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1.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
| Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
2.
Philip Stabback 《Prospects》2007,37(4):449-467
The article addresses the issue of possible curriculum models in post-conflict countries, taking as an example the case of
Bosnia and Herzegovina between 1996 and 2004. Following the Dayton agreement, the education system in Bosnia and Herzegovina
was divided between 13 ministries administering different Bosnian, Serb and Croat cantons. Despite the functioning of some
central/federal bodies with education responsibilities, such as the Ministry for Civil Affairs, the divided system of education
governance created significant obstacles to the establishment of “national” quality and access frameworks encouraging national
unity and mobility. Over the last ten years, developing a basic education “core curriculum” has been a major emphasis of reform
efforts. This article focuses on issues such as the relative benefits of a common curriculum, a core curriculum and a curriculum
framework in addressing identified deficiencies in existing curricula and contributing to societal renewal and development.
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
| Philip StabbackEmail: Email: |
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
3.
This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is
essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new
techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking
across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating
to teaching and learning, school development, leadership and the development of education systems. This research is mostly
from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which
was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports
practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the
South.
相似文献
| Susie MilesEmail: |
4.
This text gives a structured overview of some of the courses for action that the participants in the UNESCO IBE project worked
out together as a group over several months. We went beyond identifying the barriers and difficulties together with the good
practices being developed in the several countries and tried to define a broad outline for the type of school we wanted to
build. We thus needed to sketch out a roadmap for action that would guide us in our work and overcome the feeling of helplessness
that many of us shared. It is quite normal when writing about education to begin by saying “we must” or “we ought to”, without
making it clear on whom those positive changes in education, or rather, in schools in different countries and contexts, depended
in order for us to work towards accomplishing the goals of Education for All (EFA). Yet together we can, at different levels
of power and responsibility, build a school for all that brings together quality and equity. This roadmap is a tool to guide
our action, which in turn is itself enriched by our action, that of systematizing and analysing the progress made and the
difficulties encountered.
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
| Christine PanchaudEmail: |
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
5.
Rangachar Govinda 《Prospects》2008,38(3):431-444
About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming
the elite education system inherited from its colonial past into a mass education program. The task became a race against
a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding
this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The
struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights
two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the
strategies implemented to achieve greater equity and quality in the provision of basic education.
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
| Rangachar GovindaEmail: |
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
6.
David L. Grossman 《Prospects》2008,38(1):35-46
Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights,
social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that
for a long time citizenship educators and advocates of inclusion have either spoken past each other, or have not communicated
or articulated their arguments. This essay offers a multi-dimensional framework under which citizenship educators and advocates
of inclusion can share a common agenda, seeking socially just and democratic schools.
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
| David L. GrossmanEmail: |
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
7.
Teacher policy: a framework for comparative analysis 总被引：1，自引：0，他引：1
Maria Teresa Tatto 《Prospects》2008,38(4):487-508
This article outlines a framework for analysis of teacher focused policy studies within an international and comparative perspective.
Using the notion of the professional life cycle of teachers, the article examines examples of key empirical studies that illustrate
the impact of policy on addressing such issues as teacher recruitment, education, selection, retention and development. The
article concludes that the framework is useful in identifying the strengths and weaknesses in the conceptualization and design
of teacher focused policy and studies, and gives recommendations for the design of rigorous studies to inform future policy
in this area.
Maria Teresa Tatto (Mexico and United States of America) is an associate professor of education at the College of Education in Michigan State University. She obtained her doctoral degree from Harvard University in 1987. Her primary research interest is the international and comparative study of educational reform from a cross-national perspective and its impact on the contribution of schooling—particularly the role of teachers, teaching and learning. Other research interests include the study of early childhood education to improve knowledge levels for the rural poor in Mexico, the role of values education from a policy perspective, and the development of policies to regulate the education of the children of migrant workers in the USA. She is currently (2002–2009) the director and principal investigator for the first IEA (International Association for the Evaluation of Educational Achievement) Teacher Education and Development Study in Mathematics or TEDS-M, designed to examine the institutions, processes and outcomes of teacher preparation and induction []. Her more recent publications are her 2007, Reforming Teaching Globally. Oxford Studies in Comparative Studies in Education. Oxford, UK: Symposium Books; and, in 2004, La Educación Magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era]. She has written more than 40 research articles in English and Spanish on policy relevant issues in education. 相似文献
| Maria Teresa TattoEmail: |
Maria Teresa Tatto (Mexico and United States of America) is an associate professor of education at the College of Education in Michigan State University. She obtained her doctoral degree from Harvard University in 1987. Her primary research interest is the international and comparative study of educational reform from a cross-national perspective and its impact on the contribution of schooling—particularly the role of teachers, teaching and learning. Other research interests include the study of early childhood education to improve knowledge levels for the rural poor in Mexico, the role of values education from a policy perspective, and the development of policies to regulate the education of the children of migrant workers in the USA. She is currently (2002–2009) the director and principal investigator for the first IEA (International Association for the Evaluation of Educational Achievement) Teacher Education and Development Study in Mathematics or TEDS-M, designed to examine the institutions, processes and outcomes of teacher preparation and induction []. Her more recent publications are her 2007, Reforming Teaching Globally. Oxford Studies in Comparative Studies in Education. Oxford, UK: Symposium Books; and, in 2004, La Educación Magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era]. She has written more than 40 research articles in English and Spanish on policy relevant issues in education. 相似文献
8.
Dakmara Georgescu 《Prospects》2007,37(4):427-448
The article analyzes curriculum processes and products pertaining to the overall reconstruction of Afghanistan’s education
system after 2002. With the support of several international agencies, including UNESCO’s International Bureau of Education
(IBE), as well as non-governmental organizations (NGOs), Afghanistan’s Ministry of Education succeeded in making important
progress with regard to quality education, curriculum planning and design. Based on a careful analysis of needs, new curriculum
frameworks for primary and secondary education were developed over the period 2002–2006, and syllabuses and textbooks for
primary and secondary education will be developed and disseminated in schools across the country. However, many challenges
remain to be tackled, especially with regard to the dissemination of a new curriculum culture and the writing, printing and
distribution of quality syllabuses and textbooks at all education levels. The article highlights both the achievements and
the obstacles standing in the way of comprehensive curriculum reforms taking place in the difficult context of reconstructing
a cohesive societal infrastructure in a country, such as Afghanistan, that is affected by conflict.
Dakmara Georgescu (Romania) is co-ordinator of the IBE’s Technical Assistance Programme (Curriculum Development). Graduated in 1982 from the University of Bucharest (Philosophy and History School). She worked as a teacher, researcher and co-ordinator of the Social Studies Committee of the Romanian National Curriculum Council (1995–1997). From 1997 to 2000 she was advisor to the Minister of Education co-ordinating the primary and secondary curriculum and textbook reform. Since 2000, she has been the IBE’s co-ordinator and resource person in Kosovo, the Gulf countries, Bosnia and Herzegovina, Afghanistan, the Caucasus Region, Mauritius, Sub-Saharan Africa and Iraq. She has published widely on the philosophy of teaching, curriculum reforms, citizenship and human rights education. 相似文献
| Dakmara GeorgescuEmail: |
Dakmara Georgescu (Romania) is co-ordinator of the IBE’s Technical Assistance Programme (Curriculum Development). Graduated in 1982 from the University of Bucharest (Philosophy and History School). She worked as a teacher, researcher and co-ordinator of the Social Studies Committee of the Romanian National Curriculum Council (1995–1997). From 1997 to 2000 she was advisor to the Minister of Education co-ordinating the primary and secondary curriculum and textbook reform. Since 2000, she has been the IBE’s co-ordinator and resource person in Kosovo, the Gulf countries, Bosnia and Herzegovina, Afghanistan, the Caucasus Region, Mauritius, Sub-Saharan Africa and Iraq. She has published widely on the philosophy of teaching, curriculum reforms, citizenship and human rights education. 相似文献
9.
Wim Hoppers 《Prospects》2008,38(3):377-391
This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified
basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided
by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole.
Based on significant developments in various countries across the South, the article also discusses some key challenges that
ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The
article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating
these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and
young people.
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
| Wim HoppersEmail: |
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
10.
Rietje van Dam-Mieras Angelique Lansu Marco Rieckmann Gerd Michelsen 《Innovative Higher Education》2008,32(5):251-264
The purpose of this article is to describe a joint effort between three European and six Latin American universities to create
an international Master’s degree program on Sustainable Development and Management. Faculty members from these institutions
are working together on this unusual and innovative project, which recognizes the importance of ICT (Information and Communication
Technology) tools in international projects and programs. The article provides information about the ongoing interdisciplinary
and intercultural dialogue and the learning process that is occurring throughout the development of the program.
Rietje van Dam-Mieras holds a M.Sc. in Chemistry and Ph.D. in Biochemistry (Utrecht University) and is Professor in Natural Sciences, specifically Biochemistry and Biotechnology, at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are biotechnology and sustainable development. Angelique Lansu has a M.Sc. in Soil Science (Wageningen University), and she is Lecturer at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are earth sciences, e-learning, and education for sustainable development. Marco Rieckmann holds a Diploma in Environmental Sciences (University of Lüneburg) and is a Research Fellow at the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany. Special interests are education for sustainable development/global education, the concept of sustainability in North-South discourse, development theories and policy. e-mail: rieckmann@uni-lueneburg.de. Gerd Michelsen holds a Diploma in Political Economics (University of Freiburg), Dr. rer. pol. (University of Freiburg), Dr. phil. habil. (University of Hannover). He serves as the Director of the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany, and is also the UNESCO Chair of Higher Education for Sustainable Development at the same institution. Special interests are education and sustainability, higher education for sustainable development, and environmental and sustainability communication. 相似文献
| Marco RieckmannEmail: |
Rietje van Dam-Mieras holds a M.Sc. in Chemistry and Ph.D. in Biochemistry (Utrecht University) and is Professor in Natural Sciences, specifically Biochemistry and Biotechnology, at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are biotechnology and sustainable development. Angelique Lansu has a M.Sc. in Soil Science (Wageningen University), and she is Lecturer at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are earth sciences, e-learning, and education for sustainable development. Marco Rieckmann holds a Diploma in Environmental Sciences (University of Lüneburg) and is a Research Fellow at the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany. Special interests are education for sustainable development/global education, the concept of sustainability in North-South discourse, development theories and policy. e-mail: rieckmann@uni-lueneburg.de. Gerd Michelsen holds a Diploma in Political Economics (University of Freiburg), Dr. rer. pol. (University of Freiburg), Dr. phil. habil. (University of Hannover). He serves as the Director of the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany, and is also the UNESCO Chair of Higher Education for Sustainable Development at the same institution. Special interests are education and sustainability, higher education for sustainable development, and environmental and sustainability communication. 相似文献
11.
Gabrielle Bonnet 《Prospects》2008,38(3):325-344
It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command
of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a
student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas
the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to
compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour
on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external
management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and
delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom
dynamic reliably and accurately.
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
| Gabrielle BonnetEmail: |
Gabrielle Bonnet (France) Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics. 相似文献
12.
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical,
personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives
on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage
and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper
presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is
most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects
in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty
and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications
for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
| Nguyen-Thi Xuan ThuyEmail: |
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
13.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
| Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
14.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
| Xyanthe N. NeiderEmail: |
15.
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals
in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families
in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems
with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is
a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why,
the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in
Mongolia.
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| Amgaabazar GerelmaaEmail: |
16.
David J. Siegel 《Higher Education》2008,55(5):519-535
Findings are presented from a year-long study of a cross-sector collaboration to prepare underrepresented students for postsecondary
education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative involving universities,
corporations, a federal government agency, and a nonprofit coordinating body in an effort to introduce students to business
education and careers in business. This paper analyzes and compares (1) the starting conditions catalyzing the involvement
of different sectors, (2) sustainability factors, (3) negotiation of the terms of involvement, (4) the actual experience of
partnership, and (5) the difference made by a coordinated approach to pipeline development.
相似文献
| David J. SiegelEmail: |
17.
Evdoxia Nteropoulou-Nterou Roger Slee 《International Journal of Inclusive Education》2019,23(7-8):891-907
ABSTRACTThe Salamanca Statement is held as a high-water mark in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and Education for All [UNESCO 1998. From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All. Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of ‘crisis’ and ‘austerity’ where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric? 相似文献
18.
Philipp Gonon 《Vocations and Learning》2009,2(2):75-86
The aim of this paper, based on a comparative viewpoint from an European outsider perspective, is to present a brief historical
reconstruction of the pedagogical and educational political discussion about education for the industrial sector in America.
The discussion was triggered by the emerging idea that one of the principal tasks of education should be to prepare youth
most effectively for their upcoming work life. It followed that the constitution and role of the American schools to achieve
this purpose were widely debated early in the twentieth century by eminent pedagogues. Some of these pedagogues argued for
an American education system that also developed vocational abilities and skills, whereas others favoured only the development
of general knowledge. During the course of this dispute, across the first half of the twentieth century, other key issues
were brought forward such as whether this much vaunted vocational education should be enacted in comprehensive schools or
whether other kinds of schools should be established for these purposes. Furthermore, another model that resembled the German
vocational system was also proposed through this period. However, ultimately and unlike in Germany, a dual model of vocational
education and training characterised by an interlocking of school-based instruction and workplace training has not managed
to establish itself as a discrete educational sector in America. Currently, education for industry is provided mainly in schools
and tends to be oriented towards the criteria of efficiency and vocationalism.
Philipp Gonon was born on October 15th in Flensburg (Germany). Since 2004, he holds the chair of VET and Teacher Training at the University of Zurich (Switzerland). His exploratory focus are International and comparative approach to VET and Further Education, Philosophy and History of (Vocational) Education and Quality assurance and Evaluation. 相似文献
| Philipp GononEmail: |
Philipp Gonon was born on October 15th in Flensburg (Germany). Since 2004, he holds the chair of VET and Teacher Training at the University of Zurich (Switzerland). His exploratory focus are International and comparative approach to VET and Further Education, Philosophy and History of (Vocational) Education and Quality assurance and Evaluation. 相似文献
19.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
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| T. PlompEmail: |
20.
Hugo Labate 《Prospects》2007,37(4):469-488
The article documents the complex process of changing Argentina’s science curriculum and implementing those changes over the
last 15 years. It recounts how reformers tackled the challenges of balancing national (federal) unity in education with local
(provincial) autonomy from the political, social and pedagogical points of view. It also analyzes various attempts to improve
science education in Argentina from the viewpoint of their relevance to current developments in various areas of scientific
knowledge and human action. In Argentina the effort to ensure equal opportunities for learners at the federal level led to
a strong emphasis on developing Common Basic Contents (CBC) for both primary and secondary education. These contents were
seen as fundamental components of the competencies that students need in a world increasingly driven by science and technology.
Meanwhile, however, Argentina lacked adequate and sustainable policies and strategies for teacher education and training,
which led to an unexpected complication: while the curriculum development process led to diverse and sometimes quite sophisticated
curriculum documents, the actual quality of science teaching in the classroom did not improve significantly, and teachers
still felt the need for more support before they could effectively implement the new science curriculum. The article ends
by suggesting ways in which various stakeholders can work together intensively to improve science education in Argentina,
in a new process that will respond to the current situation.
Hugo Labate Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18. 相似文献
| Hugo LabateEmail: |
Hugo Labate Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18. 相似文献