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1.
Christine Panchaud Melissa Stillman Kofi Awusabo-Asare Angélica Motta Estelle Sidze 《Sex education》2019,19(3):277-296
The successful implementation of comprehensive sexuality education (CSE) programmes in schools depends on the development and implementation of strong policy in support of CSE. This paper offers a comparative analysis of the policy environment governing school-based CSE in four low- and middle-income countries at different stages of programme implementation: Ghana, Peru, Kenya and Guatemala. Based on an analysis of current policy and legal frameworks, key informant interviews and recent regional reviews, the analysis focuses on seven policy-related levers that contribute to successful school-based sexuality education programmes. The levers cover policy development trends; current policy and legal frameworks for sexuality education; international commitments affecting CSE policies; the various actors involved in shaping CSE; and the partnerships and coalitions of actors that influence CSE policy. Our analysis shows that all four countries benefit from a policy environment that, if properly leveraged, could lead to a stronger implementation of CSE in schools. However, each faces several key challenges that must be addressed to ensure the health and wellbeing of their young people. Latin American and African countries show notable differences in the development and evolution of their CSE policy environments, providing valuable insights for programme development and implementation. 相似文献
2.
Mónica E. Pini Jorge M. Gorostiaga 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,37(1):427-443
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.
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries. 相似文献
4.
Children with disabilities are one of the many groups of children still not enrolled in primary education in developing countries. However, their educational exclusion and right to education are now receiving more policy attention. This paper reviews some of the key issues and challenges in relation to disability, education and development: definitions and data, policies, service delivery and finance, and capacity development. Drawing on a review of education sector planning and provision in 28 developing countries and other literature, the paper makes comparative reference to policy and practice in a number of developed and developing country contexts. 相似文献
5.
This article discusses the European Union's ongoing campaign to create a common European Higher Education Area against a set of comparative results on the current state of university education within the envisioned area. Our data on 25,000 university graduates from ten European countries reveal both similarities and differences between these countries in the relationships between education and the world of work, degree structures, actual study duration, quality of education, and student mobility. Our results show that university education is interwoven with various social, cultural and economic factors. There are various national peculiarities that have evolved over decades in response to the problems thrown up by the expansion of higher education. Therefore, in order to be successful, pan-European higher education policy has to take into account the constant functional and institutional diversification of 'mass higher education' as well as the persistent cultural differences and regional inequality within Europe. 相似文献
6.
《Higher Education Policy》1997,10(2):137-143
Many developing countries are in the process of restructuring their higher education system to meet their nation's socio-economic development. As their educational budget is not unlimited, working with international educational institutions has become one of the attractive solutions to improve the quality of their education and to make it relevant to meet their nation's educational demand for economic development. This paper identifies some key issues which have prevented the Vietnamese higher education system from serving effectively its country's open-door policy and provide necessary recommendations to help Vietnam overcome its short-comings and weaknesses. The issues identified together with recommendations, on the other hand, may help some educational policy makers from developed countries select their fields of assistance or cooperation as well as to establish their long term educational strategies to deal with developing countries such as Vietnam. 相似文献
7.
Kirsti Karila 《European Journal of Education》2012,47(4):584-595
The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model. 相似文献
8.
高等教育学费和学生资助政策 总被引：1，自引：0，他引：1
在高等教育投入的多元化趋势中,伴随着高校收费政策的实施,学生资助问题成为国家宏观教育政策关注的重点领域.本文在国际高等教育投入和学生资助模式比较分析的基础上,对我国高等教育学费和学生资助提出政策建议.争取除学费外的其他社会投入应成为中国进一步筹措高等教育经费的重点;在确定高等教育学费时应兼顾培养成本和人均收入水平;同时要建立和完善多元化的学生资助体系. 相似文献
9.
As nations worldwide strive to compete in a globally interconnected knowledge society the importance of innovative forms of education is being increasingly recognized. In doing so, many education systems look to comparative and international experience for guidance and inspiration. Malaysia aims to become a regional hub for high quality education and economic creativity by 2020, and educational reform is seen as a central component in this strategy. This article examines the key factors, at home and abroad, that have influenced changes in the Malaysian education policy context. It then documents the origins, nature and development of one contemporary educational innovation – the Malaysian Clusters of Excellence Policy. Conclusions reflect upon the place and potential of this key initiative in supporting broader development goals designed to transform the nation into a leading knowledge society within the Southeast Asia region. 相似文献
10.
Christopher Taylor 《Environmental Education Research》1998,4(2):201-215
This study presents the results of an international comparative study (based on secondary analysis techniques) into the status of environmental education (EE) in primary education in 10 southern and eastern African countries. The study concludes that the current provisions for EE in primary education in the countries sampled are insufficient for the comprehensive development of national programmes. The major barriers to the further development ofEE include inadequate provisions for EE in education policy, deficiencies in teacher training in EE and a lack of instructional materials. The study recommends that the most important step towards improving the status of EE in primary education in the region is the inclusion of EE in education policy, combined with the development of a mechanism that would facilitate policy implementation. 相似文献
11.
The distribution of educated populations across age groups and the relative shares of population with different levels of attainment appears to be an important factor when it comes to explaining and predicting economic growth patterns both across developing countries and over time. A series of studies unveil the key role that complementing primary education with secondary schooling plays as a determinant of economic development. Here, we model the macroeconomic impact of the playing out of three different education-specific policy/investment scenarios (interacting with population dynamics). The model suggests that the Least Developed Countries would derive great economic benefits from increased investment in education, especially post-primary, as they move towards a post-MDG agenda. 相似文献
12.
The purpose of this paper is to develop a conceptual framework for a comparative analysis of Higher Education policies that enables us to investigate the explanatory power of structural characteristics of politico-administrative systems. The policies that are studied aim at improving the efficiency and quality of institutional performance. The paper focuses on policy trends in higher education in the eight countries in the study. It discusses how the literature on comparative political and administrative systems can help formulate assumptions about public policy making and policy change. The ideas that are developed are then applied to public reform policies in general and in the area of higher education in particular, followed by a test of the assumptions on available data on reform outcomes in the countries involved. The data indicate that a comparative politico-administrative perspective is potentially useful with regard to explaining cross national variation in higher education reform policies in Europe. 相似文献
13.
Dame Pearlette Louisy 《Compare》2004,34(3):285-292
An enduring tenet of the comparative education tradition is the significance of cultural context, of the distinctive features that characterise a society or social group. The close link that has been established between culture and development has prompted Caribbean leaders to place more emphasis on an appreciation of the region's cultural assets, and to find ways of translating these into economic wealth in the international market place. This is particularly challenging in an increasingly globalised environment where knowledge is considered the primary resource. While the Caribbean's capacity for facing the dilemmas of difference is thought to give it some comparative advantage, one of the key challenges for its educational policy‐makers is how to provide a quality education that is sensitive to the ‘local’ context while remaining responsive to the demands of the ‘global’ market. To meet these challenges, the Caribbean is revisiting traditional concepts of ‘knowledge’ and initiating comprehensive reforms aimed at refashioning its education systems to prepare an internationally competitive labour force and to promote the region as a global partner in international policy‐making. 相似文献
14.
《Journal of moral education》2012,41(2):173-198
Discussion about values education has begun to dominate the educational policy agenda in a number of countries over the last 5 years. Of particular relevance are questions on what to teach, how and why. This discussion seems to be more prominent among those countries undergoing vigorous political, economic and social change. In the last few years, Mexico has intensified its active search for democracy and invigorated its march toward modernisation. Both of these intentions have proven to have important influences on the values the Mexican state and educational policy makers see as necessary to be transmitted via education. Simultaneously, Mexican identity, which has evolved relatively consonant with the aims of a centralised and hierarchical state and in line with the principles of the 1910 Revolution, is being continuously challenged by internal as well as external forces. In this article we describe a study designed to understand the approaches to Mexico's values education as a particular instance of a larger comparative project to explore values education in a globally dynamic context. After describing Mexico's political economy, we present the current policy and approaches to values education in general and in the regions included in the Mexican study in particular. We present the findings from a survey to policy makers and educational élites and show regional differences and similarities. We discuss findings from other country contexts to contrast them with the Mexican findings in selected areas. We conclude with a discussion on how this study may help initiate a policy dialogue on values education in Mexico. 相似文献
15.
高等教育的国际化:外国学生政策之比较分析(续) 总被引：1，自引：0，他引：1
高等教育的国际化主要可以由学生、教师、课程及研究这四个方向来进行。由于国际学生的流动人数庞大,其消费构成价值数百亿美元的市场,因此招收外国学生不只有利于长期政治、经贸关系的耕耘。国家竞争力的提升,更是重要的外销服务性产品,故工业先进国家和区域性组织将之视为既是高等教育、也是政治和经济的重要策略。为了进一步了解高等教育国际化的内涵与策略,本文由高等教育国际化的历史发展、高等教育国际市场的类型与规模切入,并分析欧盟、荷兰、澳洲、日本和马来西亚等国的相关政策。透过比较研究,本文指出高等教育国际化具有多重目标、留学生选择留学国家时考虑多重因素,因此为了完成高等教育国际化的特定目标,各国／区域组织必须选择对应策略。值得注意的是,高等教育国际化固然有其重要性,但是过度重视招收外国学生也可能带来负面影响。 相似文献
16.
高等教育的国际化:外国学生政策之比较分析 总被引：13，自引：0，他引：13
高等教育的国际化主要可以由学生、教师、课程及研究这四个方向来进行。由于国际学生的流动人数庞大 ,其消费构成价值数百亿美元的市场 ,因此招收外国学生不只有利于长期政治、经贸关系的耕耘、国家竞争力的提升 ,更是重要的外销服务性产品 ,故工业先进国家和区域性组织将之视为既是高等教育、也是政治和经济的重要策略。为了进一步了解高等教育国际化的内涵与策略 ,本文由高等教育国际化的历史发展、高等教育国际市场的类型与规模切入 ,并分析欧盟、荷兰、澳洲、日本和马来西亚等国的相关政策。透过比较研究 ,本文指出高等教育国际化具有多重目标、留学生选择留学国家时考虑多重因素 ,因此为了完成高等教育国际化的特定目标 ,各国 /区域组织必须选择对应策略。值得注意的是 ,高等教育国际化固然有其重要性 ,但是过度重视招收外国学生也可能带来负面影响 相似文献
17.
‘Delayed participation’ in higher education (HE) is an increasingly important feature of modern HE systems in many countries. Despite this, surprisingly little empirical research has been undertaken seeking to better understand levels of delayed adult participation in HE across Europe. The present article responds to this gap by analysing country-level data on delayed adult participation in HE across 15 European countries and by modelling associations between participation levels and a range of theoretically derived economic, social, demographic and systemic factors. The findings suggest that there is considerably more cross-national variation in levels of adult delayed participation and that prevalent typologies of HE, such as Trow’s, fail to give recognition to the importance of delayed participation. The modelling work finds that social and demographic factors exhibit relatively strong associations with delayed participation in HE. This questions the pre-eminence of economic factors within much of the academic literature, policy discourse and policy activity. 相似文献
18.
《Critical Studies in Education》2013,54(3):253-271
In the education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers’ accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame education reforms in European countries.This article analyses the way NPM has been constructed as a global education policy, and its adoption and re-contextualization into the Spanish education context. This article shows that the reasons for adopting NPM are not so different from those prevailing in other countries where these policies have been implemented before. Counter-intuitively, although NPM is a reform programme traditionally initiated by conservative governments, in the Spanish education field, as also happened in other Central and Northern European countries, it has been adopted and regulated with social democratic governments. In all these countries, social democrats have tended to embrace NPM as an attempt to address the legitimacy crisis of the welfare state and of public services in particular.Nonetheless, in Spain, the NPM reforms have been re-contextualized and regulated in very uneven and paradoxical ways. For a combination of political, institutional and economic reasons, the final form adopted by the NPM approach is far from the model advocated by the international community and is deeply contradictory.Our arguments are based on intensive fieldwork that include, on the one hand, interviews with key education policy-makers and stakeholders and, on the other, document analysis of policy briefings, press releases and legal documents. 相似文献
19.
《Higher Education Policy》2000,13(1):99-117
Program diversity in academic systems has become an important goal of higher education policy in many countries. Policy makers assume that a diverse academic system will better satisfy public preferences and needs and lead to greater social and economic benefits for society. While these assumptions adopt a recognizably economic perspective, very little of the literature on program diversity in higher education applies economic theory or methods as a means of framing relevant research. The article suggests that an economic perspective would define and measure academic diversity in terms of program innovation in academic institutions, not only in teaching, research and public service activities, but also in the processes of production and markets served. An economic perspective can also provide valuable theoretical frameworks for exploring the important question as to whether and how markets or governments affect program innovation in higher education. 相似文献
20.
赵勤 《成都教育学院学报》2007,21(6):17-19
随着世界各国高等教育收费政策的纷纷出台,学生贷款制已成为学生资助的主要形式,世界各国对高校学生的贷款政策略有不同.文章主要从各国高校贷款的对象、贷款的方式、贷款的管理与申请、贷款的用途与规模及贷款的偿还等方面进行比较分析,以求为我国学生贷款制度的发展提供一些经验. 相似文献