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1.
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy.  相似文献   

2.
This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students’ Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students’ perceptions of factors influencing their decisions on international academic mobility. The findings reveal that ‘mobility cost’, ‘quality of host institutions’, ‘future career prospects’, ‘financial aid and employment rate and income in host country’ play leading roles in international academic mobility. Important differences were identified in ‘gender’, ‘major‐ and family‐education background’. Hierarchical multiple regression analysis was conducted to predict the interest in mobility from the external factors. The results indicated that ‘future career prospects’, ‘quality of host institutions’, ‘mobility cost’ and ‘climate environment in host country’ emerged as significant favourable pull factors for Chinese university students' interest in mobility. ‘Geographical distance’ emerged as a significant unfavourable pull factor. ‘Impact from parents’ and ‘language and intercultural training of home institutions’ emerged as favourable push factors. ‘Economic situation of home country’ emerged as an unfavorable push factor.  相似文献   

3.
International schools are commonly depicted in the academic literature and popular press as offering elite educational credentials to an elite, oftentimes international, student body. In this paper, I draw on a case study of a Canadian international school to argue that a new form of international school is emerging in China – one that offers a haven for domestic students from certain competitive and discriminatory features of the Chinese educational system. Fieldwork was conducted at a Canadian curriculum high school for Chinese citizens in Beijing. Most students at the school were internal migrants or children of China’s ‘new rich’ entrepreneurial class; that is, their families had economic resources but occupied precarious social positions in contemporary Chinese society. Analyses reveal that the international school offers a pathway to obtain baseline academic credentials in the absence of other opportunities for progress in the Chinese educational system. Together with evidence of dramatic growth in international schools and tracks in China, this case study suggests the emergence of a new type of international education programme that departs from a picture of international education as ‘elite’ in terms of student body, academic environment, and expected educational trajectories of graduates. The paper also develops our understanding of class and educational strategies in contemporary China.  相似文献   

4.
ABSTRACT

This paper analyses the context, emergence, organisation and curriculum of the school subject known as ‘Culture of Religions’ (Kultura religija), which is given as an example of good practice in the Toledo Guiding Principles of the OSCE. It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today.  相似文献   

5.
The year 2007 was a significant one for the International Baccalaureate (IB) in England and Wales. Several milestones were reached, and the number of schools offering the curriculum reached one hundred. This article charts the growth and development in England and Wales of this continuum of international education and shows how the Diploma Programme, in particular, has reached a fundamental crossroads. On the one hand, the IB looks set for further growth and has the ability to be an influential and respected catalyst for the movement towards international education in curriculum development. On the other hand, the IB is emerging as an elite programme of study alongside other ‘baccalaureate’ curricula and in competition to A level, and other ‘Diploma’ developments. The ability of the IB to be a divisive force is explored.  相似文献   

6.
《History of education》2012,41(1):73-86
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7.
ABSTRACT

Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition.  相似文献   

8.
The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the USA. In the continuation of the madrasa tradition during the Saljuki period under state supervision, along with the modernisation efforts in education since the late Ottoman period, these schools have been revitalised and adapted to the contemporary conditions of educational institutions. At the foundation of these schools, there lay a notion of reconciliation between the ‘traditional’ and ‘modern’. Throughout the years of the Turkish Republic, these schools have constantly become a controversial issue in terms of their number, structure, and student and alumni profiles. Especially after the opening process of the Turkish people and Turkish foreign policies to the world, the issue has become an international one since the 1980s. After the events of 11 September 2001, these schools were offered as an alternative model for madrasas in Muslim countries and therefore drew international attention to themselves.  相似文献   

9.
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation.  相似文献   

10.
The title echoes the well‐known phrase ‘the idea of the university’, and European universities have always been seen as institutions with a strong international dimension, developing according to common patterns. In their case, it was the ‘Humboldtian’ model embodied in the University of Berlin founded in 1810 which prevailed. For secondary schools, the lycées of Napoleon and the German Gymnasien, both taking shape around 1800, share this role. The main features of the lycée/Gymnasium model can be summarized: they were public, secular institutions; they were part of an elite sector with little organic connection with popular education; they were oriented to preparing for higher education, with a predominantly classical curriculum, taught by specialist teachers trained in the universities; and they offered an eight or nine year course culminating in an examination (baccalauréat, Abitur) which came to define a completed secondary education.

Some of these features came from the common European heritage of humanist education, others were due to political and social developments in which all European countries shared — secularization, the growth of the middle class, the impact of the French revolution, etc. But there could be crucial national differences in the timing of such developments, and in the degree to which the values of old and new elites were fused together. One argument of this paper is that the new model long remained an ‘idea’ or conceptual framework rather than a reality, even in its French and German homelands, and that the uniform concept concealed many historical variations. And after around 1870, new moulding forces took over (industrialization, mass politics, nationalism), though these too gave a strong impulse to uniformity.

The new relationship between secondary schools and universities did not become definitive in many countries until quite late in the 19th century. The word ‘secondary’ could be used in different senses, and boundaries could shift. On the one hand, traditional universities had included forms of preparatory general education which the new model defined as secondary and pushed back into the schools. On the other, as in the Bavarian or Austrian Lyzeum, the Dutch ‘illustrious schools’, or the English Dissenting Academies, intermediate institutions had developed which straddled secondary and higher education. Assimilation to the new pattern usually accompanied adoption of the ‘Humboldtian’ university ideal, and took place mostly between 1848 and the 1870s, though sometimes as late as the 1890s. The acceptance of 18/19 as a ‘natural’ age of transition itself needs explaining, and is clearly connected with the history of adolescence

The existence of a network of secondary schools, often as part of state structures which included precise legal definitions of their function, could conceal huge variations in the real role of schools in their local context. Even in a highly centralized system like the French one, historians are discovering the significance of local initiative and adaptation to local needs. In Germany, recent research has shown quite strikingly that the Gymnasien of the early 19th century were both multi‐functional in their curricula, and diverse in their social recruitment. Educating the elite, and giving an intensive humanist education, were only part of the functions of such schools. Historical generalizations have tended to overlook both the mass of pupils who left them at an early stage, and the diversity of the school pattern itself (religious schools in France, modern schools in Germany, private schools in Britain, etc.). Religious, ethnic and linguistic divisions could overlay those of social class. We should also recall that secondary schooling was a market, in which state policy had to compromise with parental preferences and family strategies. Studies of secondary schooling within its urban social and cultural context are one of the most potentially fruitful lines of current research

In the later 19th century, the multi‐functional role of schools diminished as industrialisation both expanded and differentiated the demand for schooling, a process studied by Fritz Ringer and others. It is in this context, perhaps, that the creation of modern forms of secondary schooling for girls is best seen. Within a new variety of ‘tracks’, the humanist secondary school became a specialized and more privileged type, fiercely defended by academic conservatives. Yet there remained close parallels between the various European systems: developments followed much the same chronology, and models such as the German Realschule were closely studied; even Britain was conforming to ‘continental’ patterns by the 1900s. In the age of the nationstate, great‐power rivalry, mass politics, and universal literacy, the training of a homogeneous national elite, an ‘intellectual aristocracy’ to provide stable leadership, became a general preoccupation. Just as this was true of the major powers, so the formation of such an elite through education was crucial to the demands of ethnic minorities now seeking emancipation within the multi‐national empires, as well as linguistic ones within some unitary states. In recent years, theorists of nationalism have emphasized the importance of education for the emergence of the modern nation‐state, and conversely historians of education must see nationalism as a powerful shaping force. This represents one of the ways in which, as in other fields of historical scholarship, interest has swung from the social themes which dominated research in the 1960s and 1970s to cultural and political ones.  相似文献   

11.
Abstract

Education conceives itself as something that cannot end. Pedagogy talks of lifelong learning and teachers would never say that their work is finished just because students graduate. But education must also be planned and must therefore rely on organizations (schools, universities). On this level, education can distinguish between different school levels, between thresholds pupils have to overcome, between before and after, and can name its outcomes (qualifications and titles) – all this depending on the given historical and social context. The contingency of its organizational forms is opposed to the universal necessity of education. The article advances the hypothesis that this contrast is ‘hidden’ by the idea of ‘reform’: the frequency and quantity of organizational changes affecting modern educational institutions has therefore the function of reconciling an endless education with the finiteness of its concrete forms.  相似文献   

12.
Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung’s understanding of violence and peace, paying particular attention to his concepts of structural and cultural violence, peacekeeping, peacemaking and peacebuilding. Secondly, we connect Galtung’s notions of peacemaking to Buber’s philosophy of dialogue, in order to make a case for an ‘epistemological shift’ which might enable individuals and communities to achieve ‘peace’. Finally, we direct our argument to the education context and put forward some concrete proposals for peacemaking in schools.  相似文献   

13.
Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.  相似文献   

14.
Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core.  相似文献   

15.
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.  相似文献   

16.
This chapter explores the processes of privatisation of higher education in Chile (after 1981) and Romania (after 1989), focusing on the emergence of private institutions, the expansion in enrolments in these institutions, and the relative increase in private sources of funding for the post‐secondary sub‐sector. Attention is also given to related trends in higher education in these two countries: domestic marketisation (a strengthening of an orientation toward selling programmes/commodities to students/consumers within the country) and international commercialisation (an expansion of initiatives by domestic and foreign institutions to provide distance education, study abroad/exchange, and foreign site‐based degree programmes). Of importance to an understanding of globalisation, these two societies, which at the time exhibited similar economic systems but had different political systems and were situated in different regional contexts, experienced remarkably similar processes of and outcomes from privatisation, marketisation, and commercialisation. In both cases these processes were promoted by ‘internal’ political actors but also shaped by ‘external’ forces, notably the World Bank's higher education policy recommendations and the conditionalities included in the stabilisation and structural adjustment programmes ‘negotiated’, respectively, with the International Monetary Fund and the World Bank in order to obtain loans. As a result of these processes—occurring prior to and during the emergence of the General Agreement on Trade in Services (GATS) as a component of the World Trade Organization (WTO)—higher education institutions in both Chile and Romania are much more vulnerable to foreign influence/domination, although they also have somewhat greater opportunities to broaden their role in the global ‘business’ of higher education.  相似文献   

17.
Discussion about the place of Shakespeare in education has been given new impetus by two recent developments ‐‐ one, the unique place given him in the National Curriculum, and the other, the rise of critical ‘theory’. The question ‘why Shakespeare?’ is not one which can be avoided these days, but equally it cannot be separated from the question of what is meant by ‘Shakespeare’ in the context of the school. Educational, as well as literary and cultural theories, are involved. Publishers have responded to the National Curriculum require‐ ment with a spate of new or re‐issued editions and resource books. This article reviews the range of approaches to be found in them and so goes some way not only to clarify the questions raised specifically by the use of Shakespeare in schools, but by extension about the value and purpose of teaching literary texts. I have taught Shakespeare in schools, further education, and higher education institutions and to adult groups and am at present responsible for courses on Shakespeare for students preparing to teach in the primary school sector.  相似文献   

18.
In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘international’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, underpin the institutionalisation of organisations. We employ this framework to analyse and illustrate the legitimacy of a school’s claim to be an International School and also to bring to light the challenges that schools face in establishing a legitimate claim to be ‘international’.  相似文献   

19.
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed.  相似文献   

20.
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.  相似文献   

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