Aspects of mathematics education in some third world universities

Information on principal aspects of the present state of mathematics education in 18 third world universities is presented. The principal tool used in collecting the information was a questionnaire which was widely distributed. Analysis of the information reveals important variations and similarities in the programs and structures of responding institutions. Some weaknesses are identified.This is an extended version of a paper presented to the Symposium on the State of Physics and Mathematics in Africa, held at ICTP, Trieste, Italy, 8–13 October, 1984.     

Constructing educational consensus: international development professionals and the world conference on education for all

Since the end of World War II, a distinct community of organizations has emerged in high-income countries to promote `development' in the low-income countries of Africa, Asia, and Latin America. This paper examines some of the effects of these organizations and the professionals they have produced on international educational norms and conventions, as typified by the 1990 World Conference on Education for All. I suggest that organizational variables, such as professionalism and resource dependence, rather than nation-state interests and dominance alone, explain the standardization of Western models of mass education in international conventions and declarations.     

科学发展观关照下的成人高等教育课程体系

对照科学发展观的发展理念，当前我国成人高等教育课程体系存在着课程目标单调、课程内容片面、课程结构单一、课程评价僵化的现象，必须以科学发展观为指导，实现成人高等教育课程体系课程目标的全面性、课程内容的整合性、课程结构的综合性、课程评价的灵活性。     

发达国家终身教育发展的特征及其启示

发达国家终身教育的发展已历三十余年,积累了丰富的实践经验,形成了较为成熟的终身教育理论体系。比较研究发达国家终身教育发展的特征,借鉴发达国家成熟的终身教育理论和丰富的终身教育实践经验,可为在此领域处于起步阶段的我国开展终身教育,构建终身教育体系、学习化社会提供重要启示。     

The significance of context for curriculum development in engineering education: a case study across three African countries

Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform.     

更新教育观念推进高等教育的发展与创新

本文从高等教育创新的角度出发 ,阐述了高等教育大众化和多样化的必然性 ,论述了确立正确的教育观、人才观和质量观的必要性 ,分析了当前高等教育的质量问题     

Women,educational management and the third world: A comparative framework for analysis

The comparative under-representation of women in senior levels of administration in schools and colleges is posed as a possibly international problem. Explanations are sought and some evidence suggested in three interlocking areas. Individual sex role learning relates to differences in career mapping, qualifications, unionisation and attitudes towards job application. Organisational constraints refer to possibly discriminatory practices concerning the sexual division of labour in schools, promotion, and notions of ‘leadership’. Finally, a discussion of societal power relations focusses specifically on the economy of the family and women's dual roles. Each area engenders different policy implications for increasing female participation in management.     

加强职教专业建设扩大优质教育资源

随着我国经济结构的战略性调整，职业教育的发展必将从注重数量、规模的扩张向注重质量、效益和办学特色的方向转变。专业教育是职业教育的内核和根本依托，要想增强可持续发展能力和竞争能力，必须树立市场竞争意识和精品意识，加强专业建设，突出办学特色，抓紧苦练内功，打造职教精品。第一、加强专业建设工作，有利于发挥专业建设的纽带作用，促进北京市职业教育与首都社会经济的紧密联系，更好地为首都经济建设和社会发展服务。进入新世纪，首都综合发展水平已历史性地站在新起点上，开始进入由工业化中后期向知识经济跨越、加快社会主…     

终身教育理念背景下的澳大利亚职业与技术教育改革

20世纪澳大利亚职业与技术教育的改革深受终身学习与终身教育理念的影响,确立了特征鲜明的职业教育与培训的体制、机制以及教学培训的模式和评估标准。职业教育国家框架的建立明确了澳大利亚职业教育与培训与初等教育、中等教育以及高等教育的衔接关系。澳大利亚职业与技术教育的改革经验对我国发展职业教育、构筑终身教育体系具有重要的借鉴意义。     

Globalisation and the curriculum: Proposals for the integration of education and training in South Africa

In South Africa, the post-apartheid government has committed itself to an integrated approach to education and training. This article addresses South African policy debates, illustrating that global trends such as integration are shaped by significant local influences in the production of specific policy positions. The integration debate in South Africa reflects both equity and human resource development concerns, and is more fully developed in adult basic education and training than in formal post-compulsory education. The article analyses the proposals for integration as part of a complex policy agenda, arguing that the implementation of integration proposals will not be straightforward. This is due to the genesis of the integration debate in training rather than both education and training, its assumptions about economic development, and the contested nature of the policy process.     

Back to Basic Values: education for justice and peace in the world

Abstract

Religious education refers to basic, sacred texts. Education also has basic, secular texts. ‘Back to basics’ should include basic values which are found in human rights instruments. Human rights are sometimes erroneously referred to as a Western and Northern values system, but the article notes an Islamic tradition of acknowledging human rights. The Universal Declaration of Human Rights of 1948 ushered in a multiplicity of human rights texts that are international and which educators can confidently use as standards in any circumstances. In schools in which linguistic, cultural, religious and ethnic pluralism is a fact of life, these principles are helpful guidelines for conduct and policy. All major human rights texts start with a reaffirmation of a commitment to equality of rights and equality of dignity. Programmes to develop race or gender equality and to enhance opportunities for those with special needs and disabilities are essentially concerned with human rights.     

Professional development,teaching, and lifelong learning: the implications for higher education

This article will address three issues relating to professional development and lifelong learning. The context of the discussion is teaching, research and learning with respect to the researcher teacher within higher education in the UK. A definition of professional development is given, and used to explain how it may contribute to the process of teaching, research and learning. Considering teaching as part of scholarship helps the discussion. Underpinning the discussion is the premise that professional development is essential to the role of the researcher teacher, and has significant implications for lifelong learning for those involved in higher education.     

终身教育:改革传统教育的一种视角

20世纪以来,世界教育改革持续进行。人们针对传统教育的弊端,从不同的角度提出改革的思路及理论主张。本文试图从保尔·朗格朗提出的终身教育思想的人性假设入手,分析终身教育的理念与内涵,为探索教育改革的独特新路提供理念上的思考。     

Growing scholarly teachers and educational researchers: a curriculum for a Research Pathway in pre‐service teacher education

This paper advocates the development of high‐level research capability in some students in their undergraduate Bachelor of Education course. The rationale for this viewpoint is presented in relation to three questions: ‘What is educational research?’ ‘Why should universities develop high‐level research capability in some pre‐service teacher education graduates?’ and ‘What type of curriculum can support the development of high‐level research capability in some pre‐service teacher education graduates?’ The first two questions are addressed broadly. The latter question is addressed with reference to an existing Research Pathway within a Bachelor of Education course. The paper concludes with the identification of a priority issue for subsequent iterations of the Pathway and a reflection on the shift in my role as a teacher in this Pathway from ‘teacher researcher’ to ‘scholarly teacher’.     

Racial experiences influence us as teachers: Implications for gifted education curriculum development and implementation

As African American faculty members, the authors share one narrative from their collective experiences to elucidate how race manifests itself in lived experiences and, thus, curriculum development and implementation. In sharing their experiences and telling this story, the authors make the cogent point that race dces matter (C. West, 1993) in curriculum development and implementation. Because the authors believe that race matters in the curriculum, they challenge gifted education professionals to move beyond colorblindness (D. Y. Ford, J. J. Harris III, C. A. Tyson, & M. Frazier Trotman, 2002; D. Y. Ford, J. L. Moore III, & H. R. Milner, 2004), to think seriously about their own racial experiences, and to think about the racial experiences of their students in developing and implementing curricula. The authors urge and challenge all education professionals to consider how race penetrates the curriculum in a number of ways and what the implications may mean for all students. The authors do not stop at putting out a call for action; in this article, they share a personal, race‐central story, and connect that story to curriculum development and implementation. The authors conclude the article with a discussion of strategies for educators to consider and, ideally, adopt when developing and implementing curricula.