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1.
Studies have shown a positive relationship between a rise in schooling levels and economic production [World Bank, 2005. A Time to Choose: Caribbean Development in the 21st Century. World Bank, Washington, DC; Jules, V., Panneflek, A., 2000. EFA in the Caribbean: Assessment 2000, Sub-Regional Report, vol. 2, The State of Education in the Caribbean in the 1990s. UNESCO, Kingston, Jamaica; Haddad, W.D., 1990. Education and Development; Evidence for New Priorities. World Bank Discussion Paper 95. The World Bank, Washington, DC; McClelland, D., 1969. Does Education Accelerate Economic Growth. In: Eckstein, M.A., Noah, H.J. (Eds.), Scientific Investigations in Comparative Education. Macmillan, London], but this link may be limited in systems of education where traditional pedagogic methods have been dominant (such as the Caribbean islands of Trinidad and Barbados where underachievement is also associated with lack of participation and low levels of social inclusion skills by teachers: World Bank, 1992. Access, Quality and Efficiency in Caribbean Education: a Regional Study. World Bank, Washington, DC; Kutnick, P., Jules, V., Layne, A., 1997. Gender and School Achievement in the Caribbean. Department for International Development, London). Into traditional classroom contexts in Trinidad and Barbados, a new social pedagogic method was introduced by teachers and changes in attainment and motivation of pupils and attitudes of teachers were assessed over two terms in secondary schools.  相似文献   

2.
Summary The decline in foreign assistance for eduacation can be considered a tragedy. On the other hand, the elevation of education in domestic debate and the increase in trade of professional ideas on educational reform might be considered a benefit. The adjustment to these new functions on the part of development assistance agencies and international agencies familiar with the traditional rationales for educational investment will be difficult, however, in the end, their successful adjustment will be good for the field of education. Original language: English Stephen P. Heyneman (United States of America) Lead Education Specialist serving countries in the Europe and Central Asia region of the World Bank. After teaching and research in Africa, he completed a doctorate degree at the University of Chicago. He has been president of the Comparative and International Education Society, a member of the board on International Comparative Studies in Education of the United States National Academy of Sciences, and a lecturer at American University and the University of Maryland. On behalf of the World Bank, he has advised senior educational officials in many different countries and other international institutions on educational programmes.  相似文献   

3.
由于极其重要的地缘政治地位和丰富的石油资源,中东在冷战中成为美苏争夺的重点地区之一。艾森豪威尔上台后,美国对中东更加重视,提出了干涉中东国家内部事务、确保美国国家利益的艾森豪威尔主义。1958年黎巴嫩危机发生,艾森豪威尔不顾国务卿杜勒斯的反对,出兵黎巴嫩干涉危机。  相似文献   

4.
This paper examines the relationship between the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) between the 1960s and the 1980s. It focuses on the Co-operative Program (CP) between the two organizations, which was established in 1964 and lasted officially until 1989. In the context of the Co-operative Program, the Education Financing Division (EFD) was established, a joint unit located in UNESCO, with the purpose of carrying out technical missions to assist governments in the identification and preparation of educational projects and the formulation of funding requests to the World Bank. Drawing on archival research and interviews with former UNESCO and World Bank officials, the paper traces the history of the Co-operative Program, which was characterized by intense power struggles exacerbated by Cold War tensions. During the 25 years of the duration of the Co-operative Program, the World Bank developed into the most influential policy shaper for education in developing countries, while the influence of UNESCO, created in the post-World War II order as the United Nations’ designated organization for education, declined. Using Bourdieu’s concept of fields and DiMaggio and Powell’s concept of isomorphism as analytical lenses, the World Bank’s expansion to a development agency will be explained by its greater autonomy as a field, endowed with more capital based on the rationalization of education and isomorphic processes of professionalization of the “field of power” of educational planning. To the detriment of UNESCO, the World Bank became the powerhouse of a global governance structure that was built with support from the United States government and furthered by the rise of economics.  相似文献   

5.
加美关系的发展并不是一帆风顺的。在二战前的漫长岁月中,两国之间的摩擦与矛盾不断。二战的爆发成为两国关系的一个转折点:由战前的彼此对抗发展为战时的相互合作。加美特殊关系由此建立。战后,加拿大从政治、经济、军事等方面全面向美国靠拢,不断深化与美国的合作。并且,加拿大逐渐融入以美国为主的西方国际体系,从而获得了国家发展的良好环境。  相似文献   

6.
The current director of the Institute of Higher Education of Peking University is a forty-three-year-old professor, Min Weifang. After receiving a double masters degree in studies in higher education and organizational management, Professor Min was sent abroad by the state and received a doctoral degree from Stanford University in educational management and policy making. He then further undertook postdoctoral studies in the areas of educational economics and educational finance. After returning to China, he has been invited to undertake research work in the headquarters of the World Bank in the areas of educational investment and educational effectiveness. He is a national-level young expert who has made outstanding contributions in his fields of endeavor. At the moment, in addition to serving as an assistant to the president of Peking University, as the director of the Institute of Higher Education at Peking University, and as a faculty adviser to doctoral students, he also serves on the editorial board of the international journal Higher Education and holds the positions of Higher Education Investment Consultant for the World Bank and Group Leader of the Chinese Experts Group for the World Bank's loan program to educational development projects in the impoverished provinces and regions in China.  相似文献   

7.
Conclusion In response to the globalization of the economy, the international community must be resolute in promoting universality in the most profound sense of the word: a type of universality which both challenges all models and acknowledges and respects the contribution of all peoples to universal civilization. UNESCO sees globalization as extending far beyond economic issues. It disrupts life styles and behaviour patterns, and overturns habits of decision-making and governance and forms of artistic expression. The challenge that it poses for UNESCO is that of perceiving all the complexity of its ramifications, so that in an interdisciplinary and intercultural spirit we can devise strategies and policies to ensure that it works for the benefit of all, particularly those who are at present excluded from it. Original language: English/French Ko?chiro Matsuura Since November 1999 Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO). After a long career in the Japanese Ministry of Foreign Affairs—Deputy Minister for Foreign Affairs from 1992 to 1994—Mr Matsuura became successively Japanese Ambassador to Andorra, then Djibouti, and then France. He was Sherpa for Japan at the G-7 Summit in 1993 and Chairperson of the World Heritage Committee of UNESCO in 1998–99. He studied at the University of Tokyo and Haverford College (United States of America), and received a doctoratehonoris causa from the Université Jean Moulin, France. This text has been adapted from a speech made at the closing meeting of the Rencontres de Versailles on the theme of ‘Is the globalization of the economy creating values for a new civilization?’, held at the Chateau de Versailles, France, on 17 June 2000.  相似文献   

8.
Helen Abadzi 《Prospects》2007,37(1):3-16
Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Original language: English Helen Abadzi (Greece) An educational psychologist and senior evaluation officer at the Operations Evaluation Department of the World Bank, Washington, DC. She is interested in the applications of cognitive science and memory research to improve the education of the poor. Her recent publications on these topics include several Prospects articles and the book Efficient learning for the poor (World Bank, 2006). E-mail: habadzi@worldbank.org  相似文献   

9.
Chief of the Education and Employment Division in the World Bank's Population and Human Resources Department. Prior to joining the Bank, he worked for UNESCO and UNICEF in Africa. He has published extensively on educational planning and management; he is co-author, with Marlaine Lockheed, of Improving Primary Education in Developing Countries: A Review of Policy Options.  相似文献   

10.
第二次世界大战后,美国确立了绝对的霸主地位,这源于以美国为主导的布雷顿森林体系的建立和美元霸权的实现。布雷顿森林体系下的美元作为世界货币对美国霸权和战后世界经济产生了深远影响。在布雷顿森林体系瓦解后,伴随世界政治经济多极化趋势,当今的国际货币体系呈现出发展的新态势。  相似文献   

11.
Martin Carnoy 《Prospects》1980,10(3):265-283
In 1974, the World Bank published a study entitledEducation Sector Working Paper which set forth its policy in the field of education. This study, the second the Bank had published, was widely read, analysed and discussed for some time after its publication and had a considerable influence on thinking in education and development at the international level. Prospects devoted four articles to the paper: one book review and three controversies (Vol. V, No. 2, 1975, p. 285; Vol. V, No. 4, 1975, p. 457–78; Vol. VI, No. 2, 1976, p. 209–20). Thus, the discussion in our pages, in which the Bank participated, lasted nearly a year.Now the Bank has brought out another eagerly awaited policy paper on education which is to guide its thinking and action in the coming years. Its publication is an event of international importance and its impact will certainly be considerable.The following article by Martin Carnoy is the first in a seriesProspects will publish reviewing the policies of the Bank as expressed in theEducation Sector Working Paper, and by extension, the foreseeable impact of these policies on the world of education in general. Martin Carnoy's paper is critical: readers familiar with his work (seeProspects, Vol. VIII, No. 1, p. 3–19) will know that his viewpoint on the international aspects of education diverges considerably from that of the Bank and of most international governmental and non-governmental agencies.The debate is open again. Specialist in the economics of education, economic development and political economy. Among his many publications in related fields are Education as Cultural Imperialism, Economic Change and Educational Reform in Cuba, 1955–1974,and Education and Employment.  相似文献   

12.
Experimentation in Holocaust education began in American schools in the mid‐1970s. After construction of the United States Holocaust Memorial Museum in Washington, D.C., the subject gained momentum. The last two decades have seen continuous development. In five states, Holocaust education is required at all school levels; in sixteen others, it is highly recommended. Serious teaching of the Holocaust started in earnest only long after World War II, when the horrors were at a distance and survivors started breaking the silence. Only then did systematic research begin. Teaching about the Holocaust developed as a result of Holocaust consciousness and of the growing feeling of its relevance to American culture. Such instruction also developed against a background of ongoing public debate concerning the Holocausts uniqueness, a controversy that has found its way into various teaching programs.  相似文献   

13.
The National Commission on the Financing of Postsecondary Education. (1973).Financing Postsecondary Education in the United States. Washington, D.C.: U.S. Government Printing Office. (December).  相似文献   

14.
This essay review discusses the report of TheTask Force on Higher Education and Society(TFHES), convened in 1998 by the World Bank butindependently financed and staffed incollaboration with UNESCO and severalfoundations. Peril and Promise marks anhistoric turning point in the framework forpostsecondary educational planning. Rate-of-return analysis has been de-emphasized,while promotion of the public interest hasmoved front and center. The report of theTFHES, published in 2000 by the World Bank, hasreceived deserved attention in some parts ofthe world and has even developed an associatedwebsite (http://www.tfhe.net). As we explainbelow, the framework advocated by the TFHES isalready being used in official policy documentsof the World Bank, whose position will surelymultiply the influence of the Task Forcethrough its effect on other development banksas well as on programs of bilateral nationalassistance. And yet, despite its seminalimportance, the TFHES report has yet to befully appreciated by many researchers of highereducation. With this essay review, we hope tobroaden the discussion of the Task Force, and to offer a preliminary assessment of its impactin the 2002 World Bank policy document, and toconnect its arguments to questions that arecentral in the scholarly literature of ourfield.  相似文献   

15.
This short paper arises from revisiting Kenya from time to time over the period 1989–1995 in order to research how its informal sector had fared over the past 25 years (King, 1996). The concerns in that exercise were to revisit the informal sector we had researched back in the early 1970s, and to attempt to establish some of the changes over these two and a half decades. Naturally, the priorities in such a project were to re-analyse the sector within a Kenyan perspective. Accordingly, the kinds of questions we were addressing covered such matters as technological change, technological confidence, new products, new capital goods, assessments of income and of the human resource levels deployed in the sector. One of its principal interests was to try and judge what it meant to be successful as an operator in the informal sector. Did it mean graduation from the informal to the formal sector? Was it a question of graduating from the roadside, and from under the hot sun (jua kali) which had given the Kenyan informal sector its now current name to a permanent stone-built workshop? Or was it to do with exporting some of one's production to neighbouring countries? In other words we were examining change and development of the informal sector within a particular historical, cultural and social context.While elaborating what was primarily a national account, bounded by policies developed in Kenya, and measured by yardsticks that were essentially local, we were aware of another global account of changes in the world economy, and from time to time sought to connect the local with the global. This threw up a more disturbing set of questions: Was it possible that what had looked like quite substantial change on a national and historical scale could prove really insignificant in terms of globalising criteria of incorporation into world markets? Although Kenya was one of the most educated nations in sub-Saharan Africa, did that profit her in terms of accessing the new global technologies? These and many other questions, including the seemingly appropriate technologies in the jua kali economy, but the virtually total absence of information and communication technologies amongst jua kali, began to make us wonder what are the implications of the globalisation account for the local jua kali development, and vice versa.Since education and employment are two very important dimensions of the global account, it may be useful to look for some guidance on these tensions between the global and local from two recent reports which take a global view. These are World Employment 1995: an ILO Report (ILO, 1995) and Priorities and strategies for education: a World Bank Review (World Bank, 1995). But the paper first sketches out what have been some of the most significant changes in the informal economy of Kenya since that local phenomenon was first brought to international attention through the much earlier ILO report, Employment, incomes and equality: a strategy for increasing productive employment in Kenya (ILO, 1972).  相似文献   

16.
The material on the following pages is a digest of four Interim Reports made to the United States Senate by Senator Estes Kefauver (D., Tenn.,) Chairman of the Subcommittee to Investigate Juvenile Delinquency in the United States, of the Committee on the Judiciary (Harley M. Kilgore, D., W. Va., and James O. Eastland, D., Miss., Chairmen). The reports were printed for the use of the latter committee, and originated in Senate Resolutions 62 and 173 of the first and second sessions of the 84th Congress. They were produced by the United States Government Printing Office, Washington, D. C, in 1955 and 1956. Because of their relative unavailability from that source, RELIGIOUS EDUCATION presents large portions of them here with the knowledge and consent of the Senate Committee's staff, of which Mr. James M. Bobo is General Counsel.

In any task of editing, the one who edits does so according to certain principles. The present selection has been made to include chiefly those points of fact not readily available to RELIGIOUS EDUCATION readers. The mentality of those testifying from the various mass media is also got across here by a representative selection of their views. Lastly, there has been an attempt to convey the conclusions and recommendations of the Senators, which seem so reasoned and tempered that a renewed confidence in our highest body of legislators should emerge as the necessary result.  相似文献   

17.
Pai Obanya 《Prospects》1989,19(3):333-347
He was formerly Executive Secretary of the African Curriculum Organization (1976–86) and Programme Co-ordinator with the World Confederation of Organizations of the Teaching Profession (1986–88) and is the author of numerous publications dealing with education.  相似文献   

18.
赫斯利普的道德教育观浅析   总被引：1，自引：0，他引：1  
美国是一个经济发达且移民极多的国家，其道德教育的发展秉承了自身历史与文化的因素。美国当代教育学者赫斯利普通过对美国道德教育现状的剖析，急切呼吁重新构建美国道德教育，并提出了自己的一套道德教育理论体系——在可行的道德行为规范中构建品格教育并选择合适的道德教育内容。  相似文献   

19.
Renewable portfolio standard (RPS) schedule requires a specified percentage of renewable electricity development by a specified date, and therefore directly determines the pace of renewable electricity in one area. The article aims to explore the ways the natural resource endowment and population characteristic affect the adoption of a RPS schedule. We used logistic regression to analyze the data of RPS dynamic schedules of 29 states and Washington, D.C. in the United States. Results show that local renewable potential and the interaction performance between citizen ideology and the league of conversation voters scoreboard are main factors affecting the choice of an RPS schedule, and the effect of the interaction performance between citizen ideology and LCV scoreboard has a higher significance. The finding suggests that strategies for developing renewable energy should be based on resources rather than economical level, and public education for environmental protection should be emphasized.  相似文献   

20.
Geoff Fox was a founding editor of CLIE and still serves as Secretary to the UK Editorial Committee. He has worked with young people and teachers in schools and universities in the UK, USA, Canada and Australia. He has written widely in the field, includingTeaching Literature 9–14 (with Michael Benton, Oxford University Press, 1985). He has recently written four short works of fiction.  相似文献   

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