International aid and education reform and the paradox of implementation: a case study of the Philippines

Reyes, Vicente, Jr (2015) International aid and education reform and the paradox of implementation: a case study of the Philippines. Australian and International Journal of Rural Education, 25 1: 37-50.

Author Reyes, Vicente, Jr
Title International aid and education reform and the paradox of implementation: a case study of the Philippines
Journal name Australian and International Journal of Rural Education
ISSN 1839-7387
Publication date 2015-11-30
Sub-type Article (original research)
Open Access Status Not yet assessed
Volume 25
Issue 1
Start page 37
End page 50
Total pages 14
Place of publication Wembley, WA, Australia
Publisher Society for the Provision of Education in Rural Australia
Language eng
Abstract From 2005 to 2011, AusAID and the Philippine government launched Strengthening the Implementation of Visayas Education (Project STRIVE) to improve access and quality of education in rural Philippines. Using data from all participating schools (N=308) one question is raised: How successful was the international partnership in implementing education reform? This three-part inquiry critiques STRIVE from policy implementation and international partnerships perspectives generating mixed results. First, STRIVE goals and accomplishments are expounded. Second, using non-parametric analyses, hypothesised relationships between reform inputs and project outcomes are tested. Finally, STRIVE 'successes' related to project relevance, effectiveness and sustainability are critiqued revealing implementation paradoxes.
Keyword Educational change
Philippines
Australian aid
Educational reform
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Sat, 04 Feb 2017, 02:11:40 EST by Vicente Reyes on behalf of School of Education