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1.
Mary Hamilton 《Higher Education in Europe》1990,15(3):3-9
This article offers a critique of the traditional role of the university in relation to the promotion of universal literacy. It describes some of the developments in university Involvement in adult basic education in the United Kingdom and suggests possibilities for the future. K argues that universities must commit themselves to a lifelong learning approach to education. They must support new access routes for adult students and collaborative models of research and practice in developing the field of literacy. 相似文献
2.
Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to “relevant and effective learning outcomes” and Indicator 4.1.1 tracks progress goal using the proportion of children reaching “minimum proficiency” at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12−13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12−13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all. 相似文献
3.
《International Journal of Educational Development》2006,26(1):67-87
Teacher effectiveness is one of the most important determinants of the success of adult literacy programmes. From the outset of the campaign movement, the National Literacy Mission (NLM) of the Government of India has emphasised the need for a training and support system for campaign personnel, who often have limited education and lack of experience to understand the problems of literacy and to effectively teach adults. This article is part of a larger case study illustrating how the campaign approach, approved at the national level, was de facto implemented at the grassroots level with local specific variations beyond the campaign model. The article examines the campaign strategies with respect to training and supervision, and presents qualitative data generated through in-depth interviews with the village level volunteer force, so as to illustrate local responses to the district plan. When the implementation process, as well as the outcome of the campaign is studied, the gap between policy and practice becomes more apparent. The mass movement approach of the campaign appears to have been replaced by a top-down effort to achieve the national goal of universal literacy, with little attempt to allow managerial flexibility at the ground level. The article argues that decentralisation of the campaign structure may be necessary to make it relevant to the local context. 相似文献
4.
《Educational Philosophy and Theory》2013,45(1):87-89
AbstractThis article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy.This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld where literacy is considered more than a testable skill. 相似文献
5.
Public education in post-industrial societies has been restructured based on a human capital model that prioritizes the economic value of citizens for the benefit of globally competitive national economies. In a policy-as-numbers climate [Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382], school administrators and teachers struggle to ‘produce results’ and ‘close gaps’ within accountability systems built on standardized measures of learning. What possibilities exist for critical literacy as viable classroom pedagogy in such an environment? This article offers a contextual–empirical analysis of efforts to implement critical literacy in mainstream secondary classes in Singapore. Drawing on Freire’s notion of generative themes, it identifies key political-policy constraints, showing how they impacted the pedagogical enactment of critical literacy tenets and pinpointing a focal direction for critical literacy in Singapore’s English education. More generally, the article argues that critical literacy, more than ever, must be a localized practice responding to exigencies emerging at the global–local nexus. 相似文献
6.
本文从基础教育阶段信息技术教育的发展给教师素养和能力带来的挑战及现状出发，详尽阐述了在高等师范院校非教育技术专业学生中开展信息技术教育的必要性、目标、内容设置及教学安排． 相似文献
7.
Tony Lingard 《British Journal of Special Education》2005,32(2):67-77
Literacy for pupils in the secondary phase of education is a key concern for practitioners and policy makers alike. Tony Lingard is the SENCo at a large comprehensive school in the south-west of England but he is also involved in staff development and school improvement initiatives across the UK. Literacy Acceleration is an intervention strategy for pupils with literacy difficulties that he and his team at school have been developing over many years. He undertook the research reported in this article at a comprehensive school where Literacy Acceleration was well established and being delivered by experienced staff. The research found that Year 7 and 8 pupils with literacy difficulties who followed Literacy Acceleration made significant progress with reading and spelling while similar pupils, who only had access to National English Strategy classes, did less well over the period of the study. The research also found that most of the pupils who experienced Literacy Acceleration in small groups, as well as mainstream English lessons, preferred being taught in smaller Literacy Acceleration groups where they also felt that they were making more progress. In concluding his article, Tony Lingard argues that pupils with literacy difficulties need specific, targeted interventions and that it may be a mistake to assume that the normal secondary English curriculum effectively meets their needs. This small-scale study therefore offers a challenge to a widely accepted policy. It suggests that abandoning strategies that focus on addressing the particular needs of pupils with literacy difficulties (of which Literacy Acceleration is one example) may not best serve the interests of a significant group of learners. 相似文献
8.
古代蒙学教材经历了以识字教育为主体的周秦汉魏初创时期,注重伦理道德教育的隋唐五代大发展时期,集识字读本、韵语读本、经书读本三大体系并存的宋元明清成熟时期,形成了自身所特有的启蒙教育特点。探讨和研究我国蒙学教材历史发展的轨迹和启蒙教育特点,对促进当今启蒙教育发展,提高启蒙教材编纂水平有着不可或缺的重要意义。 相似文献
9.
C. P. S. Chauhan 《International Journal of Lifelong Education》2013,32(2):227-240
In this paper, the author has attempted to analyze and assess the progress of education for all (EFA) in India from 1985/1986 to 2005/2006. A similar analysis by the same author on this subject, for the period 1950–1986, was published in this journal in 1990. During that period of 35 years the development of EFA was apparently impressive, but glaring disparities in schooling facilities based on rural–urban habitation, region, caste and gender were observed. About half of all the rural schools lacked physical facilities and suffered from shortage of teachers. While enrollment had apparently increased, three‐fourths of enrolled children left school without completing elementary education. The progress of literacy was also not satisfactory with the literacy rate having increased marginally from 16% in 1951 to an estimated 38% in 1986. The literacy rates also exhibited disparities based on gender, caste, region and rural–urban location. After launching of the National Policy on Education 1986, the Government of India has made concerted efforts to achieve the goal of EFA by launching several new schemes, including expansion of non‐formal education for out‐of‐school children, improvement of physical facilities in schools, implementation of a micro‐planning strategy, the launch of Sarva Shiksha Abhiyan, and the passage of a Bill in Parliament to make elementary education a ‘fundamental right’ of every child. The problem of illiteracy was attacked by launching an ambitious new programme called the National Literacy Mission. However, recently published reports show that there are about 59 million out‐of‐school children; enrollment of girls is low; the dropout rate up to Class VIII is still high; school‐age children work for wages; rural children have no easy access to schools; many schools still lack physical facilities; and there is a shortage of teachers and headmasters. The author feels that India must revise its target date for achieving the goal of EFA at least once again and suggests that the Government should carefully monitor the implementation of policies, and at the same time, enhance expenditure on education from the present 3.5% to 6% of the GNP as early as possible, so as to deal with the situation more effectively. 相似文献
10.
网络学习者的信息素养探析 总被引：5，自引：0，他引：5
网络学习带来的学习方式的变化对学习者的基本素养提出了新的要求。学习者的信息素养是网络学习顺利进行的基础。本文主要分析了信息素养的结构及其在网络学习过程中起的作用 ,以期教师和学生在日常教学过程中给予关注 ,提高网络学习质量 相似文献
11.
提高公众科学素养与科学教育新理念 总被引：2，自引：0，他引：2
范冬萍 《华南师范大学学报(社会科学版)》2006,(6):9-14
从公众科学素养的调查可见，科学教育仍然是提高公众科学素养的最基本的途径和最主要的手段。因此，科学教育的理念必须符合科学素养内涵与目标的变化与要求。这种新的理念主要是：理解科学的本质，建立科学教育整体性目标；强化通识教育，建立以适应与创新能力为核心价值的教育模式。 相似文献
12.
NICHOLAS BURNETT 《European Journal of Education》2008,43(2):181-187
The Delors report remains a timely and challenging agenda for shaping education from the earliest years. This article reviews the status of basic education, defined as a passport to life in the report. Despite progress toward universal primary education and gender parity, countries are still far from education targets adopted in 2000. Lack of care and education programmes for young children, of literacy and life skills programmes for youth and adults, and poor education quality are undermining progress towards education for all. The article stresses the importance of building inclusive systems that reach all learners regardless of their background and circumstances and provide appropriate conditions for learning. It reviews UNESCO's actions in education, emphasising the necessity of a rights-based, holistic vision as an imperative for reducing poverty and promoting sustainable development. 相似文献
13.
14.
Dr Paul Strube 《Research in Science Education》1994,24(1):313-321
Internationally, science curricula make specific demands on students for the achievement of some level of scientific literacy.
The details of what this means, and how it is to be achieved, have often been left for the teacher to elaborate. This paper
argues thatnarrative, as a valued component of scientific literacy, offers a structure that allows scientific concepts to be (1) more easily integrated
into other conceptual understandings, (2) more easily recalled, (3) more easily ordered and structured in the mind, and (4)
an important component of the what it means to be a Self. The paper ends with practical suggestions for the use of narratives
in the science classroom.
Specializations: language and science, science for nurses, narrative and science education. 相似文献
15.
刘文俊 《广西师范大学学报(哲学社会科学版)》2007,43(5):78-84
从1930年到1940年,新桂系在广西大规模编练"新民团",使之成为独具特色、功能齐全的民众组织。新民团组织的教育功能主要是开展识字教学。由于组织严密、纪律性强、与行政机构及学校紧密配合,广西当局利用民团组织普及国民基础教育成效显著,文盲率大幅度下降。新民团的识字教学模式及其成绩在教育史上值得研究。 相似文献
16.
In recent years, literacy educators have increasingly recognised the importance of addressing a broader range of texts in the classroom. This article raises some critical concerns about a particular approach to this issue that has been widely promoted in recent years – the concept of ‘multimodality’. Multimodality theory offers a broadly semiotic approach to analysing a range of communicative forms. It has been widely taken up by literacy educators, initially at an academic level, and has begun to find its way into policy documents, teacher education and professional development and classroom practice. This article presents some criticisms, both of the theory itself and of the ways in which it has been taken up within the wider context of curriculum change. It argues that, in its popular usage, multimodality theory is being appropriated in a way that merely reinforces a long‐standing distinction between print and ‘non‐print’ texts. This contributes in particular to a continuing neglect of the specificity of moving image media – media that are central to the learning and everyday life experiences of young children. Drawing on recent classroom‐based research, the article concludes by offering some brief indications of an alternative approach to these issues. 相似文献
17.
教师专业化与本科学历小学教师的培养研究 总被引：1，自引：0，他引：1
教师专业化是师范教育改革与发展的时代潮流。本科小学教育专业纳入高等教育体系后，必须以教师专业化为目标，思考在高等教育背景下如何培养适应基础教育发展需要的新型的专业化的本科学历的小学教师。 相似文献
18.
Ralf St. Clair 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,40(1):565-579
The aim of this article is to make initial suggestions as to how certain aspects of adult literacy and numeracy education
would benefit from research resources. The author identifies several issues affecting literacy research, such as limited research
capacity and lack of a shared international forum. He then discusses four aspects in more detail: models of literacy, the
benefits of literacy education, instructional practices, and the effects of diverse settings for practice. In all of these
areas, he argues, it is important that attention is paid to the distinction between research about and research in literacy and numeracy education, as these two types of research serve different purposes using different strategies. The
article closes with a call for more reliable research-based information in order to inform and enrich the professional judgement
of educators. 相似文献
19.
Elaine V. Howes 《科学教学研究杂志》2002,39(9):845-869
Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 845–869, 2002 相似文献
20.
教育关乎国家、民族的兴衰与未来,"三位一体"教师教育创新实验区建设,是改革、创新教师教育的极好课题。教师是教育的关键,被称为基础教育的中小学,需要大量合格的教师。探讨并建立培养这样的师资队伍的有效运行机制和途径是高师院校、地方政府的共同职责所在。"三位一体"教师教育创新实验区的建设是一项突破性的、有益教师教育的改革,它不是高师院校单方面的、脱离实际的改革,而是紧密结合地方中小学基础教育的实际进行的改革,在探索合格的中小学师资力量的培养途径方面或有一定借鉴。 相似文献