Education for freedom: A look at the pedagogy of Freire

In the first two issues of Volume II,Prospects published articles written by Latin American educators for the International Commission on the Development of Education.At a time when several countries of that region are undertaking reforms of their educational systems (see Vol. II, No. 4, the article by Augusto Salazar Bondy), Alberto Silva's analysis, through its emphasis on Paulo Freire's educational methods, seems to be appropriate in order to eopen thought and controversy on this line of thinking. Author of L'École hors de l'École: lÉducation des Masses.     

A second look at “school-life expectancy”

The number of years a child of school-entry age can expect to remain in school is of great interest both as a measure of individual human capital and of the performance of an education system. An approximate indicator of this concept is the sum of age-specific enrolment rates. The relatively low data demands of this indicator that are feasible to meet in practice for a large number of countries have contributed to its popularity and it has recently become part of the influential composite Human Development Index (HDI). However, the quality of this approximation has to date not been systematically investigated. In this study, the error of this approximation with respect to different interpretations of “school-life expectancy” are investigated using micro-simulation, where the true value is known. The results suggest that using the standard approximation for policy conclusions or evaluation requires more careful attention to both interpretation and approximation error than is generally acknowledged.     

印度少数民族教育研究

生活在偏僻森林地区和山区的印度少数民族——表列部落,长期遭受隔离、剥削和欺压,被排斥在主流文化之外,社会经济发展非常缓慢。印度独立后,印度政府为提高他们的社会经济地位和教育水平,通过立法、政策和发展计划等措施予以支持保障,使其在各个方面的发展都取得了较大的成效,成果令人瞩目。     

印度技术教育认证研究

本文简要介绍了印度技术教育认证的机构、认证标准、认证过程及其主要经验,分析了印度技术类高等教育通过实施专业认证推动专业建设、教学改革和提升专业竞争力的正面意义。通过对印度技术教育认证的研究,本文对其内涵和功能进行了述评,并分析了其对我国工程教育的启示作用。     

Education for all: the globalization of learning targets

It is argued that the ambitious programme ‘Education for All’, launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical ‘targets’. Evidence from existing attempts by countries to impose educational targets reveals undesirable side‐effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets.     

Self-Regulated Learning in Refugee Entrepreneurship Education: A University-Based Program for Tibetan Entrepreneurs in India

This article presents a case study evaluation of an entrepreneurship education (EE) program for Tibetan refugees in India. In the context of both calls for and critiques of entrepreneurial support strategies for refugee communities, the authors of this study used mixed methods and ethnographic approaches to reflect upon the delivery and reception of the Tibetan Entrepreneurship Development initiative’s preincubation training program during its third cycle. Two innovative features of this program—its use of the material and intellectual resources of a university to support the refugee-entrepreneurs and its pedagogical emphasis on self-regulated learning—might serve as a model for similar initiatives among refugee groups in South Asia and beyond. Examining the participants’ evolving entrepreneurial visions of themselves and their community, we offer critical reflections on the program’s successes and areas for improvement.     

Education for all and attrition/retention of new teachers: A trajectory study in Chile

This article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show “critical” as well as “protective” conditions that foreshadow decisions to leave or the stay in the profession.     

印度高等教育概述

印度高等教育历史悠久，通过研究其高等教育的方方面面，可使我们在发展高等教育的过程中扬长避短。     

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.

Moral Education in India

Abstract

Education in India is primarily the responsibility of the States. Diversity rather than uniformity characterizes the curricula, among other things, of these state school systems. Very few of the states have provided for moral education as a subject of study in their schools, although the importance of moral education is generally appreciated. This paper presents an account of the Indian thinking on the different aspects of moral education and its present position and status.     

印度医学教育

印度医学院在近两百年的扩容之后,已成为全世界医学毕业生最多的国家.本文从医疗卫生保健、医学监管机构、公/私立医学教育、招生制度、本科教学及课程改革、教师发展等方面对印度医学教育进行系统回顾,找出问题所在及发展趋势.     

Education for all in South Africa: developing a national system for quality assurance

The search for quality education is a world-wide phenomenon but it is particularly important in the developing world, where education is widely viewed as a key to individual and collective success. Traditionally, school performance has been measured by various test scores and South Africa's longstanding obsession with matriculation exam results exemplifies this focus. However, as policy makers in South Africa have been discovering since the transformation toward a democratic system of education for all began in 1994, developing a comprehensive system of quality assurance involves much more than keeping track of examination results. The purpose of this article is to describe and discuss the development of this system, using an emerging framework for the analysis and comparison of quality assurance systems.     

中等教育普及化与新世纪印度高中教育改革

印度独立以来,初等教育和高等教育取得了很大的成就,而中等教育尤其是高中教育的滞后却成为制约整个教育系统乃至国家经济发展的瓶颈。因此,印度政府提出要在未来10-15年实现中等教育普及化的目标。中等教育普及化政策为印度普通高中教育改革注入新的动力。在普遍入学、平等与社会正义、适切性与发展性、结构与课程改革等原则的指导下,印度高中教育在观念认识上正在发生重大的范式转变,在办学实践上也正在不断引入各种新的举措,这些变革之举必将会对高中教育的发展起到积极的推动作用。     

Values Education: a fresh look at procedural neutrality

The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.

Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.

We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.