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1.
Wim Hoppers 《Prospects》2008,38(3):377-391
This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified
basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided
by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole.
Based on significant developments in various countries across the South, the article also discusses some key challenges that
ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The
article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating
these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and
young people.
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
Wim HoppersEmail: |
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
2.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
Don F. Westerheijden (Corresponding author)Email: |
3.
This article focuses on the steering of higher education systems in the light of political science and public management approaches.
It first recalls that an important part of the existing literature on higher education is focused on public policies in terms
of reforms and decision-making, while the other part is dedicated to discovering and understanding the policy network or the
policy regimes producing these policies. Both perspectives tend to look at higher education as a specific field. By contrast,
the authors state that the transformations experienced in higher education are similar to those experienced by other key public
services, an can be understood as a redefinition of the role of the nation state in the public generally. They therefore suggest
to look at the steering patterns in higher education by investigating the underlying ‘narratives’ of public management reform
and their variation or combination from one European nation state to another. Three main narratives of public services reform
are discussed: the New Public Management (NPM), the Network governance and the Neo-Weberian narrative. For each narrative,
the authors try to predict some ‘signs and symptoms’ that should be observed in higher education. Drawing on this reflection,
the authors finally suggest further research perspectives which could be developed.
相似文献
Christine MusselinEmail: |
4.
《International Journal of Educational Development》1986,6(3):209-214
This is a reply to the commentary made by James Urwick on my paper ‘The political economy of investment in education in South Asia’ (International Journal of Educational Development 4, 155–166). The original paper discussed the rationality of allocation of resources to and within education in South Asian countries. In this paper I attempt to reply to some of the important issues raised by Urwick regarding my analysis, including choice of indicators and method of analysis. While some of the points raised by Urwick are obvious and some constitute genuine criticism, a large part of the criticism is misleading. 相似文献
5.
Batuhan Aydagül 《Prospects》2008,38(3):401-407
Turkey is still far from realizing any of the six EFA goals. Since the Dakar Conference there have been many policy initiatives
aiming at improving the quality of Turkish education. The impact and effectiveness of those policy initiatives are yet to
be evaluated. The deficit of high quality analytical and empirical research constitutes a major weakness. So does the level
of attention on monitoring and evaluation from policymakers. The recent introduction of strategic planning and performance-based
budgeting could promote more emphasis on evaluation and monitoring in the coming years. In addition, a transparent, overarching
education policy could foster policy dialogue among stakeholders. Overall, this article draws attention to the following critical
factors for the EFA success in Turkey: political and economic support for education reform; the need to adopt strategy-oriented
sector policies; increased capacity and emphasis on evaluation and accountability of educational policy-making; the need for
a new national impetus to improve quality in education.
相似文献
Batuhan AydagülEmail: |
6.
Hugo Labate 《Prospects》2007,37(4):469-488
The article documents the complex process of changing Argentina’s science curriculum and implementing those changes over the
last 15 years. It recounts how reformers tackled the challenges of balancing national (federal) unity in education with local
(provincial) autonomy from the political, social and pedagogical points of view. It also analyzes various attempts to improve
science education in Argentina from the viewpoint of their relevance to current developments in various areas of scientific
knowledge and human action. In Argentina the effort to ensure equal opportunities for learners at the federal level led to
a strong emphasis on developing Common Basic Contents (CBC) for both primary and secondary education. These contents were
seen as fundamental components of the competencies that students need in a world increasingly driven by science and technology.
Meanwhile, however, Argentina lacked adequate and sustainable policies and strategies for teacher education and training,
which led to an unexpected complication: while the curriculum development process led to diverse and sometimes quite sophisticated
curriculum documents, the actual quality of science teaching in the classroom did not improve significantly, and teachers
still felt the need for more support before they could effectively implement the new science curriculum. The article ends
by suggesting ways in which various stakeholders can work together intensively to improve science education in Argentina,
in a new process that will respond to the current situation.
Hugo Labate Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18. 相似文献
Hugo LabateEmail: |
Hugo Labate Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18. 相似文献
7.
Gillian U. Bayne 《Cultural Studies of Science Education》2009,4(3):559-567
This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially
through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political,
economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights
into, the forces that shape the intricacies of teaching and learning science and science education. They have implications
in improving science education policies, in developing actions that challenge and cultivate the intellect while operating
in ways that are more understanding of difference and are socially just.
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
Gillian U. BayneEmail: |
Gillian U. Bayne is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning. 相似文献
8.
Meira Levinson 《牛津教育评论》2013,39(1-2):39-58
Inspired by concern about promoting civic participation and preserving the liberal democratic state, political theorists have recently reignited a debate about the nature of political education in a liberal society. These theorists' arguments in favor of teaching toleration are significant for the progress of education reforms currently being debated and implemented in current liberal democracies and some emerging nations. Despite the increasing attention paid to the value of liberal civic education, however, its specific content is typically left virtually blank. This article aims to redress this gap in the literature by developing a coherent and comprehensive (albeit still very general) curriculum for liberal political education. To this end, Section I analyses the nature of the ideal liberal democratic state and develops a general curriculum for liberal political education based on the type of citizens needed to preserve and take advantage of such a state. It concludes by introducing two potentially illiberal outcomes of this curriculum: children's forced development of the capacity for autonomy, and the reduction of diversity in the state. Section II argues that the development of autonomy is actually central to liberal theory and liberal education more broadly conceived, while Section III suggests that civic and social diversity will persist, but rightly play a secondary role to the goals of liberal political education. The article concludes, therefore, with a reassertion of the content and importance of liberal political education. 相似文献
9.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
Allison SkerrettEmail: |
10.
In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present
article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of
mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college
students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the
business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college
students. The article concludes with specific recommendations to advance the mentoring literature.
相似文献
Gloria CrispEmail: |
11.
Marek Oziewicz 《Children‘s Literature in Education》2009,40(2):85-94
This article examines Terry Pratchett’s The Amazing Maurice as a modern example of environmentally informed social dreaming about sustainable coexistence. In our increasingly ecologically-conscious
world sustainability and coexistence have become key words in the discourse about social, economic and political relations.
The problem of relating to what lies beyond the human, however, remains a challenge. This article argues that this problem
is central to Pratchett’s novel, making it a serious commentary on ecoliteracy and ecodesign. The Amazing Maurice, it is claimed, is a work with a transformative purpose. It suggests that cooperation and coexistence are workable beyond
what we assume to be their limits.
相似文献
Marek OziewiczEmail: |
12.
13.
Philipp Gonon 《Vocations and Learning》2009,2(2):75-86
The aim of this paper, based on a comparative viewpoint from an European outsider perspective, is to present a brief historical
reconstruction of the pedagogical and educational political discussion about education for the industrial sector in America.
The discussion was triggered by the emerging idea that one of the principal tasks of education should be to prepare youth
most effectively for their upcoming work life. It followed that the constitution and role of the American schools to achieve
this purpose were widely debated early in the twentieth century by eminent pedagogues. Some of these pedagogues argued for
an American education system that also developed vocational abilities and skills, whereas others favoured only the development
of general knowledge. During the course of this dispute, across the first half of the twentieth century, other key issues
were brought forward such as whether this much vaunted vocational education should be enacted in comprehensive schools or
whether other kinds of schools should be established for these purposes. Furthermore, another model that resembled the German
vocational system was also proposed through this period. However, ultimately and unlike in Germany, a dual model of vocational
education and training characterised by an interlocking of school-based instruction and workplace training has not managed
to establish itself as a discrete educational sector in America. Currently, education for industry is provided mainly in schools
and tends to be oriented towards the criteria of efficiency and vocationalism.
Philipp Gonon was born on October 15th in Flensburg (Germany). Since 2004, he holds the chair of VET and Teacher Training at the University of Zurich (Switzerland). His exploratory focus are International and comparative approach to VET and Further Education, Philosophy and History of (Vocational) Education and Quality assurance and Evaluation. 相似文献
Philipp GononEmail: |
Philipp Gonon was born on October 15th in Flensburg (Germany). Since 2004, he holds the chair of VET and Teacher Training at the University of Zurich (Switzerland). His exploratory focus are International and comparative approach to VET and Further Education, Philosophy and History of (Vocational) Education and Quality assurance and Evaluation. 相似文献
14.
Deok-Hee Seo 《Asia Pacific Education Review》2009,10(3):409-422
South Korean society in the late 1990s was confronted with socio-economic setbacks and discursive turbulence concerning the
quality of education being provided. It was at such a particular historical juncture of South Korean society that I conducted
ethnographic research on homeschooling families. Based on field data collected from four homeschooling families, this article
examines how lower middle-class families at first manifested their education fever in an unprecedented adoption of homeschooling,
and then returned their children to school within the same socio-cultural context. Central to this article’s analysis is what
members of these middle-class families, especially children, experienced during the homeschooling period, and how parents
negotiated their rationale for homeschooling and returning their children to school within contesting discourses (e.g., deschooling
and neo-liberalism). As will be shown, despite experiencing difficulties in pursuing a self-fashioned education in a school-centered
society, the families benefited from homeschooling in terms of acquiring “neo-liberal” mentalities for survival without risking
their established socio-cultural status. As such, this article reconfirms the ambivalent characteristics of the alternative
education movement in South Korea and its inevitable connection with the middle-class habitus embedded in the South Korean socio-cultural context.
相似文献
Deok-Hee SeoEmail: |
15.
Alison Sammel 《Cultural Studies of Science Education》2008,3(4):843-857
In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight
that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and
the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations
with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing
in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate
that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching,
1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse
that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural
ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the
central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations
who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective
towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students
when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not
imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
Alison SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
16.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
Rhona B. Caoli-RodriguezEmail: |
17.
Aaron Benavot 《Prospects》2008,38(3):295-304
After briefly describing the emergence and evolution of the global movement toward Education for All (EFA), the Introduction
discusses the difficulties of employing target goals to bring about significant policy change and educational transformation.
The article then presents a comprehensive overview of the uneven progress towards EFA since 2000, both across regions and
within countries, but also across the six goals themselves. The final section outlines the priority steps to be taken by international
agencies, national governments, civil society and donors to support EFA in the years to come.
Aaron Benavot (United States of America and Israel) is Professor of Global Education Policy in the Department of Educational Administration and Policy Studies at the University at Albany-State University of New York. Previously, he served 4 years as Senior Policy Analyst on the Education for All Global Monitoring Report team at UNESCO headquarters in Paris. Benavot’s comparative research has explored the evolution of basic education—namely, educational expansion and compulsory schooling, the isomorphism of official curricular policies, the diversification of secondary education, school differences in curricular implementation, the changing status of vocational education and the growth of national learning assessments. He has also studied the impact of education on economic development and political democratization. Books he has co-authored or edited include: School knowledge for the masses (with J. Meyer and D. Kamens), Law and the shaping of public education (with D. Tyack and T. James), Global educational expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales) and School knowledge in comparative and historical perspective (with C. Braslavsky). 相似文献
Aaron BenavotEmail: |
Aaron Benavot (United States of America and Israel) is Professor of Global Education Policy in the Department of Educational Administration and Policy Studies at the University at Albany-State University of New York. Previously, he served 4 years as Senior Policy Analyst on the Education for All Global Monitoring Report team at UNESCO headquarters in Paris. Benavot’s comparative research has explored the evolution of basic education—namely, educational expansion and compulsory schooling, the isomorphism of official curricular policies, the diversification of secondary education, school differences in curricular implementation, the changing status of vocational education and the growth of national learning assessments. He has also studied the impact of education on economic development and political democratization. Books he has co-authored or edited include: School knowledge for the masses (with J. Meyer and D. Kamens), Law and the shaping of public education (with D. Tyack and T. James), Global educational expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales) and School knowledge in comparative and historical perspective (with C. Braslavsky). 相似文献
18.
Chile’s higher education system stands out as being one of the most privatized and open to the market in the world. Recently,
the Chilean Congress passed Law # 20.027 of 2005, which provides the legal framework for the creation of a student loan system
guaranteed both by the State and by higher education institutions (HEIs), financed by the private capital market through the
securitization of the loans. The system operated for the first time in 2006, where approximately 21,000 students were able
to access financing of their higher education for the remainder of their careers. It is expected that as the system matures,
more and better information will be available, which will benefit the students and the HEIs; and it is highly likely that
the current number of financed students could grow significantly in the next few years. The purpose of this article is to
describe the outstanding characteristics of this system, explain its conceptual basis and analyze the public policy choices
available in its design.
相似文献
Salvador Zurita (Corresponding author)Email: |
19.
The article provides an analysis and critique of contemporary debates concerning the quality of education in South Africa from a social justice perspective. In particular the article focuses on the Education Roadmap which has gained support from a range of stakeholders in South Africa including key members of the newly elected government. The Education Roadmap is considered in relation to dominant approaches to understanding education quality within the education literature, namely the human capital and human rights based approaches. It is argued that the Roadmap shares characteristics of both approaches although it is particularly influenced by the former. The article sets out an alternative approach based on social justice principle that, whilst developing and extending aspects of dominant approaches, is considered pertinent because it articulates with historical struggles around education in South Africa. It is suggested that although the Roadmap demonstrates limited characteristics of a social justice approach, it falls short in other key aspects and it is these aspects that must form the basis for ongoing struggles for a more equitable education system. 相似文献
20.
George R. La Noue 《Academic Questions》2007,20(4):295-306
When the Supreme Court pronounces on race and education it makes headlines. On 28 June 2007 the Supreme Court revealed its
long-anticipated decisions on Parents Involved in Community Schools v. Seattle School District No. 1 and Meredith v. Jefferson County, proving that maneuvering the minefield of America’s race relations is just as difficult and divisive as it has ever been.
In this carefully constructed essay, George R. La Noue examines the details of these cases and the implications of their decisions
on K–12 and higher education. The future role of race in admissions, scholarships, hiring, classes, housing, recruiting, and
contracting are all discussed. Facts may be stubborn things, but for some justices constitutional law seems to be infinitely
malleable. Divisions in the Supreme Court place increased importance on state constitutional initiatives. Professor La Noue
warns that from a political standpoint, Americans need to reaffirm our core value that individuals have the right not be discriminated
on the basis of race.
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献
George R. La NoueEmail: |
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献