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1.
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
  1. The nature of the professional domain of special education assessment;
  2. The emergence of competing definitions of special educational need and good practice;
  3. The concern for professional and administrative accountability;
  4. The concern for the rights of users of special education provision;
  5. The politicisation of special education through the development of interest groups;
  6. The market relations between supply and demand in special education provision.
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2.
Asian students in increasing numbers have over the postwar period decided to go overseas for tertiary education, and an increasing proportion of those overseas students have selected the United States as their place of study. Eight elements of the changing context of Asian-American relations are identified which influence the Asian preference for American higher education:
  1. The improving Asian-American political links
  2. The increased volume of Asian-American economic exchange
  3. The sharp increase in Asian immigration to the United States
  4. The increasing similarity in the structure and content of Asian and American educational systems
  5. The absorptive capacity of American higher education
  6. The quality of American higher education
  7. The complementarity of Asian demand and American supply
  8. The opportunities provided in American higher education to cover educational costs through part-time work
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3.
The ILO's World Employment Programme, launched officially in 1969, constitutes the major contribution of the International Labour Organisation to the Second Development Decade in the area of employment objectives and policies. The general aim of the World Employment Programme (WEP) is to provide concrete and specific guidelines to policy-makers and planners on policies and measures which enable them to choose those development strategies which have a greater weight attached to productive employment creation, and to assist in their implementation. The following activities have recently been undertaken to give practical effect to the World Employment Programme. First, so-called comprehensive employment strategy missions have been sent to Colombia, Ceylon, Iran and Kenya (ILO, 1970, 1971, 1972a, 1972b). In the light of a definition and diagnosis of the employment problem in these countries, these missions have proposed a long-term strategy based on fundamental changes in key areas of development policy, including education and training. They have also drawn up an immediate programme of action to face the most urgent problems. Second, regional teams have been established in Latin America and Asia, and several subregional teams are in the process of being constituted in Africa. Set up with a view to making a comprehensive investigation of employment problems in the countries of the region and assisting them in formulating employment policies and programmes, they are keeping under review the progress and obstacles encountered and identifying needs for further direct assistance. Third, a major research programme has been launched. The principal elements of the WEP's research programme are the following major projects which are currently being carried out or are about to start:
  1. population and employment;
  2. technology and employment;
  3. income distribution and employment;
  4. education and employment;
  5. international trade and employment;
  6. urban employment problems; and
  7. feasibility of emergency employment schemes.
This article gives a brief account of the insights already gained and the work under way in the area of education and employment.  相似文献   

4.
This survey presents the essentials of a study concerning problem solving ability in children aged 12–13. It forms part of a large project concerning the impact of calculators and computers in school mathematics and the consequences for certain basic abilities. The contents of the survey are in brief:
  • ? definition of problem solving ability;
  • ? test construction;
  • ? interviews;
  • ? supplementary investigations.
    •   相似文献   

    5.
    Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:
    1. How do we educate the right thing as well as educate the right way?
    2. Which ambient conditions must be met?
    3. Which preliminary actions have to be taken and implemented?
    4. Which tools, methods and instruments do we need?
    5. How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?
      相似文献   

    6.
    This study is concerned with the problem of perspective planning of education. First it considers the underlying conception of the educational system, indicating what are the essential factors in Hungary's national education. The authors then seek, by means of a systems theory conception to give this education a place in society, and in civilization — bearing in mind that national education is “a system of relative independence”. From here they go on to examine the patterns imposed by planning for perspective development. An important section examines planning as a process and considers it as an essential concomitant of the strategy of development in the following phases:
    1. the politico-scientific process of formulating the conception.
    2. the process of checking the continuing validity of the conception.
    3. the decision-making process by which the conception is accepted.
    4. the process of initiating and implementing the conception.
    The thinking of practitioners of national education may come to regard planning as a permanent and continuing activity. A method of planning the process of continuing-development must be created on three levels, that of the great corporations concerned, that of regional directors, and that of experts in educational practice.  相似文献   

    7.
    As the only institution of higher education in Kuwait offering a four-year degree program, Kuwait University is expected to provide its society and its rapidly changing labor market with professionally trained Kuwaiti nationals in fields requiring up-to-date scientific and technical knowledge. Its location in the Arabian Gulf region requires KU to honor and preserve the Arab and Islamic tradition. Thus, the success of KU graduates in the job market and in society will depend on a combination of scientific knowledge and appreciation for local and regional values. With the introduction of the graduate studies program, KU is on the threshold of becoming a major institution of research and scholarship. With this step forward, KU increases its responsibility to offer a diversified academic program designed to meet the specialized manpower requirements of Kuwait as a major commercial center in the Middle East. To evaluate its programs, KU established the Center for Evaluation and Measurement in 1977 which introduced the Course and Instructor Evaluation project, and later expanded its activities through the KU Academic Evaluation Committee, to include program evaluation. The office of the Vice-Rector for Research was established in 1981 to encourage, support, and develop scientific research activities at Kuwait University. At present, KU has fully realized the importance of educational reform. A few of the issues, identified in this paper, can be outlined as follows:
    1. The need for an admission policy to recruit more students competent in general subject matter knowledge as well as in English proficiency, and to assign them fairly to the subject areas of choice.
    2. The need to design a research oriented curriculum with stronger emphasis on general education as required of an undergraduate studies program rather than stressing professionalism.
    3. The need for an instructional program that deemphasizes students' total reliance on memorization and examinations for completing course requirements.
    4. The need to improve instructional and research facilities, as well as make them available to students and to train students in their proper use.
    5. The need to reappraise employment conditions for non-Kuwaiti teaching staff providing them with job security and career certainty.
    6. The need for an administratively and financially independent KU, and long-range plan for a campus to accommodate the increasing number of students, faculty, and support staff.
    fa]This report is based on studies conducted at the Center for Evaluation and Measurement and on the status reports of several foreign consultants, members of the KUAE Committee, who evaluated various departments. The author has highlighted those issues and added his interpretations in various areas of the academic program dealing with admission and recruitment of students and their career preparation, as well as curriculum, instruction, faculty, research, facilities, and introduction of graduate studies at Kuwait University.  相似文献   

    8.
    This article discusses the role of the university in Japan's technological and industrial development. In the first part the historical development of the university in terms of technological and industrial development is treated in four sections, as follows:
    1. 1868–1886 - higher education and Westernization;
    2. 1886–1914 - Japan's industrial revolution and the university;
    3. 1914–1945 - industrial development between the wars and the expansion of the university;
    4. 1945-the present - the new university system and post-war industrial progress.
    In the second part of the article some of the problems observed in the above historical treatment are discussed under the following headings: Westernization of a non-Western society, coordination between education and industry, the government and freedom of the university, and nationalism and internationalism. Throughout the whole period of development, the university in Japan has played a crucial role in introducing Western science and technology into Japan and in training the personnel necessary for technological and industrial progress. While the university has to be given credit for this important contribution it has to be noted that the state itself made an equally important contribution by ensuring that industry was coordinated with the university. Such initiatives on the part of the state did, however, raise questions about the academic freedom of the university. The Japanese university thus played an important part in terms of the development of the national interest; it has, however, been criticised recently for being less ready to develop that spirit of internationalism which the modern world requires.  相似文献   

    9.
    Two basic points are made in this article:
  • -We must make a choice whether we ‘isolate’ people from or ‘include’ people in our communities. Including people is the only viable option.
  • -The key to ‘including’ people is with the very people we most often label as ‘the problems’. These ‘problem people’ can help generate answers when we learn how to listen, and when we offer genuine learning opportunities and valid partnerships with those who have been ‘missed’ and discarded.
    • Examples from various Frontier College programs illustrate these points and elaborate the central philosophy of the College (Student Centred Individualized Learning — SCIL), which is based on the beliefs that:
  • -All are welcome
  • -All belong
  • -All can learn
  • -All have contributions to make
    • The programmes are focused on ‘literacy’, which is a great deal more than reading and writing — it is about what kind of society we want. Literacy is a tool for ‘inclusion’ in communities. It is hard work, and includes love and tears, grief and joy, families and friends. It is based on the Right to Learn, and builds dignity, self esteem and choices.  相似文献   

    10.
    Strategies implemented by 12–13 year olds to solve electricity problems are examined. Three factors account for observed strategies:
    1. type of problem representation, itself dependent on the knowledge base;
    2. cognitive personality dimensions;
    3. form of problem statement.
    Individual interviews were conducted. Each problem statement contained a perceptual ‘trap’ designed to induce contradictory responses. Strategies were coded for accuracy, latency, justification and control. Five types of problem solving strategies were observed:
    1. a strategy based on misconceptions such as the vanishing current model;
    2. a similar strategy but greater verbalization of doubt;
    3. rush to use formulas;
    4. sequential analysis of circuit;
    5. application of principles learned in class.
    Analysis shows that the target problems fell into two classes: problems that triggered automatic (canonical or calculatory) responses, and problems which were much more disruptive. The latter differentiated students who could handle contradictions and control their responses. Mention is also made of difficulties caused by the signified/signifier relationship.  相似文献   

    11.
    Is it possible to specify teaching situations and to control their effects on students' learning? This general question is essential regarding the scientific character of research on mathematics education. It especially concerns the teacher's role in the class: can she ensure sufficient fidelity to a predefined scenario? This question is of special importance in the case of an experimental scenario the design of which is the result of a collaboration between a researcher and a teacher. This is considered here in the context of two case-studies. These case-studies exhibit two types of factors which tend to hamper fidelity in reproducing a given scenario:
  • - first, constraints on the teacher resulting from the didactical system: time constraints, success of the teaching process;
  • - second, teachers' conceptions about mathematics and learning. These results are considered with reference to prior research on didactical transposition and teacher's beliefs.
    •   相似文献   

    12.
    This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine:
  • — How their competence in counting and numeration evolved during this period.
  • — What the mechanisms of this evolution were.
  • — What role school learning played.
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    13.
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    14.
    Guidance and counselling services, which were introduced to Nigeria in 1959, have recently undergone rapid growth. While the approaches of the formalized guidance services have been largely Western, traditional means of approaching an individual's problems have always existed within Nigerian communities. This article identifies areas of traditional counselling that might be used alongside those of the Western system. The special areas examined were those of mural guidance, vocational counselling, marriage counselling and emotional counselling. Findings include the following:
    1. Every adult in the society who possesses relevant experience in any problem area is capable of playing the role of a counsellor at least for that particular problem.
    2. An individual who is considered in need of guidance is invited into counselling.
    3. The early knowledge that work is essential for every adult provides individuals with appropriate skills of choosing satisfying vocations.
    4. Individuals proposing marriage undergo counselling.
    5. Divination offers a reassuring approach to counselling situation.
      相似文献   

    15.
    This study investigated how Israeli teacher-counselors view their actual performance and what it is that teacher-counselors themselves feel should be their ideal roles. Counseling services were introduced into the educational system in Israel in 1960. Due to the fact that there was an urgent need to help students in their vocational plans and with their learning difficulties (Klingman and Ajzen, 1978), supervisors in The Ministry of Education suggested that teachers who have at least three years of teaching experience start a two year in-service training program in order to prepare them as specialists in helping pupils in the elementary schools plan for their future. A second objective was to help exceptional children with their learning problems. These goals caused the teacher with two years of special training to add a new role to his/her educational and teaching role. This dual role has been called ‘Teacher-counselor.’ In 1960, thirty four teacher-counselors started their work in different schools in Israel. Their major work was concentrated on disadvantaged children and with 7th and 8th graders helping them with their learning difficulties. To prevent overlapping with other helping professions and confusion concerning this new profession, a follow up study was conducted by Malinovski and Malinovski (1964) in order to define the role of the teacher-counselor. They have defined it to include eight activities which teacher-counselors were found to be involved with:
    1. Help students adjust to school and community.
    2. Help students reach self-understanding.
    3. Provide information needed for vocational plans.
    4. Help students understand their interests, values, and aptitudes.
    5. Help students in human relationships.
    6. To be a consultant for teachers and other professional workers.
    7. Help parents in decision making concerning vocational plans for their children, and assist them in coping with behavioral problems.
    8. Referral to special institutions when needed.
    Since its origins in 1960, school counseling in Israel has been developed rapidly. This is reflected especially in the increasing number of teacher-counselors (43 teacher-counselors in 1964 to 800 teacher-counselors in 1976 and to 1366 teacher-counselors in 1981). Teacher-counselors now work not only in the Ministry of Education but also in the Ministry of Labor providing vocational services to teenagers who dropped out of school and who are encouraged to work and learn at the same time. As mentioned earlier, originally teacher-counselors were certified teachers who were selected after three years of experience in teaching and then they participated in a two-year program of in service training to become teacher-counselors. This state of affairs did remain for long. Soon after the introduction of the counseling services, universities responded to the newly created need and developed academic programs (for B.A. and then M.A. degrees) in counseling education. This evolution in training programs took place in the mid 1960's and brought a new sense of professionalism to the field of counseling. Until the mid seventies, universities limited admissions to counselor training to only those candidates who were already certified teachers with at least three years of experience. Currently, admission is not limited to teachers only but includes ‘fresh’ in-experienced students who can be admitted when they qualify on two criteria: Academic achievement and personality variables. The latter development has two significant meanings. First, the quality of students has become higher as they are selected from a larger population. Second, it is well known in Israel that for the teaching profession there exists what is called in Israel ‘negative selection: the less able go to teacher training seminaries to become teachers. Thus, by limiting admission to programs of training counselors only to graduates of these seminaries, the educational system's weaknesses were perpetuated. By widening the range of potential candidates not only has the quality of students and departments greatly improved, but also the educational system has gained much from these highly able counselors even though they are less experienced.  相似文献   

    16.
    The purpose of this two-part article is to point the way towards more sophisticated educational technologies with specific reference to educating the disadvantaged. In Part I, after summarizing some of the current problems in educating the disadvantaged, a new theory of structural learning is proposed and relationships between this theory, educational technology, and curriculum development are made explicit. This conceptual framework then is used as a basis for planning curriculum development in education. Part II shows in more detail how this plan may be applied in the real world with special reference to three specific projects:
    1. An efficient and self-instructional way to diagnose and teach the basic arithmetical skills of addition, subtraction, multiplication, and division.
    2. A systematic way of teaching children how to read critically based on a behavioral analysis of the process in terms of logical reasoning.
    3. A plan for in-service teacher education which deals with mathematical processes (as opposed to content).
      相似文献   

    17.
    The author has a thorough knowledge of the educational scene in the USA. His critical analyses of the “modern” educational theories developed by J. Holt, H. Kohl, Ch. Silbermann, I. Illich and others, and of their — as yet unresearched — application to institutionalized learning and socialisation processes provide very informative insights into the on-going discussion on reform, even outside his own country. Stopsky points to four factors which have had a pronounced influence on the objectives, direction and progress of curriculum reform:
    1. The student movement and the stimuli it generated in the civil rights movement and the relations with the “Third World”.
    2. The subculture of youth, accompanying this protest movement and partly caused by its lack of success, with its typical phenomena of drug consumption and social disintegration.
    3. The disappointment at the failure of the propagated educational reform to establish, e.g., equality of chances and improve the quality of life, and the effects of raising the standards of performance demanded of under-privileged pupils by means of drastic restrictions on admission and entrance examinations implying social selection for higher educational courses.
    4. The development of “anti-curricula” in the form and content of “open” or neohumanist education. The favourable reports on experiments with these “pupil-centred” curricula in British schools created a fascinating response from teachers and pupils in the USA, but most colleges rejected the innovation as being anti-intellectual and decided in favour of a “competency based” or “performance based” curriculum.
    In this future-oriented paper F. Stopsky attempts to free school from the odium of suffering individual oppression and the resulting fear of the pupils, and to turn it instead into a place where children and adults will work without repression.  相似文献   

    18.
    The aim of this research is to study on-line written production in children. Twelve seven year old children and twelve eight year old children were asked to compose two texts (a narrative and a report). They were filmed as they wrote in order to investigate the temporal caracteristics of their composition (pauses, rates…). The results show three main findings:
  • - the rates increases from seven to eight year old.
  • - pauses times varied according to the syntactic organisation of the next sentence.
  • - longer pause times are localized after punctuation marks and before connective.
    •   相似文献   

    19.
    The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekögskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:
    1. Faculty development programs and training for administrators
    2. Perfecting communication channels, and
    3. Improving instructional efficiency through such means as an instructional resource center and an educational development team on each campus to encourage new ideas on improving instruction.
      相似文献   

    20.
    In the article three parts of classroom conversation are studied with respect to the linguistic interference between teacher and pupils. Special attention is given to the reference of words and symbols of teacher and pupils. Some conclusions are:
  • - In classroom conversation we may consider the references of speech act as one of the basic features of learning.
  • - For succesful transfer of references between teacher and pupil, it is necessary that they are handling the same referential frameworks. Those frameworks are very fundamental in every day speech (‘form’ and ‘color’).
  • - Differences in references between teacher and pupils may lead to blockages in the learning. Sometimes they result in learning that is an imitation of teacher behaviour.
  • - To avoid these unwanted effects of learning, the teacher has to ensure that learning takes place within the everyday language of the pupils. So he will have to stimulate the pupils to explicate by themselves what they perceive and what they think.
    •   相似文献   

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