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1.
Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries’ socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted. 相似文献
2.
Tiffany Jones 《Sex education》2019,19(4):455-471
ABSTRACTSouth Africa stands out in the African region for its protection of lesbian, gay, bisexual, transgender and intersex (LGBTI) rights. This article examines South Africa’s contributions to local policy for LGBTIs and to work on LGBTI issues in education policy and education rights progress internationally. It also considers broader South African contributions to the theorisation of gender and sexuality. Data derive from an analysis of 102 interviews with key informants participating in high-level global networking for LGBTI students’ rights, and documentary analysis showing how stakeholders characterise South African contributions to transnational LGBTI education work. Informants identified how such contributions have a strong human rights emphasis, furthering post-colonial resistance to simplistic gender and sexuality classification schema imposed via imperial colonising dynamics. While South African work in this area has also promoted and facilitated research, it has at times been limited by ambivalence from its leadership. The nation’s early adoption of constitutional rights, relationship rights and educational equity provisions as acts of decolonisation contribute valuable African LGBTI work examples to the region. Their success encourages further funding for South-South transnational LGBTI education work. 相似文献
3.
This chapter discusses a few select issues relating to the privatization of education in the South Asian countries. Particularly concentrating on India, a few comparisons are made on private and public schools, and in the process a few common postulates are examined relating to equity, quality and financing of education. The complementary nature of public and private sectors, and the correlates of private sector are also briefly probed into. 相似文献
4.
This article presents a linear-analytical case study on the development of ICT within the educational systems of Chile and South Korea. Through a comprehensive meta-data analysis and bibliographic review, we collected information on both educational systems and their ICT adoption policies. Key differences necessary to understand how both countries have developed their educational systems by integrating ICT were analyzed, including the educational system structure, the organization of state entities responsible for educational ICT, cultural characteristics, the creation of policies regarding ICT in education, and the effectiveness of such policies for the expansion of infrastructure and the ICT curriculum integration. We analyze these key differences in order to understand two cases of ICT integration initiatives on a national level, so that we might better understand the primary factors that influence successful ICT integration, as well as those that may hinder progress in this area. 相似文献
5.
This article examines the implications for access and equity of the Syrian government’s efforts to reform higher education
in the country over the past decade. In the context of social and economic reforms that are moving the county from a state-controlled
to a social market economy, it focuses on adequacy in financing higher education, as well as efficiency and equity. Significant
progress has been made in access to higher education. The government has introduced a rich variety of options for accessing
higher education, resulting in a doubling of enrolled students over the past 10 years. In terms of equity, the gender gaps
in higher education enrollment and completion have all but disappeared nationally, although regional variations persist. The
study raises concerns about the system’s internal and external efficiency: despite some improvements, the quality of the curricula
and their relevance for the labour market remain serious issues. 相似文献
6.
Distance Education: Promise,performance and potential 总被引：2，自引：2，他引：0
Gajaraj Dhanarajan 《Open Learning》2013,28(1):61-68
Distance education has created enormous opportunities for the expansion of educational opportunities, especially at the higher education levels. This should be of great benefit to developed and in particular developing countries. However, in spite of the successes, there have been some conspicuous disappointments, including poor quality (often stemming from the lack of investment in institutions), and the failure to reach large parts of those communities that have traditionally been marginalised by the higher education sector. The article summarises some of the causes for the failures, and warns that the increasing commercialisation and technologisation of distance education risks the loss of 'our sense of equity and equality of opportunities'. For distance education to play a key part in the provision of educational opportunities, there must be a cultural change within the providing institutions in favour of appropriate technology and good practice. The article ends by highlighting 10 key issues that need to be addressed. 相似文献
7.
ABSTRACT Although information and communication technologies (ICTs), such as smartphones, tablets, and the internet, have all become increasingly important in modern society, available studies on the adoption of ICTs have mostly focused on healthy and community-dwelling “young-old” adults. Relatively little is known about ICT use among long-term care residents, such as “old-old” adults, who often have various functional impairments and live in institutionalized settings. The study includes data on ICT use (TV, radio, computers, smartphones, tablets, and internet) among a large sample of 940 residents (mean age: 87.6 years) living in 20 retirement homes in Zurich, Switzerland. Twenty-one percent of residents reported using the internet, 13% used a smartphone, and 5% used a tablet. Younger older adults, those with more education, those with lower nursing-care levels, and those who reported being particularly interested in technology were more likely to own more than one ICT device. Compared with nonusers, internet users were more likely to be younger, better educated, and more interested in technology in general. Modern ICT usage has reached the long-term care sector and appears to play a significant role in many residents’ lives. Researchers should continue to examine the role of ICTs in the lives of older adults in general and for residents in long-term care in particular, given that this population is often ignored in studies of older adults and ICT use. 相似文献
8.
John McCarthy 《International Journal for Educational and Vocational Guidance》2004,4(2-3):159-178
There are wide variations both between and within countries in the extent and nature of the training required to practise as guidance workers. In some sectors, including the private sector, there are no formal requirements. In general, requirements are more formal in the education (school) sector than elsewhere. In most countries there is no mutual recognition of guidance qualifications between education and labour market sectors, and no facility for progression from non-expert to expert guidance status. The role of government in determining/influencing the content and methodology of training varies from countries where it makes all the decisions to those where it appears to have no involvement at all. Little use is currently made of ICT and distance education to deliver initial and/or recurrent training for guidance workers. A number of recommendations to address these and other issues are made. 相似文献
9.
Teacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptions
《Africa Education Review》2013,10(2):309-330
ABSTRACTTeacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered. 相似文献
10.
Ka-Ho Mok 《高等教育研究与发展》2003,22(2):117-129
Globalisation and the evolution of the knowledge-based economy have caused dramatic changes in the character and functions of higher education in most countries around the world. However, the impacts of globalisation on universities are not uniform even though similar business-like practices have been adopted to cope with competition in the global marketplace. The pressure for restructuring and reforming higher education is mainly derived from growing expectations and demands of different stakeholders in society. In the last decade, government bureaucracy, public service institutions and higher education institutions and universities have been significantly affected by the tidal wave of the public sector reform around the world. Apart from improving the efficiency and effectiveness of public services, universities are confronted with a situation in which the principles of financial accountability and responsiveness to stakeholders prevail amidst the massification stage under the condition of global economic retrenchment. In response to such pressing demands for change, policies and strategies of decentralisation, privatisation and marketisation are becoming increasingly popular measures in university governance. Reform strategies and measures like quality assurance, performance evaluation, financial audit, corporate management and market competition are adopted to reform and improve the performance of the higher education sector. This article examines the most recent higher education reforms and restructuring in Hong Kong, Taiwan and Mainland China, with particular reference to the issues related to globalisation of decentralisation and marketisation in higher education. 相似文献
11.
Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South–South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of ‘effectiveness’ and ‘efficiency’ are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more ‘socially effective’. This is countervailed by a more pervasive ‘efficiency’ doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved. 相似文献
12.
Bj?rn Stensaker Peter Maassen Monika Borgan Mette Oftebro Berit Karseth 《Higher Education》2007,54(3):417-433
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education. 相似文献
13.
Information and communication technologies (ICTs) have become ubiquitous in most people’s lives. Yet, within the developing and emerging regions, there are still many who have not fully benefitted from ICTs. This article reports on a research project that focused on investigating the barriers, opportunities and impact that ICTs have on the teaching and learning of mathematics in South African schools. A quantitative research methodology in the form of a survey was used to assess South African mathematics teachers’ access to and use of ICTs and mobile technologies. A literature study revealed that there were universal barriers (i.e. lack of access to resources, time, effective training, confidence; resistance to change and negative attitudes; and no perception of benefits) and numerous opportunities for using ICTs in teaching and learning in general, and in subjects such as mathematics and science, in particular. The survey findings suggested increased deployment of ICT resources; introduction of more ICT training opportunities for teachers and students; and the firm adoption of ICT policies and directives within the education domain. 相似文献
14.
《Africa Education Review》2013,10(2):236-253
AbstractThe demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning. 相似文献
15.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
16.
世界各国的教育系统都面临着诸多平衡发展的问题,而且这些挑战在全球化的作用下变得愈加严峻。中国的情况尤其如此。各国所面临的主要挑战包括:实现公平、质量与效率的平衡;通过提供公共资源和加强监管促进私立教育的发展;实现院校自治、学术自由与公共问责的平衡;实现教育系统工具与内在目的和目标的和谐统一;学习借鉴国外优秀经验与发挥本国教育制度和传统的历史优势。在考察上述这些重要政策议题时,我们必须明确以下一些问题:教育改革要实现什么样的目标?谁发起改革以及谁从中受益? 相似文献
17.
《Higher Education Policy》2001,14(1):21-35
The changing context of higher education is altering the traditional means by which governments regulate their “research” universities. In a number of countries universities, which are increasigly subject to a global market, have discovered that they require greater management flexibility in order to compete effectively and are therefore seeking relief from traditional government regulations affecting both substantive and procedural matters. At the same time governments wish to assure that the actions of publicly funded universities are consistent with the social values of efficiency, equity, and academic quality. Designing public policies that effectively balance the competitive needs of the university sector with the public interest is a complex issue. The paper presents a general framework for analyzing these regulatory policy issues and illustrates the framework with policies from Europe and the US. 相似文献
18.
Zellynne Jennings 《Compare》2017,47(6):818-834
AbstractFor some four decades governments in Commonwealth Caribbean (CC) countries have been introducing interventions in their school systems to provide quality education for all. Examples of these are learner-centred teaching pedagogy and the integration of technology into teaching and learning. The data for the paper is based on published research and evaluation studies of these interventions. How successful have these interventions been? Following a discussion of how quality in education and learning has been interpreted, this paper seeks to answer this question through a review of selected interventions in schools in three CC countries. Challenges that CC countries need to address as they pursue goals relating to quality education are: the intersection of quality with access and equity, limitations in teacher training which have militated against change in teaching pedagogy, and resources and infrastructure. 相似文献
19.
Paul G. Munro James T. Dhizaala Stella Apecu Laloyo Sebastian Oguti Oswin Sarah Walker 《高等教育研究与发展》2019,38(7):1461-1474
ABSTRACTInternational fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term. 相似文献
20.
ABSTRACTThe sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. 相似文献