Cooperation, complexity and adaptation: higher education capacity initiatives in international development assistance programmes in sub-Saharan Africa.
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Notice bibliographique
Résumé
At a time when global relations are characterised by great complexity, uncertainty and inequality, the role of higher education is crucial for a balanced and coherent development strategy, and achievement of the Sustainable Development Goals (SDGs). This is especially true for countries of sub-Saharan Africa, where there is a critical need to generate knowledge that can be used in the service of social and economic development, human rights and climate change adaptation. \n \nThe study concerns itself with that aspect of international development policy and practice which relates to aid-funded capacity development for systems and institutions of higher education, specifically in the sub-Saharan African context. Looking back over a period of thirty years, this study explores the role of higher education capacity as a component of international development assistance programmes to Africa, provided by international finance institutions, and by OECD member states (including Ireland). With reference to testimonies of authoritative informants and unpublished archival material, it examines the historical pathways which have supported aid-funded higher education capacity initiatives (AFHECIs), and their contribution to strengthening sub-Saharan Africa’s higher education systems and to wider societal transformation. \n \nThe underpinning theoretical perspective which has been chosen as the lens through which to view and reflect on this important subject matter is that of Complex Adaptive Systems (CAS) theory, which has been gaining currency as a theoretical prism on topical problems in public management and organisational analysis. The study critically examines the adequacy of the conventional techniques used by bilateral and multilateral donor agencies in assessing what constitutes an effective AFHECI. It finds that farreaching policy decisions in relation to AFHECIs have in the past been heavily influenced by fickle donor proclivities regarding aid priorities and modalities, rather than the deliberative evidence-based policy-making which donor agencies ostensibly espouse. \n \nFinally, the study resolves the long-running ‘ends -v- means’ antinomy in which the discourse on capacity development has long been mired, and concludes that capacity development, when considered as ‘outcome’, rather than merely as instrument, constitutes a public or social good per se, albeit one which becomes discernible only over time.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle