Computers in Third World schools: the example of China

The introduction to this article discusses a dilemma facing many Third World countries: should they place computers in their schools and, if so, for what purposes? The author outlines four common rationales—the Social, Vocational, Pedagogical and Catalytic—and refers to two less common ones—the Information Technology Industry and Cost-effectiveness Rationales. The main text describes policy in China at national level, and analyses policy and practice in Beijing City and Zhejiang Province. The paper is based on an international co-operative study of computers in African, Asian and Arabic- speaking schools, funded by the Harold Macmillan Trust.     

Teacher incentives in the Third World

Based on Kemmerer's earlier work on teacher incentives, this study examined the extent that teacher incentives (or the type that might be influenced by central ministries of education) were related to teachers' instructional practices and career satisfaction of junior secondary school teachers in Botswana. Results indicated that the level of incentives teachers received was meaningfully related to teachers' career satisfaction, but was not related to teachers' classroom teaching practices. Findings suggest that, while incentives to improve teachers' overall career satisfaction might stimulate teacher recruitment and encourage retention in teaching, those incentives would not necessarily lead to improved instructional practices.     

Introducing ICT in schools in England: Rationale and consequences

This paper provides a critical perspective on the attempts to promote the use of information and communication technology (ICT) in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards to contribute to developing a curriculum which has more vocational/social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world where the use of technology is pervasive. However, the claims made for ICT display excessive optimism and a sense of “inevitability.” ICT has had only a modest impact on schools, though impact has to be considered in the context of what can realistically be expected: the contribution of ICT has not been negligible. Future development in the use of ICT should be more measured and adaptive, taking account of the multidimensional nature of technology.     

Teen pregnancies dip in Third World countries

This brief article highlights the decline in adolescent pregnancy in developing countries. Findings are based on an analysis of the Risks and Realities of Early Childbearing Worldwide by the Allan Guttmacher Institute. Declines were evident in Asia, North Africa, the Middle East, and some places in Latin America. Historically, the largest proportion of youth is constituted by those aged 10-19 years--20% of the world's 5.7 billion people. Adolescents number nearly 1.1 billion, of whom 913 million live in developing countries and 260 million live in developed countries. There are about 15 million births to adolescents worldwide. This constitutes over 10% of all births. Delayed childbearing is the reason for the decline in adolescent pregnancy. Declines were large in China, where only 8% of women aged 20-25 years had their first child during adolescence compared to 22% among women aged 40-44 years. In Sri Lanka, adolescent pregnancy declined to 16% of women aged 20-25 years and to 31% of women aged 40-44 years, respectively. The declines were from 26% to 21% in the Philippines and from 51% to 33% in Indonesia. Delayed childbearing brings significant health benefits to the mother and the child. Child mortality risk is 2-4 times higher among women aged under 17 years compared to women aged 20 years and older. Infant mortality risk is greater by 30% or more among babies whose mothers are aged 15-19 years compared to babies whose mothers are aged 20-29 years.     

贫困地区学校体育教学中引入乡土游戏的探讨

民间乡土游戏的挖掘整理与利用，有助于丰富学校体育的内容，切入实际地开展体育教学工作。尤其在贫困地区农村中小学里，体育课堂引入乡土游戏，可培养学生热爱家乡，消除因贫困落后造成的自卑心理，增强学生自信心。对尊重传统，弘扬优秀传统文化，充分发挥体育教师的职能和因地制宜的利用体育资源，将起到积极的作用。     

Introducing ICT into schools in Rwanda: Educational challenges and opportunities

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.     

Combating Poverty: The Third World within the First World

This study addresses issues related to international strategies of lifelong education. The case of the United Kingdom is used to explore the degree to which approaches based on human-capital strategies can contribute to resolving inequalities. It is argued that claims made for the role of education as a means of protecting individual and national economic welfare have become almost hegemonic in nature. Yet these claims conceal stark internal contradictions. New work in the future may actually require less skills than at present; massive high-skill and high-income employment is unlikely. This study takes the view that most current forms of education employ a utilitarian discourse that depoliticises learning and individualises achievement. The author contends that a more appropriate way forward in lifelong education lies in developing a critical consciousness – a feature of education for the dispossessed in all contexts.     

Combating Poverty: The Third World within the First World

This study addresses issues related to international strategies of lifelong education. The case of the United Kingdom is used to explore the degree to which approaches based on human-capital strategies can contribute to resolving inequalities. It is argued that claims made for the role of education as a means of protecting individual and national economic welfare have become almost hegemonic in nature. Yet these claims conceal stark internal contradictions. New work in the future may actually require less skills than at present; massive high-skill and high-income employment is unlikely. This study takes the view that most current forms of education employ a utilitarian discourse that depoliticises learning and individualises achievement. The author contends that a more appropriate way forward in lifelong education lies in developing a critical consciousness – a feature of education for the dispossessed in all contexts.     

试论波普的第三世界理论

本从第三世界的客观性是知识增长的源泉、第三世界的自主性是知识增长的动力、理解的二重性是实现知识增长和人类自我超越的关键这三个方面对波普的第三世界理论在知识增长和人类实现自我超越中的重大作用给以评析，从而揭示出波普的第三世界理论在当今知识经济时代仍具有不可低估的作用。本尤其对第三世界的自主权与知识经济发展之间的必然联系给以详述。