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1.
论塔利班运动时期非政府组织在阿富汗教育发展中的作用 总被引：1，自引：0，他引：1
1994年塔利班正式登上阿富汗政治舞台。此后直至反恐战争结束,塔利班在阿富汗采取了一系列教育政策和措施,严格控制教育体系,灌输和贯彻其宗教极端思想。使阿富汗本来就已十分落后的教育雪上加霜。幸运的是国际社会各类非政府组织在这期间利用其制度和资源优势,保护甚至在某些方面促进了该国国民教育一定程度的发展。 相似文献
2.
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008–2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. 相似文献
3.
Relationships between religious beliefs, institutions, educational strategies, and delivery pose practical challenges for policy makers in all countries. They have particular significance today in Bangladesh given the national and regional developments that shine light on religious roles within national identity and minority communities. Challenges range from coordination of different systems for purposes of employment credentials, equity, and quality assurance to fundamental questions about the values that underlie curricula. A related challenge involves national objectives to instill shared civic values through education and to address mounting intergroup tensions. How the wide variety of religiously managed education institutions in Bangladesh approach these issues is poorly understood and subject to significant misunderstandings. Knowledge about different types of schools and programs led by religious institutions in Bangladesh is incomplete in terms of numbers, approach, and results. Knowledge gaps contribute to misunderstandings and social and political tensions. This review describes and analyzes faith-inspired education providers in Bangladesh, the most prominent of which are Islamic madrasas and Catholic schools. It sets faith-inspired education in a historical context and highlights contemporary issues for policy makers that arise from their approach and that feature in public discourse about the links between religion and education. The aim is to build constructively on the legacies of religious contributions to education, address both articulated and unarticulated tensions, and to identify ways in which contemporary innovations among religiously inspired education providers contribute to broader national education goals. 相似文献
4.
Somaye Sarvarzade 《比较教育学》2017,53(4):578-599
Nearly four decades of instability and fragility have led to many changes in the status of women and girls in Afghanistan. Yet, little research focuses on these changes within the education system. To understand the country’s stance toward gender issues in formal practice, we examine gender representations in Afghan primary-level Dari language arts textbooks. Using a qualitative content analysis and longitudinal data, we examine how ideologies about gender have been politicised in Afghanistan and are reflected in school textbooks from 1980 to 2010. Findings suggest that tumultuous political events and power struggles in the recent history of Afghanistan have led to many changes in how the daily social and working lives of Afghan women and girls have been portrayed in textbooks. As seen in the textbooks, it appears that efforts are being made within the current regime to balance competing gender norms. We conclude with suggestions for policy-makers. 相似文献
5.
In this paper we present new evidence on the impact of school characteristics on secondary student achievement using a rich dataset from rural Bangladesh. We deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into madrasas (Islamic faith schools). We do so by employing a combination of fixed effects and instrumental variable estimation techniques. Our empirical results do not reveal any difference in test scores between religious and secular schools when selection into secondary school is taken into account. However, we document significant learning deficit by gender and primary school type: girls and graduates of primary madrasas have significantly lower test scores even after controlling for school and classroom-specific unobservable correlates of learning. 相似文献
6.
Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique
set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan
and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses,
and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings
suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan,
the international community can provide education assistance more effectively and securely through a low-profile, community-based
approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military
actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and
supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts. 相似文献
7.
Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path. 相似文献
8.
《校园英语(教研版)》2015,(31):248-249
The Kite Runner was the first English novel created by an Afghan-American writer Khaled Hosseini.This novel has received widespread popularity since its publication in 2003,and it was translated into 42 languages.This novel tells a story of an Afghan boy Amir's betrayal on friendship and his selfredemption.It not only expresses accusation against the war,but also reflects the racial and religious issues in Afghanistan.From the perspective of diaspora,this dissertation briefly introduces diasporic theory of Homi Bhabha and Said.As a post colonial writer,Khaled Hosseini has a dual identity.Therefore,this thesis studies The Kite Runner from the angle of cultural identity in order to put forward more research methods and deepen the understanding of post colonial writers and works. 相似文献
9.
This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination. 相似文献
10.
Americanisation,sovietisation, and resistance at Kabul University: limits of the educational reforms
Natalia Tsvetkova 《History of education》2017,46(3):343-365
The paper compares the American and Soviet transformations at Kabul University, Afghanistan, during the 1960s to the 1980s explained in terms of Americanisation and Sovietisation. Using new declassified documents from both American and former Soviet archives, the author reveals that both powers attempted to impose their rival models of university education in Afghanistan. However, resistance on the part of the Afghan university undermined both of their cultural influences, thus causing their policies of reform to eventually fail. The case of Kabul University demonstrates the inability of the superpowers to encourage the formation of pliable students and professors. Despite crucial transformations in the structure, administration apparatus, and content of disciplines, both superpowers were not able to change the traditions and values of professors and students. The university community has been proven to be the main cause for the success or failure of any reforms brought to a university by external powers. 相似文献
11.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework. 相似文献
12.
Lucia Berdondini Sandra Grieve Ali Kaveh 《International journal for the advancement of counseling》2014,36(3):305-316
This article details a collaborative project between the University of Strathclyde (UK) and the University of Herat (Afghanistan). The aim was to co-construct a model of training, based on humanistic approaches, in order to enhance counselling services in Afghanistan and to establish counselling training at the University of Herat. Two groups of participants received 120 h training each. In February 2014 a selected group received a further training for trainers. Strengths and limitations of this project are explored as well as its impact on the Afghan community and further developments for counselling in this context. 相似文献
13.
广西经贸职业技术学院积极推进国际化产教融合模式办学改革,在集中跨国优质资源,构建产教融合发展共同体;打造跨国合作新平台,推进产教融合协同育人;推广产教融合标准,提升中国职教国际影响力;推进产教协同创新,服务东盟中小企业发展;深化国际化办学改革,树立国际交流合作品牌等方面开展办学实践。在构建中国-东盟职教共同体背景下,未来职业院校国际化产教整合需要加强政策规划对接,明确产教合作方向;创新产教融合模式,服务高水平开放合作;打造产教融合新机制,推进高水平协同育人。 相似文献
14.
Madrasas and Pakistan's education agenda: Western media misrepresentation and policy recommendations
Evidence suggests that there is a link between certain madrasas in Pakistan and militant Islamic fundamentalism. However, this link has been inflated by Western media in an attempt to indict madrasas as the genesis of violent Islamic radicalism. The following study draws upon recent research and overlooked historical narratives, demonstrating that Western media often presents enrollment figures based on guesswork, misinterprets the curricula, ignores the history, and oversimplifies the political realities dictating madrasa education. Madrasa regulation on the part of Pakistan's Ministry of Education is necessary. Equally important, nevertheless, is redirecting Western media attention to promoting overall reforms of Pakistan's system of education. 相似文献
15.
The economic transition in China since the late 1970s has led to not only drastic social transformations but also rapid advancements
in science and technology, as well as the revolution in information and communications technology. In order to enhance the
global competence of the Chinese population in coping with the challenges of a knowledge-based economy, the higher education
sector has been going through restructuring along the lines of marketization, privatization and decentralization. Responding
to the the challenges of globalization, the Chinese government has opened up the education market by allowing overseas universities
to offer programmes on the mainland. This article sets out in this wider policy context to examine the current developments
of transnational higher education in China, with particular reference to how students in Zhejiang province enrolling in these
overseas programmes, especially those offered by Australian providers, evaluate their learning experiences. This article will
also discuss the major concerns raised by the respondents in our study regarding the newly emerging transnational higher education
programmes, with particular reference to examining how far these new programmes would affect the regulatory framework in Chinese
higher education. 相似文献
16.
The higher education sector has become increasingly internationalised over recent decades. This paper examines a range of challenges that can arise where teaching staff in one context support and implement learning and teaching initiatives in another international context – transnational teaching. We use examples and experiences from our own practice to highlight challenges that arise from implementing cross-cultural and transnational teaching and that warrant further exploration, including differing expectations; differing views of learners and learning; the illusory nature of transformed practice; and time constraints. We discuss these challenges in the light of Hofstede's model of cultural dimensions as well as critiquing this model. We then highlight some possible guiding principles for transnational higher education work that include modelling good practice; ensuring reciprocity and mutual benefit; ensuring individual integrity and institutional credibility; and developing and supporting transnational staff. 相似文献
17.
高职院校作为技术性人才的主要输出通道,需时刻顺应时代发展,与社会同步。国家在教育改革的长期发展规划纲要(2010年2020年)中强调,要注重教育内涵发展,要把教育资源配置和学校工作重点集中到强化教学环节,提高教育质量上来,而高等教育改革发展的关键环节之一是课程的教学改革。因此,信息化条件下,探索新的医学教育模式已成为医学教育改革的重要内容之一。为提高学生学习效率,培养学生自主学习能力,研发设计一款课堂提问手机APP,既能节省教师上课提问时间,又能使教师掌握学生学习情况,同等情况下性价比变高。 相似文献
18.
Pam Hanley 《Journal of Education & Work》2019,32(2):103-114
England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England. 相似文献
19.
伴随我国实现从亚洲旅游大国向世界旅游强国的历史性跨越,创新国际化的办学理念、推动旅游高等教育国际化人才培养,已成为当今旅游高等教育改革十分重要的战略方向．拟以旅游高等教育国际化人才培养动因为着力I占’,从教育服务自由贸易的推动、世界旅游强国战略的诉求、跨国性旅游人才的需求、旅游教育质量提升的要求等分析了国际化人才培养动因．在此基础上,探究旅游高等教育国际化人才培养途径,提出了涉及教育目标的国际化、教师队伍的国际化、教学课程的国际化、教育合作的国际化等途径,力求推动旅游高等教育健康发展． 相似文献
20.
第三部门视野中的高等教育 总被引：23，自引：0，他引：23
在国外 ,教育被纳入第三部门研究范畴中 ,但具体论述不多。从第三部门的视角研究高等教育属性具有特殊的意义。近年来各种高等教育思潮风起云涌 ,高等教育改革处于激烈争论之中 ,根本的原因在于这些改革在某种程度上缺乏足够的理论合法性。将第三部门的相关理论引入高等教育理论范畴 ,既有助于加深对目前高等教育改革困境的理解 ,又可丰富现有的高等教育理论 ,提高理论的前瞻性 相似文献