Gender and Education for All: Progress and problems in achieving gender equity

The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models.     

芬兰全民教育的最新国家行动

在《达喀尔框架》的基础上,为促进全民教育的发展,2004年8月,芬兰出版了《芬兰国家行动计划》,该计划指出了芬兰教育的现状及未来需要采取的行动。本文从儿童早期教育、弱势群体的教育、成人教育、移民教育、为学生提供高质量教育的举措、国家全民教育行动的政策思路等方面对芬兰全民教育最新国家行动进行了评述。     

全民教育:中国的解读与实践

全民教育既是一项由联合国教科文等国际组织推动的世界性教育改革运动,也是一种国际教育思潮。全民教育的基本理念是:以人的发展为教育的核心,受教育权是一项基本的人权,质量是教育的生命。我国参与全民教育运动以来,追随国际教育思潮,不断推进教育改革和发展。全民教育理念推动了我国教育民主、平等化进程,推进了教育决策、行动的科学化。在全民教育运动中,我国不断探索适合自己的全民教育途径和模式,这些经验值得世界借鉴。     

The Education for All Global Monitoring Report: a mid-term assessment

The Education for All (EFA) Global Monitoring Report is six years old and seven reports have been produced (UNESCO, 2000–2008). It is a product of the outcomes of the World Education Forum in Dakar held in 2000. It is designed to track progress towards the realization of the six EFA goals and to hold governments and the international community to account for their promises and pledges. This short article reviews the genesis, evolution, characteristics, and influence of the GMR to the beginning of 2008. It concludes that the report is now a well established feature of annual international reporting and has helped to strengthen UNESCO’s voice. It is a reference point of some significance but it will need to adjust its reporting and its argument as 2015 approaches.

Education for All in India: assessing progress towards Dakar goals

About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming the elite education system inherited from its colonial past into a mass education program. The task became a race against a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the strategies implemented to achieve greater equity and quality in the provision of basic education.

全民教育所面临的挑战与对策——解读联合国教科文组织第五届全民教育高层会议公报

全民教育已成为当前国际社会共同关注的事业,目前面临的挑战有：发展目标尚未完整实现；师资短缺；资金窘迫；原则有待共同遵循。公报阐述的全民教育对策主要涉及扫盲教育、农村人口教育、教育中的性别平等、全民教育与教育援助。     

全球视野的全民教育理念

联合国教科文组织长期以来致力于推动全民教育的发展。该组织的许多教育文献就这一主题发表了一系列有价值的观点,形成了较为系统的全民教育理念,并对当代世界教育产生了重要的影响。教科文组织教育文献的全民教育理念主要涉及全民教育的内涵、意义、目的及实施策略。分析和总结该组织的全民教育理念有助于我们更好地理解和实施全民教育。     

开放大学：“学有所教”的必然选择

＂学有所教＂不仅是学习型社会的基本特征,也是学习型社会构建的战略重点。实现＂学有所教＂目标的根本途径是建立开放的教育体系和模式。依据＂学有所教＂内在的有效性和有序性要求,开放教育体系及模式必须具有高度的组织性和规范性。因此,建设开放大学构成了实现＂学有所教＂目标的战略选择。     

全民教育思潮的发展及其对构建学习型社会的启示

全民教育思潮是伴随着教育民主化进程和日趋激烈的国际竞争而出现的,并在联合国教科文组织的直接推动下,自上个世纪90年代以来,形成了全民教育运动。这种思潮,正影响着我国教育理念的重塑和教育实践的发展,对当前推动教育均衡发展、构建学习型社会具有重要的现实意义。     

学有所教:中国特色社会主义教育的目标和理想——为江苏率先基本实现教育现代化提供全面而有效的科研服务

"学有所教"是十七大报告从构建和谐社会,实现社会公正和人民幸福的高度,对教育发展提出的建设中国特色社会主义教育的新目标和新理想。"率先基本实现教育现代化"是江苏基于教育发展的实际,以教育现代化来引领教育的改革与发展,不断满足江苏人民群众"学有所教"的多方面需求的教育发展战略。围绕江苏率先基本实现教育现代化,实现"学有所教"的目标与理想,提供有效的科研服务,是江苏教育科研的努力方向和价值追求。     

孔子“有教无类”主张及其价值的现代透视

教育的对象问题,历来都是教育家关注的焦点。在孔子的教育思想中,最光辉的一点便是其“有教无类”的教育主张。它规定了孔子办私学的教育对象。今天,我们重温这一杰出命题,把握其基本思想内涵及现代价值,对于正在进行的教育改革仍有着重要意义。     

浅谈美术教学与素质教育

面对全面启动的素质教育,我国美育始终是一个薄弱环节,要想全面贯彻实施国家的教育方针,必须使德、智、体、关、劳五育统一起来。相辅相成。协调发展。本文将重点探讨美术教学在素质教育中的地位和作用。     

远程教育对开展全民教育的作用研究

现代远程教育已经成为我国高等教育的重要组成部分,它的快速发展为大众接受高等教育提供了更多的机会,加大了再教育的选择空间。现代远程教育对于全民教育的普及具有极其重要的意义。     

文化素质教育在学生德育培养中的实践

本文从实践角度对新时期德育工作进行了探讨,结合学生思想现状,在探索如何培养大学生文化素质方面做出了有益的探索,并总结了在实践中取得的良好效果.     

Including students with disabilities in Education for All: lessons from Ethiopia

This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs.     

Challenges for schools in communities with internal migration flows: evidence from Turkey

Turkey is a country that has experienced and continues to experience a dramatic degree of both rural-to-urban and inter-regional internal migration. Migrants tend to settle in gecekondu areas in either established inner-city neighborhoods or in newer squatter settlements built on undeveloped land bordering rural areas on the urban periphery. Schools in these areas are invariably impacted by this extensive and unplanned internal migration. This study aimed to examine the challenges facing schools located in migrant communities in Turkey. The findings show that such schools are likely to be resource-poor, overcrowded urban facilities that face challenges related to poor school quality, low academic achievement of students, intercultural issues related to the diverse student population and a lack of parental awareness regarding education and child development. Students were also reported to suffer from malnutrition and a lack of adequate physiological and emotional support. Furthermore, teachers attributed the physiological, psycho-social and academic shortcomings of children mainly to their poor language skills, the low socio-economic status of families and household poverty.     

数学素质教育若干阻因的思考

在职业技术学院推进推行素质教育工作中,存在着种种阻碍因素.本文以数学教学为例,分析在职业技术学院推进素质教育时来自学生和教师层面的阻因,并给出相应的解决方案.     

高校扩招下的学生素质教育

全面推进素质教育是当今时代的客观要求和历史发展的必然趋势.我国普通高等学校的素质教育要转变教育思想,围绕培养学生的创新精神和创造能力拓宽专业设置;还应重视对大学生进行科学素质和人文素质教育,以适应科技发展所表现出来的综合性和交叉性特点.     

Literacy's verb: Exploring what literacy is and what literacy does

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.     

高等教育大众化条件下的学生管理模式

高等教育进入大众化发展阶段后,高等学校的活动会发生较大的变化,学生工作在这一条件下,实现学生管理模式的创新,是必然的目标选择。