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1.
Hiroyuki Hattori 《Prospects》2009,39(2):185-199
Since 2001 the government of Cambodia has striven to advance policy-led education reform based on a sector-wide approach.
This paper critically reviews the status and progress of Cambodia’s education reform from the perspective of the aid’s effectiveness.
The paper looks at the performance of the sector reform in the three priority areas highlighted in the Accra Agenda of Action
on Aid Effectiveness: (a) strengthening country ownership; (b) building more effective and inclusive partnership; and (c)
delivering and accounting for development results. The study finds that while substantial progress was made in the development
of essential components of an effective sector programme, further consolidation and refinements are necessary in several priority
areas in order to bring about tangible improvements in education outcomes. The study provides concrete policy recommendations
to further enhance the effectiveness of aid to Cambodia’s education sector. 相似文献
2.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts.
Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers
in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture
in the implementation of inquiry and the fellows’ conceptions of classroom inquiry versus that in their own research. Qualitative
data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the
academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar
in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary
school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create
positive and lasting change within the science classroom. 相似文献
3.
Gerhard de Haan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,31(1):315-328
Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people
differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus
of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’
competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform
the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating
to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes
which aimed to implement the concept of ESD in schools across the country. 相似文献
4.
This study explores the Asian Development Bank's (ADB) discourses and practices in the context of its educational sector support in Kazakhstan. Drawing on the document analysis and interviews with the ADB staff and Kazakhstan's education officials, the article examines ADB's discursive and operational frameworks in this Central Asian country. The findings indicate that the ADB had a significant impact on educational policy formation in Kazakhstan by establishing and maintaining boundaries of educational policy discussions. Findings suggest that, despite the emerging discourse on new aid modalities, the rhetoric of educational aid persists in regions such as post-Soviet Central Asia. 相似文献
5.
Mark Mason 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,84(1):443-455
This paper situates the philosophy and politics of partnership in educational development cooperation in the context of wider
epistemological and axiological shifts in contemporary social theory. Partnerships in development cooperation are also considered
in the light of the alleged failure of international development assistance, a claim that has received much attention with
the publication of, among others, William Easterly’s The White Man’s Burden: Why the West’s efforts to aid the rest have done so much ill and so little good (2006) and of Dambisa Moyo’s Dead Aid: Why aid is not working and how there is another way for Africa (2008). Partnership as a development strategy offers one response to these claims, but if shared development objectives and policies,
shared ownership, shared decisions about where aid is targeted, shared rights, shared responsibilities, and shared implementation
strategies still leave the education development community facing challenges as big as ever, it might be time, the paper concludes,
to consider whether the concept of partnership has not been expanded too far as a modality in development cooperation. 相似文献
6.
7.
The PT Group at Vanderbilt 《Educational technology research and development : ETR & D》2003,51(1):105-123
We discuss three case studies associated with Vanderbilt’s PT3 (Preparing Tomorrow’s Teachers to Use Technology) grant. The
studies explore some initial effects of attempts to enhance the education of preservice teachers in three areas: (a) How People
Learn, (b) Mathematics, and (c) Adolescent Psychology.
The case studies to be described each build on Vanderbilt’s AMIGO3 project, which involves technology architecture for flexible modular design that was developed to be consistent with principles
of How People Learn.
Three different research teams used the AMIGO3 architecture and rationale to design, implement, and study their own courses. All teams agreed on some basic guidelines,
but then proceeded independently of one another. The purpose of this report is to compare similarities and differences in
the experiences of the teams.
The PT3 group: Primary Investigator—John Bransford; Project Director—Bob Plants; How People Learn Course—John Bransford, Nancy
Vye, Kay Burgess, and Sean Brophy; Adolescent Psychology—Helen Bateman, and Christopher J. Bateman; Mathematics—Paul Cobb,
Chrystal Dean, and Lori Tyler; Development Team—Tim Altman, Jason Adair, Hank Clark, Bill Corbin, John Harwood, Elliott Mitchell,
and Carolyn Stalcup. Vanderbilt PT3 Partners: AACTE, Apple Computers, Bankstreet College, Concord Consortium, Little Planet
Software, Middle Tennessee University, University of Illinois-Chicago, University of Minnesota, and University of Vermont.
Research presented in this article was supported by grants: The Department of Education Preparing tomorrow’s teachers to use
technology (PT3) Catalyst grant, #P342A990348, The National Science Foundation VaNTH Bioengineering grant, #EEC 9876363, and
the Atlantic Philanthropic Association K-12 Learning Consortium (no assigned grant number). 相似文献
8.
This article examines whether focusing primarily on public schooling can lead to more rapid achievement of universal basic education (UBE) than relying on a mixture of public and private schooling. Through a structured, focused comparison, we find China's greater emphasis on public schooling has contributed to higher enrollment, attendance, graduation rates, gender parity, and proportion of students entering higher education than India, the country with the world's largest private sector in primary and secondary education. This comparison suggests that greater emphasis on public schooling in developing countries may lead to more rapid UBE attainment than encouraging privatization. 相似文献
9.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
10.
Zeynep Isik-Ercan 《Early Childhood Education Journal》2010,38(2):133-142
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s
early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected
from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with
schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families.
Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such
as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through
their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the
role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also
reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to
the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support
parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal
personal connection with families, who already socioculturally assume the teacher’s role as part of family. 相似文献
11.
Suzanne Carrington Beth Saggers Lenore Adie Nan Zhu Dingqian Gu Xiaoyi Hu 《International Journal of Disability, Development & Education》2015,62(6):556-570
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified. 相似文献
12.
Brock-Utne Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(1-2):45-61
The following article is based on an analysis of selected examples from the approximately 2500 main articles that have been published in the International Review of Education (IRE) since its inception in 1931 until the fall of 2001. The scope of the topic is education within developing countries and the promotion of such education by industrialised countries and development agencies. After an introduction on the growth of the concern over education and development over seven decades of the journal, three themes are looked at in some more detail: (1) The discussion on nationalism versus internationalism in education, a theme that bears clear relevance to the field "Education and Development" and has been with the journal from its inception but on which one finds more emphasis in the earlier volumes. (2) The language of instruction in developing countries. This theme has also been with the journal from its inception and it is still much debated. (3) The effects of external aid on the education sector in developing countries. Though massive economic aid in the form of grants or loans to the education sector in developing countries is of more recent nature external influence on the education sector has been there since colonial times. 相似文献
13.
《International Journal of Educational Development》1999,19(4-5):249-272
Numerous and voluminous, the Africa education sector studies undertaken during the early 1990s turn out to be strikingly similar. With few exceptions, they have a common framework, approach, and methodology. African education is in crisis, they report. Governments cannot cope. Quality has deteriorated. Funds are misallocated. Management is poor and administration inefficient. Notwithstanding the diversity of the countries studied, the recommendations too are similar. Education sector analysis is potentially a very powerful tool for supporting and improving education policy and programmes in Africa. Generally undertaken within the context of the aid relationship, it is also an important vehicle for international partnership and development cooperation. To date, however, that cooperation has been accompanied by general frustration with the sector analysis process. Far too often, that process has remained driven by the agendas and procedures of the funding and technical assistance agencies, with constrained national participation, limited national control, and very little sense of national ownership. To shift its center of gravity toward Africa, the process itself requires major restructuring and reorientation, from conception through completion. Most important, what is required is genuine dialogue among partners who not only talk but also listen and hear. 相似文献
14.
Laura Collins 《Prospects》2009,39(2):163-183
At the time of writing, it is not possible to measure progress accurately, or even assess the baseline status of aid effectiveness
in the education sector. Twelve targets en route to the five objectives of the Paris Declaration were set and agreed by the
Organization for Economic Cooperation and Development (OECD); they were to be measured nationally and monitored internationally.
These indicators, though, are not specific to either the sector as a whole, or any individual country. While they provide
a useful framework within which the effectiveness of aid can be pursued, specificity must be demanded at country and sector
level to maximize the potential of harmonized, aligned, government-owned, accountable, and results-managed aid. This article
takes a step towards addressing this problem, documenting for the first time the sector- and country-specific targets and
indicators for the education sector in Malawi. 相似文献
15.
国际教育援助是国际间援助方对受援方在教育领域所提供的贷款、无偿赠款及专业技术资源的一种援助形式。根据其资金来源,国际教育援助可划分为多边教育援助、双边教育援助和非政府组织教育援助。国际教育援助改善了发展中国家的教育条件,促进了国际教育合作与交流,对世界教育发展做出了积极贡献。随着国际形势的变化,国际教育援助也有了新的发展,特别是更加重视援助的效果、援助的协调和援助的软件建设,更多地采取部门援助、计划援助,更加强调独立第三方机构的参与。 相似文献
16.
在过去十年中,教育在"一带一路"沿线国家国际受援格局中的优先地位日益凸显.在援助关系上,绝大多数国家对某个特定国家的教育援助有着高度的依赖性;在援助结构上,这些国家的中等后教育得到了最多援助;奖学金与学生资助在援助国开支类援助中是最主要的援助方式.我国应加大对"一带一路"沿线国家教育援助的投入,且在选择援助对象时要考虑当前国际局势,援助领域优先放在职业教育和高等教育,援助方式要将双边项目合作和多边援助相结合,继续开发更多的奖学金项目. 相似文献
17.
Allan B. de Guzman 《Educational Research for Policy and Practice》2006,5(1):55-71
While it is true that SBM shapes and charts the direction of school operations, it is interesting to discuss how a developing
country like the Philippines is influenced by this reform strategy as a structural and procedural framework in managing its
system of education, particularly, its basic education sector which through the years has been criticized for its alarming
state as shown by its performance indicators rates. This paper purports to provide a panorama on how school-based management
as a restructuring framework is viewed and interpreted by the basic education sector which constitutes the largest portion
of the country’s educational system. Specifically, the eight key elements of successful SBM schools, namely: (1) an active
vision; (2) meaningful decision-making authority; (3) distribution of power; (4) development and use of knowledge and skills;
(5) collecting and communicating information; (6) rewards for progress; (7) shared leadership; and (8) cultivating resources,
were used to serve the purpose of this discourse. 相似文献
18.
Juan Ignacio Martínez de Morentin 《Prospects》2011,41(4):597-611
This article is an analysis of official UNESCO documents—General Conference resolutions and Executive Board decisions for
the period 1946 to 1999—that address international education. It shows that international education has been key to UNESCO’s
mission since the organization began, and illustrates various trends in its acceptance and implementation. It argues that,
because such education is essential to academic and technical progress, it must be incorporated in all the activities and
materials of any educational system. It also argues that implementing it as UNESCO has recommended can relieve many types
of conflict. 相似文献
19.
20.
Lorenz Von Pogrell 《International Journal of Educational Development》1985,5(3):141-145
How have recent trends in German educational research applied to developing countries? In order to outline the immediate state of this research in the FRG (1980–1983), the contribution first gives a brief review of its process from the beginning. The first part examines educational research until 1980, and then differentiates three main types of research on educational problems in Third World countries (on the implementation of projects; on the evaluation of education programmes and measures of educational aid; on education systems and the correlation between education and development). Through a survey of the literature published since 1980, the article aims to give an idea of the contemporary topics of this research and furthermore tries to show how German educationists try to come to terms with the failures of educational aid projects, also how they try to construct new and adequate theoretical models. 相似文献