AFFIRMATIVE ACTION IN AUSTRIAN HIGHER EDUCATION

The slowness with which women were admitted to academic careers in Austria, following the graduation of the first women from an Austrian university in 1897, is evoked. Measures to be taken to bring the number of women in academic positions into equilibrium with the number of men in such positions are evoked in general terms.     

The Latin American studies association vs. the United States: The verdict of history

This paper grew out of a National Endowment for the Humanities Summer Seminar for College Teachers, “Social Problems: The Constructionist Stance”, held at Southern Illinois University in 1992. The author thanks Professor Joel Best, director of the seminar, for his encouragement and suggestions.     

Gender,Curriculum and Assessment Issues to 16 +

This paper examines the relationship between curriculum and assessment in respect of gender, focusing largely on ages 14‐16+. Discussion concerns specifically those gender issues arising from the current trend towards vocationalism and from the intention, via the 1988 Education Reform Act, to introduce in England and Wales a national curriculum and a national system of assessment and testing. Proposals for the new National Curriculum are examined and it is argued that the overall curriculum is becoming increasingly assessment‐ and vocationally‐led, the prescribed emphases being technological. The school curriculum itself is therefore increasingly founded upon technology in respect of both content and modes of student assessment. Further, the intention to introduce a technologically‐based and technological curriculum may give rise to some difficulties in respect of another current intention, variously interpreted though it is, to produce more gender‐equal educational provision.     

The Future of Educational Research

Abstract

In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘mainstream’ higher education. It also reinforces recent calls for a coherent policy of funding for continuing education.