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Re: [xmca] Education: Reaching the poorest

OK, Michael, so lets adopt your narrative. What is the impact?
Improved number of years remaining in school? Range of activities that
graduates are capable of engaging in? Increased unemployment of the
educated? Decreased birth rate?  Etc.

It is precisely the implications underlying terms such as impact that are on
my alleged mind.
mike

On Sat, Jan 23, 2010 at 7:32 AM, Michael Glassman <MGlassman@ehe.osu.edu>wrote:

> What's interesting is that the article mentions the World Bank research but
> only a small portion of it that agrees with current narratives.  Much of the
> World Bank research on education suggests that organizing communities at a
> local level, giving them responsibility and creating working relationships
> between larger national school institutions and local CBOs has the greatest
> impact.  But that doesn't fit our current narrative so of course nobody is
> going to mention this.
>
> Michael
>
> ________________________________
>
> From: xmca-bounces@weber.ucsd.edu on behalf of Andy Blunden
> Sent: Sat 1/23/2010 9:24 AM
> To: eXtended Mind, Culture, Activity
> Subject: [xmca] Education: Reaching the poorest
>
>
>
> Education: Reaching the poorest
> Enrolling the world's poorest children in school needs new
> thinking, not just more money from taxpayers
>
>
> http://www.economist.com/world/international/displayStory.cfm?story_id=15330592
> --
> ------------------------------------------------------------------------
> Hegel Summer School
> http://www.ethicalpolitics.org/seminars/hss10.htm
> Hegel, Goethe and the Planet: 13 February 2010.
>
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