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Historically, the World Bank has been the largest external financier of education in the world, committing a peak amount of just over $5 billion in Fiscal Year (FY) 2010 through both its Education Sector projects and multisector projects managed by other sectors (World Bank, 2010b). The World Bank also hosts the Education for All-Fast Track Initiative (EFA FTI). Launched in 2002, EFA FTI is a partnership of governments, civil society organizations, and multilateral agencies such as United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank, which provides grant funding and technical assistance to implement the basic education components of national education strategies. By providing significant funding for education in low-income countries (LICs) through its own International Development Association (IDA) and by managing the majority of EFA FTI grant funding, the World Bank has a major impact on the direction of education development around the world.

In 2011 the Bank released a new Education Sector Strategy, Learning for All, which sets out the World Bank Education Sector's approach to education development over the coming decade. The analysis in this chapter examines the role of the EFA FTI and the growth of World Bank education operations managed outside the World Bank Education Sector, as well as their influence on Bank education lending objectives in sub-Saharan Africa. We examine trends in World Bank and EFA FTI basic education financing in sub-Saharan African countries that have joined the EFA FTI partnership to compare these two sources of financing for primary education and analyze the extent to which the World Bank is substituting its primary education lending with grants from the EFA FTI. We also assess the results frameworks of 10 multisector operations managed by noneducation sectors (Economic Management and Poverty Reduction; Urban Development; Rural Sector; Population, Health, and Nutrition; and Social Protection) to ascertain the extent to which they include education objectives and indicators. The chapter focuses its research around two questions:1.Is there evidence that financing from the EFA FTI is substituting World Bank financing for education in sub-Saharan Africa?2.Are World Bank multisector operations well designed to achieve education objectives in sub-Saharan Africa?

The research finds that the EFA FTI has almost certainly impacted the demand for IDA financing for basic education development. The comparison of IDA and EFA FTI primary education financing shows country-level substitution is occurring in a number of sub-Saharan African countries, with at least 13 out of 18 EFA FTI grant recipients in sub-Saharan Africa receiving a declining share of IDA financing for primary education since joining the EFA FTI.

Second, multisector operations now account for one-third of Bank education lending and have increased to comprise half of all new education commitments in sub-Saharan Africa. The research finds that multisector operations with education components are not as effective or accountable for education outcomes as those managed by the Education Sector, unless they are explicitly linked to national education plans. Given the disconnect between Education Sector managed education lending, and financing for education managed by other Bank sectors, it is unclear how the latter will be guided by the Bank's Education Sector Strategy, which will only apply to half of all Bank education lending for sub-Saharan Africa. Currently, there is no guarantee that both EFA FTI funding and noneducation sector managed lending will be measured against World Bank education strategy standards, and yet the Education Sector Strategy 2020 does little to address these challenges.

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.

Over the past decade most central governments across sub-Saharan Africa (SSA) have begun to decentralize some fiscal, political, and administrative responsibilities to lower-levels of government, local institutions, and the private sector in pursuit of greater accountability and more efficient service delivery, often in an attempt to solve broader political, social, or economic problems (SARA, 1997). Education, in particular, has been fertile ground for such decentralization efforts. From Ethiopia to South Africa, SSA countries have engaged in some form of education decentralization, though the pace has been quite uneven. Ethiopia, Uganda, Senegal, and South Africa, for example, are proceeding fast, while Ghana, Mali, Tanzania, and Zimbabwe are under way more slowly. Guinea, Niger, Zambia, and Nigeria are at the other end of the continuum. Decentralization of social services, including education appears to be embedded in the political changes occurring in the region. In almost all SSA countries the introduction of decentralized systems are accompanied by popular elections for local councils as part of the general trend of the introduction of or return to democratization.

The purpose of the current study is to explore the influence of knowledge management (KM) in education management organizations (EMOs) Schools of Pakistan. Knowledge plays a pivotal role in the development of an organization due to sharing and managing of knowledge within an organization. In an era of competitiveness, KM has become a significant factor for the sustainable development of educational organizations. Knowledge and KM has become a key element in various fields of knowledge including health, technologies, engineering, social sciences, natural science, business and education. Organizations can adopt KM to improve effectiveness and gain advantage over other organizations. Also, it helps them to make well calculated decisions for the benefit of the organization. KM leads to increase in efficacy, more work, better performance, enhancing staff’s competency through quality decisions.

The research study is descriptive type research by nature, and a qualitative approach was adopted for gathering data and within it the desk review was conducted. The data was analyzed through content analysis techniques. The secondary data was collected in this study. Therefore, the unit of analysis includes the government documents, published research articles and international agencies reports, journal articles, websites, e-books and internet resources, conference papers, case studies and the statistics available on KM in development of organizations in educational settings.

The findings of the study show that through KM the EMOs school can perform better and give outstanding results in terms of student’s achievements. Further, organizations can develop a system which helps them to take timely decisions for enhancing the image of school among all stakeholders including parents, community, teachers and society.

The present study can benefit educational organizations, stakeholders, policymakers, provincial and federal governments and society. This will contribute to the new body of knowledge in the domain of education for knowledge creation and sharing.

This study is conducted in the context of EMOs schools. So, this may be the first research study in this area. In this connection, the study has originality in the context of KM in educational organization in Pakistan.

The purpose of this paper is to address an under-explored and under-theorised aspect of gender work in UK academia in that it looks at the professional lives of middle and senior women managers and leaders who are responsible for initial teacher training in their institutions. As Maguire (2002) and Murray (2002, 2006) point out, within academia, teacher trainers occupy a particularly under-researched space despite some recent interest (Korthagen and Vasalos, 2005; Thompson, 2007).

This research draws on a larger study which explored how 22 middle and senior managers and leaders in ten institutions in England try to come to terms with carrying out their roles in the education marketplace. In-depth semi-structured interviews were carried out with these women and data were also collected from field notes from participant observation undertaken at three of the institutions.

Whereas some women are moving into positions of authority in the education marketplace, some existing women managers are being marginalised within new internally differentiated layers of managerial structures. Simultaneously, many women who manage teacher training are engaged in a struggle for survival individually and professionally. Those who succeed have managed to re-invent themselves to endorse neo-liberal discourses.

Original empirical research which sheds new light on previous discourses related to women managers in neo-liberal academia.

This chapter highlights why, with the current situation in a VUCA world, governments should consider to ‘leave alone’ the educational policy for the prosperity of special education. One possible way is that governments should let the ‘economic invisible hand’ take on the arrangement of inclusive education and proceed without interference to induce educational competition and the effectiveness of inclusive education.

The aim of this paper is to explore e‐learning’s potential as a change agent for higher education using an e‐learning project, E‐College Wales (ECW), as a case study. E‐College Wales was a large scale, four‐year, longitudinal project which provided a good opportunity to evaluate the potential of e‐learning as an institution‐wide change agent in higher education practices. The findings of this case study are reported via the five dimensions for sustainable implementation of e‐learning, namely learning and teaching, organisation, technology, culture, and strategy and management. The methodology used was qualitative and the data collection methods included interviews and focus groups with the tutors and management of the University at both the beginning and the end of the project. These included looking at their attitudes in their own teaching and learning practice, as well as the way e‐learning was managed as part of the University’s strategy, in order to compare their expectations with what they experienced. The findings from the ECW project showed that e‐learning triggered some initial but vital changes to the University – such as pedagogical discussion that has long been absent – and introduced a more student‐centred learning model, new organisational structure and procedures to support technology‐enhanced learning, and a clear vision and culture that are more responsive to change.

In this article, an overview of the current status of technology in schools in developed countries is provided. This is followed by establishing what the current status of technology in schools in a province in South Africa is through interviews with principals. The findings of the empirical survey is put in the context of the need for technology in schools as a tool to improve a society as a whole. The recommendations given are based on the results of the empirical survey and the relevant literature, and are provided in table form, indicating the duties of the different role players.

This chapter presents a cross-cultural comparison across the Commonwealth, namely, Australia, Canada, and Kenya. The three cases explore these indigenous principals’ perceptions of leadership development and how effectively these experiences prepared them to meet the challenges within their complex school communities. The chapter presents a discussion of the historical educational legacies of imperial rule, leadership preparation opportunities that were available to aspiring and novice leaders, the challenges the principals encountered in their leadership role in the school and within their communities, and these leaders’ beliefs and attitudes toward leadership. A final synthesis is presented, which identifies a number of commonalities in leadership approaches across these very different cultural contexts: the school communities were endeavoring to rediscover their cultural history, heritage, and beliefs and were frequently developing positive relationships with elders and others who held, and were willing to pass on, the historical and cultural knowledge and expertise. The leaders themselves held strong beliefs about the importance of cultural identity in order to forge new and contemporary pathways to success for their students. They all had a heightened ethic of care ethos that extended beyond the confines of the school building and office hours. These leaders adopted entrepreneurial leadership approaches to think and act innovatively rather than simply managing schools and were dedicated to promoting educational success for all students within their care. Leadership development implications included the need for formal, informal, and experiential experiences, as well as, for the inclusion of specific knowledge and skills that would enable leaders to effectively and sensitively lead within predominantly indigenous school communities.

Suggests that, in order to move beyond the rhetoric of quality debates at the levels of educational policy and implementation, it is necessary to ascertain what conceptual frameworks are in use by those who use the term. This task is significant, since the new further education funding council now requires formal quality assurance systems to be in place in each college. Describes quality models in use, and in the ensuing analysis concentrates on exploring the focus and range of quality systems. Argues that, since the issue of quality assurance bears on wider debates about institutional autonomy and academic freedom, it is important to be clear about both terminology and theoretical assumptions, since these notions constitute major ideological battlegrounds. A vital distinction to be made is between quality as a system and quality as interpreted and understood by practitioners′ multiple perspectives.