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1.
Using the Education Watch household survey database, this paper explores children’s access to pre‐school education in Bangladesh. Participation in pre‐school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over‐aged children in pre‐school education made the gross enrolment ratio as high as 30.5%. However, over half of the four to five year olds at school were actually enrolled in primary school and not in pre‐school. Moreover, 71% of the four‐ to five‐year group were out of school. Only a third of the four‐ to five‐year‐old children enrolled in schools had the opportunity to attend the English‐medium kindergartens or NGO‐run non‐formal schools, both of which provide better quality pre‐school education. Urban children, especially those with educated parents and from more privileged socio‐economic backgrounds, were more likely to have access to pre‐school education. The lack of a common pre‐school curriculum seems to have created further inequity among children at this very early age. An educational policy targeting poor and socially disadvantaged children with support from both the state and current pre‐school providers is urgently needed to provide four‐ to five‐year‐old children appropriate education for their needs. 相似文献
2.
Chowdhury A. Mushtaque R. Nath Samir R. Choudhury Rasheda K. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):601-619
Although equity is a desirable objective of any form of development intervention, including education, not many studies dwell upon this important area. Information on related trends is even more rare. This essay uses field-level data from Bangladesh to examine equity levels and trends in primary education, including enrolment and quality of learning, focusing on equity for different gender, urban or rural, economic and ethnic groups. The study shows that while some disparity between girls and boys has been eliminated, girls are still far behind boys in terms of learning achievement. Children belonging to poorer families and ethnic minority groups lag behind the respective dominant groups in terms of both enrolment and learning achievement. At the same time, there have been some improvements for hitherto excluded groups such as rural girls and children of the poor. These changes are attributed mainly to 'positive discriminatory' steps taken by the government and non-governmental organizations in favour of such groups. If this trend continues, Bangladesh can look forward to establishing itself as a more equitable society than it is now. 相似文献
3.
Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children
complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped
to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity
of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels
of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and
how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article
addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly
significant at present, as the government is about to implement a new national education policy and design a five-year national
development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary
education by 2015. 相似文献
4.
Continued discrimination towards, and exclusion of, children with special needs, combined with the high dropout rate of students from socio-economically disadvantaged backgrounds, creates considerable pressure on the inclusive education (IE) reform initiatives of developing countries. To minimise the challenges to implementing IE reform policies into classroom level practices, education systems need to apply strategies which are contextually useful. Bangladesh has introduced a number of policies and acts to support IE reform in regular schools. In the past, there were few and limited empirical studies in the context of primary education, which focus on IE. Recently, a number of studies conducted in Bangladesh have identified some contextual issues underpinning IE implementation. This paper reports on three such doctoral studies that investigated issues related to the implementation of IE policy in primary schools in Bangladesh. This paper focuses on the implications of the major findings of those studies. It is expected that the contextual evidence and implications of the findings will help primary education development programmes implement IE policy more successfully. 相似文献
5.
6.
This paper considers the relationship between knowledge production and primary education policy making in Bangladesh. It investigates the form of discussions and dialogues that have taken place between policy makers and researchers and considers how these have shaped the nature of the evidence policy makers have used in different periods. The paper also attempts to assess the implications of the shifting forms of relationship between policy and knowledge production for strategies to introduce universal primary education and improve its quality. The paper itself is an example of some of the themes it examines. It has emerged out of discussions taking place in the research committee of the Bangladesh Directorate of Primary Education (DPE) and Primary and Mass Education Division (PMED). (See Figure 1.) This committee, established as part of the DFID funded ESTEEM project [1], brings together officials from DPE and PMED with education researchers from Bangladesh's universities and consultants appointed by ESTEEM. An aspect of the work of the research committee has been to consider what kinds of knowledge are useful in the implementation of policy. In summary we argue that, except for an early period after the War of Independence, there has been little open dialogue between researchers and policy makers in Bangladesh. Policy has been much more closely shaped by the changing forms and values of educational administration in central government and in large NGOs than by 'scientific' forms of research and knowledge production or by the debates these might provoke. Research and education policy development have been the preserve of elite groups closely connected to central government. Very little research has been undertaken independent of government or commissions from large NGOs. However, in different periods researchers have participated in policy formation in different ways and there are indications in the present period that the views of researchers and policy makers are beginning to diverge somewhat with some more critical commentary being published. We map the history of these changing forms of participation in order to reveal aspects of the context in which successive policies have been formed. 相似文献
7.
Active participation of Brazilian civil society, coupled with the 2007 education development plan launched by the Brazilian government, provides an interesting example of the influences of the Dakar Goals. The two domestic initiatives share the same name, spirit and direction proposed in Dakar 2000. Here we analyze changes in the Brazilian policies and indicators related to the Dakar Education Goals. Since they were promulgated, we note: (1) an increase in enrolment over the relevant period; (2) access to primary education was nearly universal by 2000; (3) numbers of over-aged youth and adult students declined considerably during the period, but access did not expand; (4) illiteracy has been falling at a rate which, if sustained, will enable us to meet the goal; (5) gender discrimination was not apparent in Brazil; (6) most pupil proficiency indicators have deteriorated progressively from what was already a low standard. In summary, quantitative indicators did improve over the period while most qualitative indicators worsened. 相似文献
8.
Yvonne M. Martin 《教育政策杂志》2013,28(5):593-609
This paper presents the results of an investigation of policy‐making (from 1872 to 1994) about teacher education in British Columbia, Canada. Its primary focus is threefold. First, it outlines the administrative structures established for the administration of teacher education. Second, it identifies the major issues and concerns considered by the major commissions and reviews of teacher education and the changes which have resulted over time. Finally, it distills the lessons which might be learned from the past. Major conclusions include: that a clearly articulated philosophy of teacher education has taken second place to the mechanics of teacher education; that political control sublimated the need for the development of clearly stated policy, and change over time appears to have been mandated by legislation rather than developed from local and institutional initiatives. 相似文献
9.
Konstantin Timoshenko 《European Journal of Education》2011,46(3):397-414
In the last 30 years, major changes have taken place in the public sector worldwide under the rubric of New Public Management [NPM]. The education sector is perhaps one of the key areas drawing an intense interest and discussion in the wake of NPM. The Russian State seems to be no longer an exception to this global trend. In line with this, the Russian education sector was declared as a large-scale top priority national project in the late summer of 2005, which was aimed to help raise the living standards of each Russian citizen. This empirical paper seeks to reveal the major institutional and legal changes taking place in Russian higher education over time. This insight is vital as it points to the contexts in which Russian public universities operate. To make the acquaintance of a system of Russian higher education, this research sketches its evolution. It commences from the Soviet era to the present time, highlighting the most significant government initiatives. 相似文献
11.
This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended pre-school. Pupils from educated parents and well-off families were more likely to attend. In principle, however, attendance at pre-school did not predict later learning achievement at primary level, but a range of socio-demographic, school-related and additional educational factors did have an impact. It is concluded that further research is warranted to examine the quality of pre-school provision offered in Bangladesh and the qualifications of professionals working with young children in these centres. 相似文献
12.
Lena Gumaelius Monica Almqvist Anna Árnadóttir Anders Axelsson J. Alberto Conejero José P. García-Sabater 《European Journal of Engineering Education》2016,41(6):589-622
ABSTRACTSince the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students. 相似文献
13.
The focus of this paper is on the relationships between social origin, participation in tertiary education (enrolment, drop-out,
enrolment at second level and post-tertiary education) and occupational instability among university graduates in a recent
period of university and labour market reforms (the differentiation of higher education due to the “Bologna process” and the
flexibilization of employment contracts). In the first part of the paper we review these institutional reforms, discussing
how they have changed the structure of opportunities and constraints for students and graduates. In the second part we analyse
data from several cross-section waves of the Upper Secondary Graduates Survey and the University Graduates Survey which cover
both pre- and post-reform cohorts. Results from logistic regression models show a slight decline in the association between
parents’ education and enrolment in tertiary education, whereas there is a reduction and a new increase of inequality in drop-outs.
We also find remarkable effects of parents’ education on enrolment in post-graduate courses, but smaller on the risks of having
unstable jobs and both are mainly stable over time. Only a slight reduction of the role of social origin in university participation
and in the transition to the labour market took place, but it seems not to be too closely connected to the specific reforms
which occurred in the 1990s. 相似文献
14.
Colette Murphy Peter Neil Jim Beggs 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):415-430
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively. Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools. Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives. Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004. Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science. Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not. 相似文献
15.
Manuel Romano 《欧洲师范教育杂志》2002,25(1):11-17
The political context in which European co-operation activities in education are taking place has recently changed significantly. After the Lisbon Council, which set it as a strategic goal for the European Union to become the most competitive and dynamic knowledgebased economy in the world and recognised the important role education and training play in this respect, these fields gained a new political importance. Teachers will undoubtedly be at the front line in meeting these challenges. And the Commission will have to take into consideration initiatives in the field of teacher training and other education staff, reiterating the importance that the Commission attaches to them all, as a key factor for the development of quality education in Europe. 相似文献
16.
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels. 相似文献
17.
Within the differentiated forms of education provision, this paper intends to inquire into the causality governing the relation between the use of vouchers in education and an increased enrolment segmentation or student sorting. It does so through a comparative analysis of the quasi-market reform in Chile and the quasi-monopoly system in place in Argentina. Although from a national perspective these two countries have faced very different decentralisation reforms, they have presently arrived at similar states of their education system in terms of their enrolments' socio-economic segregation. The paper shows that vouchers are not an independent variable but an intervening one within the determinants of socio-economic segmentation. The evidence from Chile and Argentina shows that enrolment segmentation is not a consequence of the introduction of vouchers, and the causal relationship between these two variables is not a clear one. That is, the family school choice decisions brought about by the introduction of systems such as vouchers appear endogenous to a series of factors that determine such choice; factors that that are evidently important in the determination of socio-economic enrolment segmentations in non-voucher systems. This article questions the validity of the highly predominant empirical analyses which take student socio-economic characteristics and school choice decisions as independent determinant variables of student results, and intends initiating further thinking of what really lies behind the inequities in education in developing countries. 相似文献
18.
《International Journal of Educational Development》2004,24(1):23-38
Vietnam’s social policy reforms in the transition to a market economy included the introduction of fees for primary and secondary school in the late 1980s. Using data from the Viet Nam Living Standards Surveys, this paper examines how the increasing costs of education to households have impacted on school enrolment between 1993 and 1998, giving special attention to daughters’ schooling. Data shows that, despite rising costs for education, enrolment rates have increased. A multivariate analysis indicates that, compared to sons, daughters’ school enrolment at ages 11–18 yr is much more responsive to household characteristics. Among poor families, daughters’ schooling is particularly vulnerable. 相似文献
19.
Joseph Patrick Godson Chimombo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,38(3):155-172
Free primary education was introduced to Malawi in 1994, and it led to an increase in enrolment of one million pupils. The present contribution gathers case studies of 10 schools which sought information on the general conditions of communities and schools as well as on enrolment, resources, staffing, absenteeism etc. The results highlight the difficulties of implementing Education for All (EFA). Generally speaking, schools have been poorly supplied by the state. Effectively, many pupils have been marshaled into schools not properly equipped in terms of material and human resources. As a result, EFA in Malawi has been undermined by a persistently large number of pupils who drop out before attaining permanent literacy. Yet providing quality education is more than just a question of resources. From the points of view of parents and pupils, quality education requires relevance to local needs; adaptability to local conditions; and flexibility in addressing cultural obstacles. Overall, as is shown here, it appears that increased access to schooling has been achieved at the expense of the quality of education offered. 相似文献