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1.
This article presents and discusses a perspective on the implications of the Lisbon Process for education and training in a selected group of partner countries of the European Union — the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, The Former Yugoslav Republic of Macedonia, Serbia and Montenegro). It presents the reflections of a member of staff of the European Training Foundation responsible for managing the six country regional project underway since 2003 on developing strategies for national qualification frameworks. The reflection aims to assess the potential contributions of a major strategy of the European Union on the reform processes underway in the social and economic transitions in the Western Balkans. It draws on the broader experience of the Foundation in supporting reforms in vocational education and training systems. Qualification reform is taken as an illustrative example of the use, relevance and constraints of EU ‘processes’ in accompanying education and training reform. Although the Copenhagen process partially provides a broad structure and there is a shared history between the countries of the region, each country is sufficiently different in its local contexts to suggest that the manner and pace of adoption will diverge. The emphasis on further development to suit local circumstances essentially gives partner countries an approach or set of tools with which they can shape and form their own initiatives with some confidence that the result will be in line with general European trends.  相似文献   

2.
The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.  相似文献   

3.
欧洲工程教育一体化进程分析及其启示   总被引：1，自引：0，他引：1  
欧洲各国的工程教育都拥有漫长的历史和各自的传统。在欧洲一体化的过程中,这种多元模式由于缺乏兼容性而对欧洲各国间的教育交往和人才流动造成不利的影响。为解决这一问题,自欧盟成立以来,欧洲工程教育加快了一体化的进程。本文通过重点分析"欧洲工程师认证计划"和"欧洲工程教育项目鉴定计划"两项举措,总结了欧洲工程教育改革的特征,并在此基础上探讨了欧洲工程教育一体化进程对我国工程教育改革和发展的启示。  相似文献   

4.
The TEMPUS/PHARE Multilateral Programme was initiated in 1990 by the European Communities with a view to improving training by means of the structural reform of the higher education systems in the central and eastern European countries. The results are now widely visible. The question to be asked is whether or not these results are limited solely to the educational field or whether the improvement of training has not also had an impact on society and the economy. In the particular case of the central and eastern European countries that are currently moving from one social system to another, the task is one of finding out in what respects and to what extent the changes in the higher education systems have contributed to this transition.  相似文献   

5.
发达国家教育督导制度的比较及启示   总被引：9，自引：0，他引：9  
教育督导就是对教育工作进行监督，检查，评价和指导，从发达国家教育督导制度的发展情况来看，许多国家都将教育督导视为教育行政管理的重大支柱之一，尽管各国的教育管理体制有所不同，但在建立和完善教育督导制度的过程中，却存有一些共同的做法，主要是重视和加强督导工作，设立专门的督导机构，明确督导职责，严格选拔督导人员，采用灵活多样的督导方式，具有严密的督导程序，通过立法确立了完整，系统的督导制度，我国应当借鉴发达国家教育督导的基本经验，加强督导立法，完善督导法规，明确各级督导机构职责，严格选拔督导人员，全面提高督导人员素质，改善监督职能，强化指导职能。  相似文献   

6.
Results in mathematics on international knowledge surveys like Programme for International Student Assessment and Trends in International Mathematics and Science Study have become one of the most important factors for the perceived success or failure of schools and even entire education systems in the policy arena. In this article, we explore the complex recontextualising processes that occur when translating educational policy into actual programmes for teachers’ education. First, the transnational education policy discourse(s) of teachers’ in-service training with a focus on mathematics will be explored. Second, we examine how this transnational discourse is recontextualised in a national policy discourse resulting in a national reform programme for in-service training of mathematics teachers in Sweden. In a third step, concrete teacher training courses in mathematics are examined. The result shows a convergence between the official policy discourse and the pedagogic recontextualising field in terms of a broad teaching repertoire and peer discussions about reflections on certain common objects of learning.  相似文献   

7.
November 1997 witnessed the formation of the Balkan Society for Pedagogy and Education (BA.SO.P.ED) in Thessaloniki, with the support of individual academics and pedagogues from many Balkan Universities and research institutes, but also with the participation of representatives of Educational Societies from Albania, Bulgaria, Former Yugoslav Republic of Macedonia (F.Y.R.O.M), Greece, Serbia & Montenegro (at that time known as New Yugoslavia), Romania, Turkey and Cyprus. Among the various goals that were adopted in this first step towards a more stable collaboration in the field of education — in a geographical area with a difficult social and political history, but also with a bad record of understanding among its nations that many times in their histories was marked by territorial disputes, that resulted in wars and long lasting political and social tragedies — the members of the Society included in their aim ". . . to promote by any means possible, constant exchange and updating of ideas at all levels (educational, social, political, etc.) in order to materialise those conditions that will facilitate the study and the research of their histories within a contemporary framework, but also will support a common initiative for collaborative action among those authorities that determine their educational and social policies . . ."i. In this article we look at how BA.SO.P.ED creates the conditions that could enable collaboration among pedagogues and educational researchers from the Balkans, by reviewing its activities and priorities as these appear in its publications during the period 1997–2004.  相似文献   

8.
The borrowing and transfer of policies, ideas and practices from one system to another may in part explain the convergence of educational systems. Using text documents as research material, this paper examines the adoption and transfer of Bologna Process (BP) ideas in the Economic and Monetary Community of Central Africa (CEMAC) and in the Cameroonian higher education (HE) system through the lens of policy borrowing and transfer, and policy convergence, in order to understand the justification for such transfer at the local level. In 1999, in what is known as the BP, 29 ministers of HE signed the Bologna Declaration with the intention of creating a European HE area. In 2005, the heads of state of the CEMAC region signed the Libreville Declaration with the intention of creating the CEMAC Space for Higher Education, Research and Professional Training through licence, master and doctorat reform. The justification for the adoption of BP ideas in the CEMAC region was attributed to the convergence of educational systems. The need to legitimise the harmonisation of the degree structure and to adhere to international standards for international recognition of certificates and graduates was found to be the major justification for the reform in the Cameroonian HE system. This paper draws attention to two aspects: first, how the BP, a European model of harmonisation, has spread beyond Europe and is influencing reforms in other parts of the world, including Africa; and second, how borrowed models are justified at the local level.  相似文献   

9.
Looking at the conflictual constitution of educational systems by equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German educational system that are directly opposed. While early childhood and primary education discourses are dominated by a terminology of equity, tertiary education institutions such as universities are described with a terminology of excellence that has become a reference point for political interventions and institutional reform processes.Taking up the theoretical position of hegemony-theory, governmentality studies and system theory, the paper analyzes the rules of justification these hegemonic discourses refer to by employing a discourse analysis of strategic, conceptional, and institutional texts of the German education policy discourse between 2003 and 2010. The paper puts forth the thesis that mobilizing and optimizing represent the common principles of equality and excellence as rationalities of the maximal mobilization of educational ressources.  相似文献   

10.
近代巴尔干民族主义的兴起经历了一个从文化民族主义到政治民族主义的过程。它的中心任务是反对异族压迫,争取民族的独立与自主;同时又具有浓厚的宗教民族主义、大民族主义和大国操纵等特征。它既是巴尔干诸国争取民族独立的一面旗帜,又是帝国主义列强争夺这一地区霸权的工具,巴尔干各民族之间发生冲突的重要根源。  相似文献   

11.
Asia and Europe have long influenced each other by means of international trade, technology transfer, and foreign policy. Today, Asian countries are searching for more competitive answers in an increasingly competitive world. Educational mobility among countries, especially between Asia and Europe, is the key to unlocking the answer. To achieve the desired educational mobility requires bilingualism (English as the common medium for learning and instruction) and quality education with internationally recognized diplomas and degrees in higher education. A future Asian/European Credit Transfer System is imminent and possible with the implementation of ERASMUS ECTS (European Credit Transfer System) and UCTS (UMAP Credit Transfer System) frameworks. The path to success hinges on the application of knowledge management and risk management to this international challenge for improved educational management. By this means, the prospects for greater understanding and greater economic potential and prosperity can be achieved for both Asian and European nations.  相似文献   

12.
Exploring a unique region concerning educational reforms in the past 20?years, the present study empirically investigates the attitudes towards parental involvement in school life in a comparative perspective of south-eastern European (SEE) countries for the 2008/2009 school year. Based on a multiple regression model for nine different countries, the research examines the predictors of satisfaction with school–parent partnerships from the parents’ perspective in the SEE context. The 2009 Cross-National Survey of Parents provided detailed evidence of attitudes and practices in educational setups in the Balkans for a representative sample of parents with one or more children enrolled in primary or secondary education. The findings indicate that the most reliable explanatory variable for the parents’ satisfaction with ways of getting involved in school life is the attribution of school–parent roles, with effects knocking on to all the other factors, including the understanding of the need to participate and the feeling of being a stakeholder in the educational process.  相似文献   

13.
Development of education policy in Central and Eastern Europe is a specific type of educational transformations. Though almost all the countries in the region began their reforms from a similar starting point—the Soviet-type education system—eventually they moved towards different educational models. As a result of the full EU membership of the eight post-communist Central and Eastern European countries, one may recently observe a certain convergence of reform patterns, determined by the development of the common EU education policy. Lithuania is a typical example of educational transformations in the region. The article highlights the development of education policy in Lithuania from a highly inspirational and spontaneous transformations in early 1990s to more pragmatic and economically grounded reforms in late 1990s and early 2000s. Further integration into the EU evoke new systemic changes in Lithuanian education.  相似文献   

14.
During the 1960s and 1970s, “traditional” secondary educational systems in various Western European countries made way for comprehensive education curricula. In contrast to the reforms within the “intellectual” subjects, the field of physical education (PE) remained largely underexposed in research. This study focuses on PE reform in Belgium, the first country in the world (apart from Sweden itself) to introduce, in 1908, so-called “Swedish gymnastics” in all levels of state public education and, in 1968, the last country apart from Portugal to abandon it. The question arises as to who was responsible for Swedish gymnastics being applied for so long and, ultimately, how and by whom reform was implemented. The results show that the power of the past and the positions of “Swedists” in the Government Inspectorate, universities and professional associations, perpetuated the domination of Swedish gymnastics in Belgian education. The final “dynamisation” of the subject of PE around 1968 did not come about through “revolution” but a “natural” generational transition, whereby a new guard of young government inspectors with a drive for reform took over from their Swedish-minded predecessors. The educational climate prevailing in Belgium at the end of the 1960s facilitated this reform. The state university PE institutes lost their position as pedagogical profile keepers during this process of transformation, while the hidden curriculum of the (Catholic) university institute in Leuven implicitly shaped the educational climate. Further comparative international research into the (changed) profile, position and power of school inspectors in educational reform appears necessary.  相似文献   

15.
In 1965, Raymond Poignant published in Paris, on the initiative of the European Institute of University Studies, a work entitledEnseignement dans les Pays du Marché Commun. This work, which was subsequently translated and published in English and German has become a classic of its kind. The initial idea was to compare the structures and relative degrees of development of the educational systems in the European Economic Community (EEC) countries, the United States of America, the United Kingdom and the U.S.S.R., in order to see how school and university systems in the EEC countries were adapting to the most pressing human, social, democratic and economic requirements of the modern world. This idea originated in the apprehension that, because of the strength of their long educational traditions, the EEC countries might find it more difficult than others to make the necessary adjustments. The conclusions of this initial work in many respects confirmed this apprehension and contributed, at the time, to the development taking place in European educational systems.Under an agreement between IIEP and the European Cultural Foundation, Raymond Poignant is to publish a new work entitledL'Enseignement dans les Pays Industrialisés (Education in the Industrialized Countries), which to some extent carries on from the first but is motivated by other preoccupations.In this second work, which is set in the general context of the studies undertaken by the European Cultural Foundation on European education in the year 2000, the point is not so much to emphasize the quantitative and qualitative differences still encountered in the educational systems of the eleven countries under consideration—Japan and Sweden having been added to the original sample—as to show up some of the most characteristic trends common to their development during the last two decades or the trends of development in the most advanced countries, trends which, by the year 2000, a date so distant and yet so close at hand, may or should develop more rapidly or indeed become general.The author takes the changes noted since 1950 in the eleven countries considered, which he sees as being of some indicative value for the future, and outlines, in conclusion, the directions in which he feels they should continue in the three decades between now and the year 2000. He points out the forces of resistance of every kind which, in the short term, slow down the transformation of educational structures in the various European countries. He also emphasizes the decisive influence which the trend towards a levelling-out in the attitudes of different social groups towards secondary and higher education is likely to have on the dynamics of the development of European educational systems, of which he describes both the uncertainties and the most likely prospects.The European Cultural Foundation and the Nijhoff Publishing House have kindly given their permission for publication in the reviewProspects of a long extract from the conclusions of this work, which concerns future changes in the structure of European educational systems.Maître des requêtesin the Conseil d'État. Rapporteur of the Commission for Educational Planning for the Third and then the Fourth Plan in France (1957–61; 1962–65). Main publications: Education and Development in Western Europe, the United States and the U.S.S.R. (1969); Les Plans de Développement et la Planification Économique et Sociale (1967); Educational planning in the U.S.S.R. (co-author; 1968).  相似文献   

16.

On the one hand this paper is an exploration of how suitable the theories of Pierre Bourdieu and Michel Foucault are to explain educational reform. At another level, the paper tells a story of educational reform in Iceland in the last 25 years ‐ through the Bourdieuean and Foucauldian lenses.

The paper identifies legitimating principles in the discourse on educational reform in Iceland and focuses on the tensions over what counts as capital in teacher education. In short, pedagogy, curriculum theory, educational psychology and other educational sciences signify a discursive pole that is gaining currency at the cost of the capital of the traditional academic disciplines, such as Icelandic, history and biology, which signify the other pole in this spectrum. The paper argues that an epistemology of progress underlying reform often prevents reformers from taking a reflective stance on the historical foundations of their beliefs in educational science; they take for granted that progress and evolution are possible and call for better methods to produce progress.  相似文献   

17.
As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in the dynamic context of post-socialist education transformation processes.  相似文献   

18.
This article examines the center–periphery concept by focusing on the impact of educational transfer from the US to China on teaching reform in China's higher education institutions from the early 1980s to the present. As the scale and scope of the Sino–US exchange expanded, the impact on China deepened. This was especially evident in the transformation of teaching ideas, curricula, teaching methods, and administrative systems. Chinese scholars returning from the US bring with them not only knowledge but also American academic models. While the American experience was one of the most important forces advancing teaching reform in China's higher education institutions, it primarily existed as a kind of external cause rather than a fundamental impetus. This article shows that peripheral countries, even gigantic peripheral ones, should only import educational experiences from the central countries selectively, and not copy those models blindly.  相似文献   

19.
Reflections on the Reform of Higher Education in Central and Eastern Europe   总被引：1，自引：0，他引：1  
Attempting to generalize about the reform of higher education in Central and Eastern Europe since the end of communism is made complicated by the difficulty in identifying clear terms of reference and points of comparison. The area and the higher education systems concerned are far from being homogeneous, for the homogeneity imposed by communism and Soviet domination did not last. When comparing Central and Eastern European higher education systems with those of the West, one is confronted with Western higher education systems that are quite heterogeneous and themselves also going through change. The routes to transition in higher education in Central and Eastern Europe are as diverse as the given systems and countries. The two standard categorizations of Central and Eastern European higher education, exceptionalism and underdevelopment, are inaccurate. Rather, Central and Eastern European higher education should be viewed as fitting into a wider effort to reorient the whole of European higher education towards the knowledge society. In this venture, Central and Eastern European higher education may possess some advantages that are not as prevalent further West.  相似文献   

20.
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition. Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different paths at different speeds.  相似文献   

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