拉美国家的教育改革与发展

拉丁美州是第三世界中较发达的地区,拉美国家的教育在第三世界中发展较快。60年代以来,拉美各国的政治民主化和经济现代化推动了教育改革,各级教育发展迅速。一、初等教育 1.初等教育的改革 60年代以来,拉美国家初等教育的改革主要集中在两个方面:一是改革学制结构和延长义务教育年限,二是改革课程和更新教学内容。许多拉美国家原来的学制是照搬外国的,不适合本国社会经济发展的需要。因此,首先必须改革传     

“农村教育改革与发展”学术研讨会综述

２００１年１０月２７、２８日,根据教育部的布置,东北师范大学农村教育研究所,在长春举办了“农村教育改革与发展”学术研讨会。参加此次会议的代表来自不同的领域,既有教育理论工作者,也有来自于不同地区学校的校长,还有社会学者、经济学者。与会人员的构成结构为此次年会提供了理论与实际结合的契机,为农讨教育研究现状的确认提供了不可多得的综合性资源。此次年会就以下几个方面进行了讨论:     

中国教育改革与发展情况

By the end of 2002, there were 1.17 million educational institutions of various forms and at all levels. Among them, 670,000 are regular schools and the rest 500,000 are adult schools. The total enrollment of students has reached 318 million, which ranks the largest in the whole world.     

大力推进职业教育改革和发展为富民强省率先基本实现现代化服务

改革开放以来特别是"九五"以来,在党中央、国务院的正确领导下,江苏省教育事业得到前所未有的发展.在加快发展教育事业的过程中,我们坚持把职业教育摆在十分重要的位置,努力适应现代化建设需求,不断深化职业教育改革,高标准高质量实施职业教育,培养高素质劳动者和专门人才,为推进富民强省、率先基本实现现代化做出了重要贡献.     

九十年代巴西教育改革与发展简况

巴西人口众多,幅员辽阔,是西半球最大的发展中国家,也是世界上仅次于中国的发展中的大国。在巴西现代化进程中,教育事业发挥重要的作用。在经过80年代“失去的十年”后,随着国民经济的调整和恢复增长,巴西教育也迎来了一个改革和发展的新时期。     

俄罗斯教育改革与发展的方向

2004年12月9日,俄政府召开教育工作会议,主要讨论了俄罗斯教育未来的改革和发展方向。     

Higher Education in Latin America

This article presents an analysis of, and proposals for, international co-operation in higher education. It focuses on Latin American higher education, its current situation, and the expected transformation of the goals of higher education in the context of international co-operation. Education in the Twenty-First Century must be part of the world economic order. As such, it must attend to human necessities. One of the most important goals of the Twenty-First Century should be the building of a new kind of solidarity among human beings, one in which higher education systems will play an important role. The author describes the challenges that globalization poses to Latin American higher education.     

Education,democracy and development in Latin America

The education first brought to America by Europeans was hardly more than ornamental culture, literacy was generally unimportant, and African slaves were not educated at all. Only in this century did industrialization cause some governments to provide economic and technological support through training and education. In the last decade, the debt crisis curtailed spending, while numbers of students and teachers continued to rise. A comparison between Latin America and South Korea illustrates the former's relative decline in investment. The advent of populist and corporatist democracies did not alleviate the situation, although there is now some evidence of concern for basic education for poorer children. With economic adjustment programmes, little else has been done for those who have suffered the heaviest burdens, and no obvious solutions to poverty and technological obsolescence are in prospect. A major reform of State institutions is called for, including a commitment to education, a change in the economic model, and a recognition of global interdependence.

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Zusammenfassung Das erste Bildungssystem, das von den Europäern nach Amerika gebracht wurde, war kaum mehr als eine dekorative Kultur; die Alphabetisierung war im allgemeinen unwichtig und afrikanische Sklaven erhielten überhaupt keine Bildung. Erst in diesem Jahrhundert veranlaßte die Industrialisierung einige Regierungen, durch Aus- und Fortbildung wirtschaftliche und technologische Unterstützung zu geben. Im letzten Jahrzehnt beschränkte die Schuldenkrise diese Ausgaben, während die Zahl der Studenten und Lehrer weiter anstieg. Ein Vergleich zwischen Lateinamerika und Südkorea macht den relativen Investitionsverfall in Lateinamerika deutlich. Die Einführung populistischer und corporativer Demokratien hat die Situation nicht verbessert, obwohl es jetzt Anzeichen dafür gibt, daß man sich um Grundbildung für ärmere Kinder kümmert. Mit den wirtschaftlichen Anpassungsprogrammen wurde sonst wenig für diejenigen getan, die die schwerste Bürde getragen haben, und es besteht keine Aussicht auf klare Konzepte zur Überwindung von Armut und technologisch veralteter Systeme. Es wird eine größere Reform staatlicher Institutionen gefordert — einschließlich eines Engagements für die Bildung, einer Änderung des wirtschaftlichen Modells und der Anerkennung globaler Abhängigkeiten.

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Résumé L'éducation apportée autrefois à l'Amérique par les Européens n'était guère plus qu'une culture d'agrément, l'alphabétisation n'avait généralement pas d'importance et les esclaves africains ne recevaient aucune instruction du tout. Ce n'est qu'au cours de notre siècle que l'industrialisation a amené certains gouvernements à offrir un soutien économique et technologique par le biais de la formation et de l'éducation. Durant les dix dernières années, la crise de la dette financière a réduit les dépenses, alors que le nombre d'apprenants et d'enseignants n'a cessé de croître. Une comparaison entre l'Amérique latine et la Corée du Sud illustre le déclin relatif de l'investissement de la part de la première. L'avènement des démocraties populistes et corporatistes n'a pas amélioré la situation, bien qu'on note maintenant quelques signes d'intérêt à l'égard de l'éducation de base des enfants pauvres. Les programmes d'ajustement économique n'ont rien apporté de plus à ceux qui portent les fardeaux les plus lourds, et il n'y a apparemment aucune solution en vue pour le problème de la pauvreté et de l'obsolescence technologique. Une réforme majeure des institutions publiques s'impose, impliquant un engagement envers l'éducation, un changement du modèle économique et une reconnaissance de l'interdépendance globale.

     

Conceptualising Education for All in Latin America

In this paper we discuss issues in conceptualising the education of poor and marginalised adults in Latin America. Our starting point is the World Education Forum 'Dakar Framework for Action' affirmation that education is the key to sustainable development, peace and stability. We argue that a reconceptualisation of the education of adults, informed by an understandingof adults' everyday and work practices, may help us understand the ways in which education can contribute to these goals. Such an analysis requires both a socio-cognitive and a political dimension in order to take account of the cognitive abilities and agency as citizens of those whom Frantz Fanon memorably called 'the wretched of the earth'.     

Science Education Research Trends in Latin America

The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region.     

Spanish Bilateral Initiatives for Education in Latin America

The research presented in this article concerns la Agencia Española de Cooperación Internacional (Spanish Agency for International Cooperation—AECI) and its growing presence in Latin America since the late 1990s. The aim is to evaluate the transformative potential that bilateral funding can have on educational reform in the region. The article starts with a brief history of Spain’s past and present strategies for educational initiatives in Latin America, and then it focuses on three of AECI’s successful projects: basic and adult literacy; gender mainstreaming in development projects; and multicultural and bilingual education. The article explains the effectiveness of Spanish-sponsored projects in Latin America and compares their strategies with those of other bilateral and multilateral donors, such as PREAL. The article concludes by analysing multi-sectoral development efforts that are the foundation of educational strategies sponsored with Spanish funds, based on the grounds that elimination of poverty will not result from projects that focus exclusively on the individual or the family, but rather from those at the community level. AECI’s efforts are directed at cultivating internal capacities already present in the communities through training human resources and deploying financial resources.     

The Changing Nature of Non-formal Education in Latin America

This article highlights the history of innovation and creativity in non-formal education programming in Latin America since the 1920s. These include community-based programmes, literacy, fundamental education, community development, technical vocational training, extension education, consciousness raising, popular education, and community schooling. With the economic downturn in the 1980s, non-formal education became less viable as part of socio-economic development strategies owing partly to the social progress made in the region, a shift to schooling as a priority and the pulling back of governments from social service funding. Nevertheless, the 1980s saw the informal economy and social movements as emerging avenues for non-formal education programming and non-governmental agencies became the dominant vehicle for educational delivery. During the 1990s, technical education was going through privatisation and adult basic education was being criticised and overhauled. Citizenship education, a potential avenue for non-fomal education investment in the newly democratised region is identified as an area overlooked by policy makers. Similarly, the growing needs of the indigenous populations of the region and urban youth unemployment are singled out as potential areas for non-formal education programming.     

Gender and Education: a view from Latin America

Gender and Education publishes articles that are considered as key references in the field, but at present the journal has limited connection with Gender Studies in Latin America. To understand this, all the titles and abstracts of the issues published between 2011 and 2013 were read. In this period, Gender and Education published 141 original articles, and among them only four were about Latin America. Altering this situation demands specific actions, including those that the Editorial Board is already planning. However, such reading brought to light many other questions that might be analysed in the context of the North/South division of intellectual labour. This essay discusses only one of them: the fact that articles about countries in the global South often identify their location in their titles, while this is rare among papers about metropolitan countries. An apparently simple change is suggested: that the authors question themselves about how far their ideas are understandable to readers from other parts of the world.