newsletter, Representative Green said: "I know that the material presented is fair and accurate." According to E. Raymond W ilson, the very active "retired" secretary of the FCNL, Friends are given opportunity to pre­ sent witnesses on Quaker concerns as many as 20 times a year P ublished semimonthly, on the first and fifteenth of each before Congressional Committees. These are some recent FCNL month, at 1515 Cherry Street, Philadelphia 19102, Penn­ sylvania (LO 3-7669) by Friends Publishing Corporation. witnesses: CARL F. WISE Herbert C.
    [Show full text]