Research Interests:
Research Interests: Business and Legitimacy
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: Transformative Learning, International Development, Qualitative Methods, Political Science, Strategic Planning, and 11 moreCapacity Building, Learning, Capacity Development, Transparency, Impact Assessment, Descriptive Statistics, Poverty Reduction, Process management, Interventions, Development Process, and Mandate
Research Interests:
In a world that is so full of complexities, paradoxes, and absurdities, it is foolhardy to make unequivocal statements. Thus to say that one is absolutely for or against school integration (or busing, or cultural pluralism) is ultimately... more
In a world that is so full of complexities, paradoxes, and absurdities, it is foolhardy to make unequivocal statements. Thus to say that one is absolutely for or against school integration (or busing, or cultural pluralism) is ultimately to utter nonsense. Very quickly, one's stance on school integration becomes enmeshed in political, pedagogical, and ideological crosscurrents. Facile political and rhetorical statements on this topic obscure basic dilemmas that are matters of state as well as of culture. Furthermore, an added complexity in discussions of this type is that the national discourse on school integration exists on many levels and with many sets of untested and unexplicated assumptions. School integration has multiple realities. Thus any attempt at a reflection on one's personal values and beliefs as well as prescriptions for action are necessarily limited. No single value system or perspective can be so catholic as to encompass all the divergences inherent in the phenomenon. With these disclaimers and qualifications aside, I shall answer in the affirmative the question of whether school integration is still a good and desirable goal. I do so for four reasons, each of which is briefly elaborated upon below. But beyond the question of whether, at the level of values, one believes in school integration, there is a need to discuss avenues and methods to achieve in the specific what remains for many children, minority and white alike, only an abstraction. These opportunities for praxis are also treated here in some greater detail than the articulation of my particular value position.
Research Interests:
The learning agenda for bank staff is composed of a variety of interrelated and mutually reinforcing activities and practices designed to enhance staff learning and performance and the development of the Bank as a learning organization.... more
The learning agenda for bank staff is composed of a variety of interrelated and mutually reinforcing activities and practices designed to enhance staff learning and performance and the development of the Bank as a learning organization. For FY00, the objectives for the evaluation of the learning agenda for bank staff training are: a) to provide information on the quality of the formal classroom training (level one and level two evaluations), to complement this with more differentiated analyses (by sector, course types, and participant profiles), and to provide information on good practices; b) to develop a framework and methodology for the evaluation of the impact of training on performance and productivity (level three evaluation) and to use this to carry out evaluations of five courses; and c) to expand the evaluation of FY00 beyond structured classroom training to include learning activities that are alternatives to the traditional classroom training. The two addressed in this ye...
Research Interests:
This evaluation emphasizes understanding the conference as an educational and networking experience, and seeks to provide a basis for improvement of similar future conferences. Over 1,700 persons gathered at the Global Knowledge (GK)... more
This evaluation emphasizes understanding the conference as an educational and networking experience, and seeks to provide a basis for improvement of similar future conferences. Over 1,700 persons gathered at the Global Knowledge (GK) '97 conference in Toronto, June 22-25, 1997, to address issues surrounding the role of the 'information revolution' in the development process. Attendees included government and planning officials from developing countries, nongovernmental organizations (NGOs), the private sector, the media, conference organizers and sponsors, and many others. Thirty-one percent of the registrants were women; attendees came from over 100 countries. Conference registration began June 21 and the final plenary was held June 25, affording over three days of programming. The World Bank and Canadian International Development Agency (CIDA) staffed the conference, but 46 organizations sponsored and participated in the event, including multilaterals, United Nations a...
Research Interests:
Learning and professional excellence are of great importance for the institutional sustainability of the World Bank in the current revolution on globalization. The Bank has thus invested considerable resources in staff learning and... more
Learning and professional excellence are of great importance for the institutional sustainability of the World Bank in the current revolution on globalization. The Bank has thus invested considerable resources in staff learning and professional excellence. This investment has to be carefully planned and evaluated to ensure that the learning programs are relevant, appropriate, effective and likely to impact on the performance and productivity of Bank staff on a sustainable basis. The World Bank Institute (WBI) works in partnership with the networks and non-network operational and policy support training groups to plan and carry out the learning agenda. It does this under the governance of the Knowledge Learning Council (KLC). One of the functions of the KLC is the evaluation of the learning programs. The training programs selected for the FY99 evaluation were: (i) the Professional and Technical (PT) training programs of the networks of the Operational Core Services (OCS), and the non...