Ministry, Union, the Church and Teachers: Bolivia's Partners in Innovation. LearnTech Case Study Series, No. 6.
A process of developing and testing an instructional methodology called interactive radio instruction (IRI) was begun in 1986 in order to improve the quality of primary school mathematics in Bolivia. When the development phase was complete and implementation well under way, management of the resultant Radio Learning Project (RLP) passed from the non-governmental organization (NGO), Fe y Alegria, to the Ministry of Education and Culture (MEC). Today, seven years after the initial pilot, approximately 600,000 primary-school children have enrolled in the RLP, renamed PARI; more than 8,000 teachers have been trained and certified in the IRI methodology, and in 1992, Radio Math achieved national recognition as the "official" mathematics program of Bolivia. This case study assesses how NGO management sustained RLP continuity, describes how broad-based teacher support laid the base for institutionalization, and looks at how IRI has revolutionized education in Bolivia. Rather than dwell on issues related to methodology or impact, the study assesses the sustainability of PANI from the sociological perspective, focusing on the issues of participation of people and systems key in driving national diffusion and sustainability. An appendix provides a chronology of events. (Contains nine references.) (Author/MAS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Effective International Non-Governmental Organisation (INGO) and Local Non-Governmental Organisation (LNGO) partnerships in education programmes: a case study of an Irish INGO and its partner LNGOs in Ethiopia
A review of donors’ most recent policies highlights that the term ‘partnership’ is firmly embedded in the lexicon of international development. Most donors now only fund INGO programmes if they are partnering LNGOs. This article considers key questions in relation to such programmes: What is meant by an education partnership? Are there features common to all education partnerships? What are the features of an effective education partnership between an INGO and an LNGO? How do these features enable an effective partnership? Based on a review of international developments, research in the field, and case study data of the experience of a programme implemented in Ethiopia, the appropriateness of a planning, implementation and evaluation tool for education partnerships between INGOs and LNGOs, and the strengths and weaknesses of current programmes is explored.
Points of strong summability of Fourier series
In this paper we present a new solution of Hardy and Littlewood's problem concerning strong summability of Fourier series; we also present a property of points of strong summability.