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1.
This paper attempts to offer an alternative framework for assessing education delivery in South Africa. Its purpose is to develop an analytic approach for understanding education delivery in South Africa in the last 11 years and to use this framework to pose a set of strategic questions about how policy might be framed to deal with delivery. The paper begins with a quick review of the country's achievements and challenges in education and shows that a failure to produce a high quality education system remains the country's primary challenge. The broad approach that is taken is to suggest that dominant approaches for understanding this lack of performance underplay the specificity of the country's context and specifically so its apartheid legacy. This legacy, it is argued, continues to be determinative in shaping, and accounting for the character of current social behaviour in the country, including the performance of children in schools. 相似文献
2.
Ambumulire Nellie Itimu Patricia B. Kopetz 《Journal of Research in Special Educational Needs》2008,8(3):153-160
The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions. 相似文献
3.
Assy Edmond Paul 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):433-462
International Review of Education - This article reflects on the crisis affecting the sphere of the family and education in Côte d'Ivoire between 1960 and 1990. The country's family... 相似文献
4.
《Chinese Education & Society》2013,46(2):48-53
As we analyze our country's social and economic development, the following sets of contradictions stand out in the picture of this development. These include: (1) the contradiction between the expansion of population and the growth of per capita income, (2) the contradiction between a high employment rate and a low rate of production efficiency, (3) the contradiction between a sense of common wealth and well-being and the expansion of the gaps between people's incomes, and (4) the contradiction between the policy of opening up to the outside world and the construction of spiritual culture. There are many ways to solve these contradictions, but, under the system of socialism, in addition to organizing production and the people's lives in a reasonable way, the fundamental way out of the potential impasses seems to be nothing more than strengthening the education system and developing the cause of education. When education is done well, and our people's quality is enhanced generally, then the expansion of the population would not just be an explosion in consumption; rather, it would mean an expansion in technique and skill, and an enhancement in the labor productivity and efficiency rate. Our common wealth and well-being will then also be based on ability and contribution. Then, too, we will be able, under the conditions of opening up to the outside, to absorb truly and correctly the essence of foreign cultures to help us in building up the spiritual culture of socialism in our country. Therefore, we believe that it is a mark of true foresight and acumen that the party center designated the development of education as a strategic focal point for our country's growth in the current period and for some time into the future. The "Resolution of the Central Committee of the Communist Party of China on Reforming the Education System" pointed out that we must give the enterprise of education a tremendous boost in its development as the foundation of the nation's overall economic development. Furthermore, this resolution stipulated that the growth of the state's annual expenditure in the area of education must be kept at a higher level than the growth of the normal and regular fiscal income of the state. It also stipulated that there should be a year-to-year increase in the per-student annual average educational expenses. These very important decisions will propel with great force the development of our nation's enterprise of education and will allow it to have a greater and greater impact on our country's economic revival and recovery, its social growth, and its scientific and technological progress. 相似文献
5.
Satoshi P. Watanabe 《Asia Pacific Journal of Education》2011,31(4):407-420
Since the corporatization of national universities, the environment surrounding Japanese universities has dramatically changed in various respects. A series of government-led attempts have intended to support the domestic colleges and universities in gaining a competitive edge by improving the quality of teaching and research as well as guaranteeing the international validity of the country's higher education system. Impacts of all the challenges that have been tackled with internal efforts in the last few years could be enormous on the personnel workload. However, little is known about the impacts of Japan's recent university education reform, particularly on the changing workload of the faculty who engage at the forefront in student teaching and advising, administrative roles as well as research activities. Using results from individual faculty interviews, this paper attempts to link the changing workload of Japanese professors with specific reasons that are rooted in the country's recent university education reform. Reviewing the effects of the reform on faculty workload provides us with important insights for the long term and guides us to prevent the derailment from the endeavour to which a significant amount of resources have been dedicated by the country. 相似文献
6.
To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed. 相似文献
7.
Higher Education in India: Growth, Concerns and Change Agenda 总被引：3，自引：0，他引：3
Pawan Agarwal 《Higher Education Quarterly》2007,61(2):197-207
Higher education in India has grown large since the country's independence in 1947. Starting from a small base, the pace of growth was initially rapid. Initially, the pace of growth was rapid. Enrolments grew by 13 to 14 per cent per annum during the 1950s and 1960s. Over the past few decades, the growth rate has declined noticeably. Since then it has remained stable between 4 and 5 per cent. The nature of growth over the past two decades is, however, strikingly different from the growth in the previous period. This article maps the growth pattern of higher education in India with particular focus on enrolment growth and change in funding patterns. On analysis of the trends, it identifies the concerns and builds a case for change in Indian higher education so that the country's virtuous cycle of economic growth fuelled mainly by its large pool of qualified manpower is sustained. 相似文献
8.
F. E. Sheregi 《Russian Education & Society》2014,56(2):30-57
Studies of the political attitudes and actions of students in the higher education institutions in Russia suggest that they are closely linked to the country's professional and social structure. It is the lack of opportunity for suitable employment and for meeting their expectations for a better future that helps shape attitudes and may lead to involvement in protest activities. 相似文献
9.
Namin Shin 《Open Learning》2013,28(2):121-137
This paper presents the novel construct of 'Transactional Presence' in consideration of a distance student's perceptions of psychological presence on the part of teachers, peers, and institutions. Relevant distance education literature is analyzed through the lens of interpersonal relationships, and concepts such as telepresence and social presence are drawn from media and communication studies. When the two streams of literature reviewed are merged, it is conjectured that the perception of presence concerned must be influenced by distance students' idiosyncratic needs for connection with learning resources and sources of support. This notion of presence, designated 'Transactional Presence', is defined as the degree to which a distance student perceives the availability of, and connectedness with, other parties involved in a given distance education setting. The construct's potential significance is explored in view of enriching distance education theory and research. 相似文献
10.
《Higher Education Policy》1997,10(2):137-143
Many developing countries are in the process of restructuring their higher education system to meet their nation's socio-economic development. As their educational budget is not unlimited, working with international educational institutions has become one of the attractive solutions to improve the quality of their education and to make it relevant to meet their nation's educational demand for economic development. This paper identifies some key issues which have prevented the Vietnamese higher education system from serving effectively its country's open-door policy and provide necessary recommendations to help Vietnam overcome its short-comings and weaknesses. The issues identified together with recommendations, on the other hand, may help some educational policy makers from developed countries select their fields of assistance or cooperation as well as to establish their long term educational strategies to deal with developing countries such as Vietnam. 相似文献
11.
Elaine P. Y. Lim Annie Tan 《Assessment in Education: Principles, Policy & Practice》1999,6(3):391-404
Educational assessment in the Singapore context is shaped, to a large extent, by the country's educational policies and programmes, as well as the general principles and practices of assessment. This paper presents a profile of the assessment system in Singapore and how it complements the education system to realise the fullest potential of its precious human resources. National examinations and school-based assessments at each milestone in the education system are described so as to highlight the distinctive features of educational assessment in Singapore. 相似文献
12.
13.
Ahmed A. ElObeidy 《Perspectives: Policy and Practice in Higher Education》2013,17(4):131-137
Traditionally in Arab public universities, presidents are appointed by government authorities. Recently, in uprising Arab countries universities' presidents have been elected by universities' faculty members. Neither traditional nor self-governance pattern succeeded to modernise Arab universities. Reforming patterns of governance is critical for improved productivity and accountability in Arab universities. Applying the modern pattern of university governance depends on the country's political system and extent of democracy. Arab countries need to establish an improved process of searching for leadership candidates. Improving patterns of universities' governance in Arab countries can lead to improving higher education and research and enhancing competitiveness among faculty members. 相似文献
14.
From Fordism to neo‐Fordism: Industrialisation theory and distance education — a Chinese perspective
Xingfu Ding 《Distance Education》1995,16(2):217-240
This article provides a Chinese perspective on the recent debate concerning industrialisation theory and distance education. It is argued that China's regular higher education has a craft‐like nature and that China's Radio and TV Higher Education (RTVHE) represents one of the most industrialised forms of education in the world. It is then proposed that China's RTVHE has entered a transitional phase from Fordism to neo‐Fordism in the period since the second half of the 1980s. Some specific conditions which limit the applicability of industrialisation theory to distance education in the Chinese context are then described. 相似文献
15.
Monika Schatz Ana Popovic Fred Dervin 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):172-184
Since the recent global paradigm shift in the governance of higher education toward business and marketing, internationally competitive education is increasingly considered as an asset for governments. Consequently, governments started to invest in education branding and marketing their educational systems. In Finland, national interest in education branding rose especially since the country's success in the programme for international student assessment studies created a positive reputation of its basic education. In this article, the authors investigate how this reputation is transformed into a general Finnish education brand, based upon Finland's official Country Brand Report (2010). The governmental discourse on Finnish education reveals a fusion of education and national branding, which is why the authors suggest to discuss the Finnish education brand as Finnish education®. The article provides an analysis of the elements constituting the brand and opens up a critical discussion on the ethics of branding education through cultural and national characteristics. 相似文献
16.
Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future. 相似文献
17.
《欧洲教育》2013,45(3):32-39
The state of research in Greek higher education has far-reaching consequences. The fact that university research continues to function only sluggishly undermines the universities' educational task, isolates them from the social area to which they belong, heightens the country's economic and cultural dependence, weakens social criticism, and hampers the procedures of social reform. However much teaching might form a basic axis of the university's task—which it does to such an extent that it is often confused with the whole of its existence—research is of central importance in defining the university as an institution devoted to higher education, that is, a place where a critical analysis of the production, communication, and use of knowledge is attempted. 相似文献
18.
B. R. S. Chivore 《教育政策杂志》2013,28(3):201-226
This article is based on two major studies. One study was carried out in 1985 and the other in 1987. The discussion examines Form IV Cambridge School Certificate pupils' aspirations in Zimbabwe with special reference to the post‐independence period. Among the main factors said to determine pupils' aspirations, highlighted in the study include: the class structures of scoiety, parents' occupations, gender, the urban‐rural dichotomy and the type of schools attended. Pupils' aspirations for a developing country such as Zimbabwe have implications for the country's education policies. These implications are in areas such as the expansion of educational provisions, universal primary education, material provision, educational costs, manpower supply and demand and entry into the University. As far as cost implications are concerned, there is debate in Zimbabwe as to whether the country can afford free and compulsory primary education given limited resources. At the same time limited resources have affected the quality of education. This article attempts to give suggestions as to what education policy makers could do to improve upon the situation. 相似文献
19.
The paper investigates the economic benefits and costs of higher education as these are perceived by higher education candidates and labour market entrants in Cyprus. It provides further evidence on the topic after a similar study which preceded the present project by 10 years. Perceived rates of return to education are presented for two points in time, namely, 1993 and 2003. The findings point to an increasing awareness of the link between education and earnings on the part of young people, which can be linked to the country's economic development. The main influences on the respondents’ expected lifetime earnings are examined through multiple regression analysis. Gender and ability are found to be significantly related to expected earnings. 相似文献
20.
Lucy Bailey Alefiya Nomanbhoy Tida Tubpun 《International Journal of Inclusive Education》2013,17(5):547-559
This paper reports on a survey of views of inclusive education expressed by nearly 300 Malaysian primary school teachers involved in remedial literacy and numeracy education under the country's Literacy and Numeracy Strategy. Overall, the views expressed were positive towards the principle of inclusion. However, despite common professional development on special educational needs, these teachers lacked a common consensus about the benefits of inclusion; they expressed concern about the lack of teacher skills in this area; and they articulated a negative view of children with disabilities and their families. The paper concludes that further professional development is required to address these shortcomings, and that, given the lack of sufficient teacher educators in this area, it seems likely that the government's aim of implementing inclusive education remains a distant goal. 相似文献