Selected CIE Faculty Publications

Permanent URI for this collection

https://hdl.handle.net/20.500.14394/22

This collection contains selected writings of faculty members who have been associated with CIE at various times over the years. They are primarily publications that resulted from activities with CIE.

For a more complete list of publications for any individual faculty member on Scholarworks go to the Scholarworks; Authors section at:
https://scholarworks.umass.edu/browse/author?bbm.page=1

Search by the last name of the faculty member. The resulting list will only contain those publications that the author has submitted to UMass Scholarworks and is unlikely to be a complete list for that author.

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Citizenship Concepts of Ugandan Secondary School Pupils
(1968-10) Evans, David R.; Evans, Judith Lewis
This article is based on data collected from secondary school students in Forms I to IV (grades 9 – 12) in Ugandan secondary schools. Students in five secondary schools were asked by their teachers in English class to write an essay on the topic “Describe what you think a very good Ugandan citizen is like.” The result was 332 essays which were coded according to length, complexity, and about 200 content categories. The major categories related to good character attributes like trustworthy, hard work, religious, well-mannered – in short primarily Christian morals. Discussion is grouped around a series of general attributes: Being educated; Participation in development; Relations with other groups; National Identification; National slogans; Compliance behaviors; and Participation in government. In summary, the role of a good citizen is seen in terms of the pupils’ own status as an educated, elite, leadership group in the country. A good citizen is a person whose entire range of behaviors is permeated by these norms.
Teacher Education in Uganda 1990-2000
(Ministry of Education, Government of Uganda, 1991-03) Evans, David R.; Odaet, Cooper
This document is a pre-investment study for the Ministry of Educaion in Uganda in preparation for a USAID and World Bank investment program. The paper begins with a very detailed study with supporting statistics of all the institutions involved in teacher training in Uganda. The second section summarizes the major challenges for teacher education. The third section outlines the objectives and investment needs for each of the primary, secondary, and teacher education sub-sectors. The final section outlines 11 proposed investments for the primary education sub-sector, six investments for the secondary education sub-sector, and a final two investments for managing teachers and teacher education. Annex A contains detailed enrollment data in every teacher training institution. Annex B provides detailed projections of demand based on enrollments. The paper’s major conclusion is the need for strong leadership and management of the entire teacher training and production system if the investments are to be productive.
Approaches to Teacher Education
(Center for International Education, UMass Amherst, 2004-01) Evans, David R.
This paper summarizes a presentation and discussion hosted by the Minister of Higher Education in Kabul, Afghanistan to discuss alternative ways of thinking about teacher education. The presentation poses the question of the goals and the realities of an effective teacher education system in a low-resource context. The paper argues for the redefinition of the problem from being one of producing trained teachers to one of producing good quality, sustainable teaching/learning for the majority of pupils at a feasible cost and within a reasonable timeline. The discussion examines traditional assumptions and their unreality in such a context and then proposes as series of alternative principles and a model for applying them in Afghanistan. The key change is to focus on the provision of teaching services rather than on primarily on the training of teachers.
Applying Program Theory:
(Center for International Education, UMass Amherst, 2007-07) Evans, David R.; Rossman, Gretchen B.
Drawing on formative evaluation data gathered for a project on the education of girls in Northern India, this paper argues for the importance of assessing initial program effects to be able to explain ultimate results. Without such analyses, explanations of results are impoverished; consequently, lessons learned and shared with other project designers will not fully describe how the theory of change embedded in a project actually worked. The paper presents data on the effects of initial training on teachers, showing how that training provided important opportunities to learn new knowledge, attitudes, and practices that were enacted in the classroom. We argue that this is a crucial step towards the ultimate results of girls’ improved retention and completion of primary school, one that evaluation strategies must capture to be able to intelligently explain ultimate outcomes.
Nonformal Education
(Center for International Education, 1976-03) Evans, David R.
The document begins by identifying three historical roots of the development of nonformal education: traditional out-of-school educators, international educational planners, and the critics of education. The paper then proposes a way to define nonformal education using a series of criteria. The next section focuses on strategies of implementation, contrasting person-centered and system-centered approaches. A subsequent section discusses the three major US sources of academic writing about nonformal education. The paper then looks at examples from Latin America, inspired by Freire and other critics; in Africa motivated by the need to reach the large numbers of out-of-school children; and finally, in Asia where efforts focus on agriculture and community development. The paper concludes with a discussion of the future of nonformal education.
Formulating Educational Policy in sub-Saharan Africa
(Association for the Development of African Education, 1995) Evans, David R.; Shaw, Christopher
This paper discusses the process that a government uses to formulate policy in the education sector. The process of policy formulation can be seen as having three phases: problem analysis and policy formulation: decision making, sensitization and legal adoption: and, implementation, monitoring and adjustment. The paper is structured around these three phases, explaining each in detail and drawing upon six case studies – Benin, Ghana, Guinea, Mauritius, Mozambique and Uganda – for illustration of how these different phases work in practice. The major themes raised in this paper are that policy formulation is a non-linear process and that successful policy formulation and implementation is greatly enhanced by two key factors: a broad-based participation of all major stakeholders in education, and strong and stable leadership.
The Learning Opportunities Inventory
(International Institute for Educational Planning, 1983-08) Evans, David R.
This position paper reviews the concept and the challenges of preparing a learning opportunities inventory for a country. It discusses the conceptual challenge of moving away from the dichotomy of formal vs nonformal – to seeing all learning opportunities as part of an overall strategy to provide educational opportunities for children. The paper reviews some of the early attempts at national inventories and then summarizes the methodological problems faced when carrying out a comprehensive inventory. These include defining the limits of both the content and the delivery mechanisms – i.e., what is to be included or excluded. Then the question of scope is addressed, will it be a sample survey, a sector survey, or a full national survey. Finally, the paper addresses cost-benefit issues and practical limits of managing the data and using it to inform educational policy.
Ghana Primary Education Improvement
(1989-06) Evans, David R.; Schulman, M.
This document is a consultant report for USAID & IBRD that analyzes the challenges faced by Ghana in 1986 when it embarked on a comprehensive educational reform. The document first describes the planned reforms and then argues that there are serious problems with the existing system which will need to be addressed. The primary school system is seriously under-performing – characterized by low enrollments, high wastage, and unequal access across gender and geographical categories. The document then proposes as series of interventions to address these issues as well as several needed studies to collect needed baseline data and plans.
Games and Simulations in Literacy Training
(Center for International Education, 1979) Evans, David R.
A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.
Moving Beyond Cultural Barriers: Successful Strategies of Female Technology Education Teachers
(2008-01-01) McCarthy, Raymond R; Berger, Joseph B
Women are underrepresented in Science, Technology, Engineering, and Math fields of study and careers with a subset of STEM--Technology Education--possibly one of the least integrated fields for women as students and as professionals (Akmal, Oaks, & Barker, 2004; Braundy, 2004; Braundy, Petrina, Dalley & Paxton, 2000; Zuga, 1996; Zuga, 1999). What accounts for this situation and what are potential remedies? The purpose of this study was to learn about the ways in which female technology education teachers understand sources of influence on their career choices. The findings from this study are intended to provide insights into the participants; perspectives that might shed light on how to better encourage females to aspire to and enter technology education as a profession. The conclusions derived from this study may help to create a deeper understanding of how women move beyond cultural barriers and make "unexpected transitions" to become female technology education teachers. This qualitative study is based on interviews with ten female technology education teachers.
Training "Deep Practitioners": 50-years of the Center for International Education at the University of Massachusetts Amherst
(2021-01-01) Evans, David R.
This chapter presents a brief analytic history of the initial 50 years of the Center for International Education (CIE) at the University of Massachusetts Amherst with the goal of understanding what made it possible and what can be learned from it for the future of Comparative and International Education programs in other universities. The chapter begins with the unusual context in which CIE was created and its commitment to a synergistic linkage between academics and managing funded, development education programs. The discussion then describes CIE’s defining characteristics, the challenges it faced, its current situation, and the insights that can be gleaned from its history. The chapter concludes with comments on the implications for the future shape of CE/IE graduate programs and centers at universities. The author is the Founding Director of CIE who has led the program for most of its 50-year history.
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
(2007-01-01) Smith, Cristine
Establishing an Evidence-based Adult Education System
(2003-01-01) Smith, Cristine; Comings, John; Beder, Hal; Reder, Stephen; Bingman, Beth
How Teachers Change: A Study of Professional Development in Adult Basic Education
(2003-01-01) Smith, Cristine; Hofer, Judy; Gillespie, Marilyn; Solomon, Marla; Rowe, Karen
The Role of the Global Coalition for Africa in Human Resource Development and Capacity Building
(1991) Evans, David R.
This report analyses the education component of the Human Resource Development sector in order to recommend specific activities which take advantage of the capabilities of the Global Coalition for Africa (GCA). The paper looks at four sector-wide options and two sub-sector options, chosen because of the potential benefits from GCA involvement in them. The four sector-wide options are: 1) Increasing government support for Human Resource Development. 2) Diversifying the Supply of Educational Services. 3) Formulation of National Education Policy, and 4) Rationalization of High-Level Meetings. Of the four the best option for GCA is the first, which enables GCA to use its reputation and access to advocate for human development with national leaders. The sub-sector options discussed are 1) Vocational Education and Skill Training, and 2) Higher Education. Both of these areas need consensus building and coordination of development efforts. GCA could usefully promote both these areas in the second and third years of their program, after having highlighted the critical importance of human development in the first year. There are four international organizations with which GCA can collaborate as partners: 1) the Task Force of Donors to African Education, 2) the African Capacity Building Initiative, 3) UNDP’s National Long-Term Perspective Studies, and 4) UNESCO. GCA needs to establish liaison and mutual understanding with all four, but can be most productive by undertaking joint activities with the Donors to African Education during its first three years. The report outlines three possible levels of GCA involvement in the human development sector. Two annexes are included: Annex A describes the organization of the Donors to African Education and the activities of their working groups. Annex B contains an analysis of higher education in Africa and the activities of the major donors. More detailed recommendations for GCA Activities are contained in the accompanying memorandum “GCA Work Program in Human Resources Development and Capacity Building.”
Participation in Nonformal Education at the Local Level: Ghana and Indonesia
(1983) Evans, David R.
The article begins with a discussion of the promise and limitations of nonformal education, particularly in terms of reforming the effectiveness of a country’s educational system. The following section analyses the challenges of effective learner participation, a basic tenet of nonformal education. The article then discusses two very different examples of nonformal education projects. The first is the People’s Education Association (PEA) of Ghana, a small, voluntary association of adult students. The article discusses four different approaches used by PEA to make participation more effective. Ultimately, the challenge of finding adequate resources limited the ability of the PEA to implement promising models on a larger scale. The second example is a large, national community education project in Indonesia known as PENMAS which implemented a series of new participatory models with some success. However, PENMAS faced the challenge of effective decentralization essential for such a large and diverse country. Both examples demonstrate the difficulty of implementing large-scale program that both has sufficient resources while allowing enough autonomy at the lowest levels to respond to learner controlled initiatives.
Human Resources Development: Literacy, Schooling, Nonformal Education, Women's Education
(1990) Evans, David R.
Education in Namibia under the illegal colonial regime (was) characterized by inequality, segregation and other apartheid conditions...Schools for various population groups are segregated along racial and ethnic lines. Ethnicity is promoted at the cost of national unity by the provision of segregated schools, linguistic segregation, and curricula that attempt to promote the special status of whites. While education is compulsory for whites, there are not enough schools for Africans. The schools for Africans are staffed with unqualified or inadequately qualified teachers... Pupil to teacher ratios in the African schools are much higher than those in the white schools. Funds allocated for the education of the white pupils are many times higher... The education system in Namibia thus works against promoting national unity and the creation of an egalitarian society. The new education system in independent Namibia will need to correct these wrongs. An alternative education policy must therefore view the need for change as its central theme... Toward achieving this change the Liberation Movement has identified the following areas of action: 1) Urgent training of technical and professional cadres... ; 2) Provision for work-oriented, comprehensive education and training for illiterate and semi-literate adults; 3) Laying the foundation of a free and universal education for all Namibians from primary, through secondary to university level by training many teachers and educationists now; and 4) Developing the people's cultural creativeness. These areas of action emphasize that any meaningful development depends on the development of human resources through education ... (and) that education must embody the ethos of total liberation of man from the humiliations of the past, ignorance, superstition, and exploitation. (The) objectives outlined above cannot be viewed as day one conditions but should be considered long term guidelines because their implementation would require significant structural changes, enormous resources, and, above all, favorable attitudes ... implementation of these guidelines would therefore need to be synchronized with the overall national policies of independent Namibia. (UNIN, 1984, p. 20-23)
Opportunities and Options for Human Resource Development in Swaziland for 1989 and Beyond
(1988) Evans, David R.
This is a report produced by a consultant team of educators for USAID Swaziland (now Eswatini) charged with producing a set of options that could form the basis for an education project. The first section reviews the macroeconomic context for human resource development; the second reviews the problems Swaziland is facing in its education system; the third provides four project options to address major human resource development challenges; the final section answers four key HR questions and prioritizes project options for USAID.
Analysis of Learning Needs for Rural Development: Some Basic Issues
(1976) Evans, David R.
One of the major problems faced by developing countries throughout the world is the eradication of poverty, disease and backwardness from rural areas. . In some developing countries, especially in Africa and Asia, the rural population constitutes more than 75% of the total population. Furthermore, of the population in developing countries considered to be in either absolute or relative poverty, more than 80 percent are estimated to live in rural areas. Although this is an old paper, it contains discussion of methods and issues in assessing learning needs which are relevant today. The paper discusses criteria for selecting assessment techniques and then discusses various techniques. It goes on to discuss the level of detail in specifying learning needs. Finally it addresses the important issue of who controls the process which determines whose perceptions of the needs are going to dominate.
Using the Work and Words of Other Authors: A guide to APA Style for International Students - and Others
(2002-01-01) Evans, David R.; Rossman, Gretchen B.
In the academic world of universities in the United States, the rules governing how and when you may use the ideas and words of others are taken very seriously. There are widely varying cultural assumptions about how knowledge is created and legitimated, and varying norms about the treatment of existing writings by subsequent authors. The Western academic world is highly individualistic and places emphasis on being able to judge and give credit for the work of each student or researcher. "World majority" students from collectivist societies come from nations where one's experiences, thoughts and ideas are interwoven with those of others, both living and dead.

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