THE ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES∗

In view of the interest which certain countries have expressed in developing accreditation systems for higher education based on the American model, the author lists nine attributes which he considers critical to the success of this model. As the success of the American model depends very much on certain fundamental characteristics of American higher education, they should be adapted with very great care in different contexts. Indeed, even in the United States, traditionally held views of what accreditation represents and how it should be conducted are being increasingly challenged. The feeling is that normal accreditation procedures have neglected consideration of such matters as the quality and the results of education programmes, student attrition rates, the default rate on student loans, and similar matters of great concern to the public. The author proposes a series of reforms so as to address these criticisms and to develop a reformed accreditation model.

     

EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SINO-ENGLISH COMPARATIVE STUDY IN ENVIRONMENTAL EDUCATION

ＩＮＴＲＯＤＵＣＴＩＯＮＩｎＣｈｉｎａａｎｄｉｎＥｎｇｌａｎｄｅｎｖｉｒｏｎｍｅｎｔａｌｅｄｕ ｃａｔｉｏｎｔａｋｅｓｍａｎｙｆｏｒｍｓａｎｄｉｓｉｍｐｌｅｍｅｎｔｅｄｂｙｍａｎｙａｇｅｎｃｉｅｓ,ｂｏｔｈｆｏｒｍａｌｌｙａｎｄｉｎｆｏｒｍａｌｌｙ.Ｄｅｖｅｌｏｐｍｅｎｔｓｉｎｂｏｔｈｃｏｕｎｔｒｉｅｓｈａｖｅｂｅｅｎ ,ａｎｄｃｏｎｔｉｎｕｅｔｏｂｅ,ｉｎｆｌｕｅｎｃｅｄｂｙｇｏｖｅｒｎｍｅｎｔｐｏｌｉ ｃｙ ,ｐｕｂｌｉｃａｗａｒｅｎｅｓｓａｎｄｓｕｂｊｅｃｔｓｕｂ ｃｕｌｔｕｒｅｓ.Ｔｈｉｓｓｔｕｄ…     

RECOMMENDATION ON THE RECOGNITION OF STUDIES AND QUALIFICATIONS IN HIGHER EDUCATION∗

The text reproduced below is that of an official Recommendation of the General Conference of UNESCO regarding the worldwide international recognition of higher education studies and qualifications. It suggests steps that the Member States should take to harmonize their policies with regard to mobility in higher education and the mutual recognition of diplomas, degrees, periods of study, and professional qualifications and practice. Evoking the six existing UNESCO Regional Conventions on the recognition of studies and qualifications in higher education, this Recommendation serves as a step toward the eventual creation and ratification of a Universal Convention on the recognition of studies and qualifications in higher education.

     

CITIZENSHIP,EDUCATION AND THE NATION‐STATE. THE INCLUSIVENESS OF THE EDUCATIONAL SYSTEMS IN THE UNITED STATES AND THE NETHERLANDS

The aim of the author is to estimate the heuristic value of Meyer's (et al., 1985) social theory on citizenship, education and the nation‐state, in relation to F. Ringer's three dimensions of educational systems (i.e. ‘inclusiveness’, ‘segmentation’, and ‘progressiveness'). Rupp's thesis is that the inclusiveness and expansion of educational systems is related to the processes of the formation of nation‐state and citizenship institutions; their progressiveness and segmentation, however, to other socio‐political developments. It is suggested that national differences correspond to differences in centralized or decentralized polities.     

EUROPEAN CONFERENCE: STUDENT COUNSELLING IN HIGHER EDUCATION ‐‐ A REPORT∗

The main themes developed during the Conference are introduced, and the contributors, evoked. What motivated the holding of the Conference and the particular choice of contributors is the very poor economic climate in Europe occurring at a time when university enrollments are undergoing unprecedented expansion. University student counsellors, who are expected to serve as a kind of interface between the outside world and the university, have as their primary task that of helping students, who seek their services, to cope, to develop survival skills, to benefit from the academic side of their studies, all while preparing a niche for themselves on the outside.

     

HIGHER－ORDER SQUEEZING FOR THE STATES GENERATED BY EXCITATIONS ON A SQUEEZED VACUUM STATE

ＨＩＧＨＥＲ－ＯＲＤＥＲＳＱＵＥＥＺＩＮＧＦＯＲＴＨＥＳＴＡＴＥＳＧＥＮＥＲＡＴＥＤＢＹＥＸＣＩＴＡＴＩＯＮＳＯＮＡＳＱＵＥＥＺＥＤＶＡＣＵＵＭＳＴＡＴＥＺｈａｎｇＺｈｏｎｇｘｉ，（张中熙）；ＦａｎＨｏｎｇｙｉ（范洪义）（ＤｅｐａｒｔｎｉｅｎｔｏｆＰ...     

A STUDY ON THE ECONOMIC BENEFITS IN DEVELOPMENT OF FRESHWATER FARMING

ＩＮＴＲＯＤＵＣＴＩＯＮＳｉｎｃｅ 1 978,Ｃｈｉｎａ’ｓｆｉｓｈｅｒｙｉｎｄｕｓｔｒｙｈａｓｗｉｔｎｅｓｓｅｄａｒａｐｉｄｄｅｖｅｌｏｐｍｅｎｔａｎｄａｎｎｕａｌｇｒｏｗｔｈｏｆ 1 2 %ｒｉｓｅ .Ｔｈｅｏｕｔｐｕｔｏｆａｑｕａｔｉｃｐｒｏｄｕｃｔｓｈａｓｂｅｅｎｔｏｐｒａｎｋｉｎｇｉｎｔｈｅｗｏｒｌｄｆｏｒ 1 2ｒｕｎｎｉｎｇｙｅａｒｓｓｉｎｃｅ 1 988ｗｈｅｎＣｈｉｎａｓｕｒｐａｓｓｅｄＪａｐａｎｉｎ1 998.Ｌａｓｔｙｅａｒ’ｓｏｕｔｐｕｔａｍｏｕｎｔｅｄｔｏ 4 1ｍｉｌｌｉｏｎｔｏｎｓ(Ｎａｔｉｏｎａｌ…     

INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN

The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.     

“DOING AND UNDOING GENDER”: FEMALE HIGHER EDUCATION IN THE ISLAMIC REPUBLIC OF IRAN

International Review of Education - Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination of discrimination and exclusion, on...     

“DOING AND UNDOING GENDER”: FEMALE HIGHER EDUCATION IN THE ISLAMIC REPUBLIC OF IRAN

Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination of discrimination and exclusion, on the one hand, and increasing equality and empowerment, on the other. This study focuses on the triangle of education, equality and empowerment, using Sara Longwe’s women’s empowerment framework to analyse the interplay between the three. State policies to Islamise the universities during the 1980–1983 Cultural Revolution determined the “gender appropriateness” of each specialisation and led to the exclusion of women from “masculine” fields of study during the early years of the revolution. Despite such discriminatory measures, women today represent the majority of students in all fields, except engineering. Women, however, remain underrepresented at graduate levels of education and as faculty members. An important challenge is to understand why men are not entering different specialisations and whether there is a possibility of “re-doing gender” – this time in addressing male inequality and disempowerment at undergraduate levels.     

PART I‐INFLUENCING AMBIENCE HOPE,HOLINESS AND WHOLENESS: THE MISSION OF CATHOLIC CAMPUS MINISTRY TO HIGHER EDUCATION

I believe that almost all our sadnesses are moments of tension that we find paralyzing because we no longer hear our surprised feelings living. Because we are alone with the alien thing that has entered into our self; . . .but many signs indicate that the future enters into us in this way in order to transform itself in us long before it happens.

Rilke, Letters to a Young Poet

     

THE PRIVATIZED PUBLIC: ANTAGONISM FOR A RADICAL DEMOCRATIC POLITICS IN SCHOOLS?

In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the “public” part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets—as places where a unidirectional narrative of “givens” reinforce individualism, competition, and corporatization under the guise of merit, testing, and school‐business partnerships.