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.     

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.     

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.     

Education and colonial language policies in Latin America and the Caribbean

In Latin America governmental responses to the language issue have ranged from suppression of non-European languages to active promotion of at least a limited bilingualism. The thesis of this article is that the inconsistencies are primarily a function of economic and social struggles among contending national elites with the common goal of compelling subordinate groups to adapt to the behaviors and expectations of the elite groups. Not until the nineteenth century witnessed a shift to capital-intensive modes of production did the schools become a major locus for implementation of governmental policy. Then the schools were called upon in a direct and massive way to augment traditional forms of social control.

---

Zusammenfassung In Latein-Amerika reichte die Reaktion der Regierungen auf sprachliche Probleme von der Unterdrückung nicht-europäischer Sprachen bis zur aktiven Förderung wenigstens einer begrenzten Zweisprachigkeit. Dieser Artikel vertritt den Standpunkt, die Gegensätze seien hauptsächlich bedingt durch wirtschaftliche und soziale Kämpfe zwischen wetteifernden nationalen Führungsschichten, die alle das gleiche Ziel verfolgen, untergeordnete Gruppen zu zwingen, die Verhaltensweisen und Erwartungen der Führungsgruppen zu übernehmen. Erst als sich das 19. Jahrhundert allmählich auf kapital-intensive Produktionsweisen umstellte, wurden die Schulen in höherem Masse Zuchtstätten der Regierungspolitik. Danach wurden sie unmittelbar und massiv aufgerufen, traditionelle Formen der Gesellschaftskontrolle zu verstärken.

---

Résumé En Amérique Latine les réponses gouvernementales à la question du langage sont passées d'une suppression des langages non-européens à leur promotion active, ou du moins à un certain bilingualisme. La thèse de cet article est que ces inconséquences sont avant tout fonction des luttes économiques et sociales entre les élites nationales en présence dont le but commun est de contraindre les groupes subordonnés à s'adapter à leurs manières d'être et à leurs expectations. Ce n'est qu'après que le dixneuvième siècle ait été le témoin d'un glissement vers des méthodes de production à haute teneur en capitaux que les écoles sont devenues le locus principal de mise en oeuvre de la politique gouvernementale. On a eu, alors, recours aux écoles d'une façon directe et massive pour augmenter les formes traditionnelles de contrôle social.

     

拉美地区双语教育的发展困境及归因

拉美双语教育在20世纪80年代完成制度化后仍处于教育体系边缘,发展始终步履维艰,不容乐观。一方面政府当局未充分调动各方资源驱动改革,另一方面土著民族缺少必要资源推进改革。困境的根源来自于拉美主流意识形态中单语和单文化主义及种族主义对双语教育的压制和束缚,其背后反映的是土著民族现实诉求与殖民主义历史遗留这一根本性冲突。     

Donkeys and Superteachers: Structural Adjustment and Popular Education in Latin America

In the past two decades Latin American governments have carried out dramatic social and economic transformations. The application of different programs of structural adjustment and decentralization has promoted deep changes, not only in the economic and social arenas, but also within the educational systems. The dominant tendency is to look for all the answers to educational problems in the realm of the \"free market\". However, contrary to what this situation may suggest, practitioners of \"popular education\" in the region have not lost all their vitality. This paper explores the challenges and possibilities of popular education by examining the educational field after the application of structural adjustment programs, presenting a critique of Gramsci's model of the organic intellectual as understood by many within popular education, and offering the specific example of a popular education workshop in Argentina.