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1.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher education attainments. These changes are beginning to transform women's views towards education and more women with higher education attainment are entering the labour marker. However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women. Higher education for women has never had the same social impact as that for men. So far as the academic career of women is regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education is a social way of maintaining a sub-culture and traditional gender norms. Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the United States’ inPHP research report (vol. 9, 1995).  相似文献   

2.
This paper takes up the question of the way in which ‘the problem with educational Research’ is represented. It takes as its point of departure two recent views on ‘the Problem’ — one expressed by an educational journalist and one presented by the Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational research and its problems and considers how these arise out of particular dispositions towards educational research and, by extension towards, education itself.  相似文献   

3.
Currently a lecturer in economics in the School of Economics and Finance at the Queensland University of Technology. Previously at the University of New England, Macquarie University and Deakin University in Australia. Taught in Zimbabwe after its independence in 1980. Since returning to Australia, his research into the economics of education in Zimbabwe has been published in a number of international journals, the most recent article, ‘Effective and ineffective secondary schools in Zimbabwe: a preliminary study’ (with John Fisher) will appear inInternational studies in educational administration. His other research interests include the economics of crime and corrections and correctional education.  相似文献   

4.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective, as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena: the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers, in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase their own awareness of the European context—not simply the national context—in which they work. They need also to develop perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage. Original language: English Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling. Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include: ‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998). Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995). This article consists of reflections on recent research presented at the European Conference on Educational Research by the joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association.  相似文献   

5.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms need to be created at the institutional level to manage diversification of the higher education system as a whole.  相似文献   

6.
Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’
Zusammenfassung BILDUNG FüR ALLE UND DER NEUE VERTRAG ZUR ENTWICKLUNG – über die letzten zehn Jahre hat die Errungenschaft allgemeiner Prim?rbildung unter der ein wenig irreführenden überschrift ,Bildung für alle’ (Education for All/EFA) in internationalen Foren als ein Zentrum für Diskussionen und Aktionen stetig mehr Beachtung gefunden. Die vorliegende Untersuchung wirft einen kritischen Blick auf die Entwicklung von Einigkeit in Bezug auf EFA innerhalb der internationalen Gemeinschaft. Der erste Abschnitt dieses Beitrages bietet einen überblick über ,Bildung für Entwicklung’ in der Form, in der das Konzept aus dem 20. Jahrhundert ererbt ist. Der zweite Abschnitt beschreibt, was sich im Kontext der Rhetorik und der Praxis einer solchen ,Bildung für Entwicklung’ ver?ndert hat. Der letzte Abschnitt stellt Reflexionen über zwei Fragen an: Warum ist EFA nun über internationale Rhetorik hinaus zur Umsetzung fortgeschritten, und was kann uns unsere Erfahrung mit EFA über die Aussichten für multilaterale Verh?ltnisse und globale Lenkung im 21. Jahrhundert sagen?
Resumen EDUCACIóN PARA TODOS Y EL NUEVO PACTO PARA EL DESARROLLO – A lo largo de la última década, el objetivo de lograr una educación primaria universal bajo el título un poco equívoco de “Educación para Todos” (EPT) ha impulsado permanentemente los foros internacionales como foco de debates y de acción. El presente estudio echa una mirada crítica a la evolución de un consenso en cuanto a la EPT dentro de la comunidad internacional. La primera parte de esta contribución provee una visión sinóptica de la ‘educación para el desarrollo’ en la forma en la que este objetivo se ha heredado del siglo XX. La segunda, describe qué es lo que ha cambiado en el contexto, la retórica y la práctica de esa ‘educación para el desarrollo’. La parte final reflexiona sobre dos interrogantes: ?Por qué la EPT no ha pasado de la retórica internacional a la acción?; y ?Qué nos puede decir nuestra experiencia con la EPT sobre las perspectivas de multilateralidad y gobernabilidad global en el siglo XXI?
Résumé L’éDUCATION POUR TOUS ET LE NOUVEL ACCORD DE DéVELOPPEMENT – Durant la dernière décennie, la réalisation d’une éducation primaire universelle, sous la rubrique quelque peu trompeuse de l’? éducation pour Tous ? (EPT) a continuellement donné une impulsion aux forums internationaux en étant au centre de la discussion et de l’action. La présente étude jette un regard critique sur l’évolution du consensus à propos de l’EPT au sein de la communauté internationale. La première section de cette contribution offre une vue d’ensemble de ? l’éducation pour le développement ? selon la forme qui nous a été léguée par le XXe siècle. La seconde décrit ce qui a changé dans le contexte, la rhétorique et la pratique d’une telle ‘éducation pour le développement’. La dernière section est une réflexion sur deux questions : ‘Pourquoi l’EPT a-t-elle maintenant dépassé la rhétorique internationale pour favoriser l’action’ ; et ’Que peut nous apprendre notre expérience de l’EPT à propos des perspectives du multilatéralisme et du gouvernement global au XXIe siècle ?’

The author: Karen Mundy is Associate Professor and Canada Research Chair in Global Governance and Educational Change at the Ontario Institute for Studies in Education of the University of Toronto, where she also directs the Comparative, International and Development Education Programme. Her research focuses on educational change in sub-Saharan Africa, the evolution of international governmental and non-governmental organizations in education, and the politics of foreign aid to education. Contact address: Canada Research Chair in Global Governance and Comparative Education, OISE-University of Toronto, 252 Bloor Street West, Toronto, Ontario, Canada. M5S 1V6, E-mail: kmundy@oise.utoronto.ca.  相似文献   

7.
Éric Binet 《Prospects》1999,29(3):444-454
Conclusion Her brief experience of paediatrics and her subsequent discovery of psychoanalysis gave Fran?oise Dolto access to a therapeutic practice enabling her to apply ethical principles that were in conformity with her view of the human person. This path led her to develop a prophylaxis, put to the test in various institutional projects, with a ‘socializing’ or ‘educational’ value. Psychoanalysis thus not only enabled her to bring the light of ethics stemming from it to bear on the therapeutic process, but also stimulated her in her educational and spiritual activity. It was, no doubt, that feature of her thinking that prompted Dolto, in her relations with others, always to use speech for the benefit of the person by calling or recalling each person to his or her archaic desire. This is perhaps the origin of what prompted in her readers and listeners that jubilant enthusiasm so decried thereafter. There is a paradox here between the rejection of any claim to set standards and any imitation, and the power to attract an extensive readership or audience that ‘imitated’ and ‘set standards’, and, above all, was not steeped in the ethical convictions that she alone knew to be essential to any application of her ‘advice’. The very inner distinctiveness of her therapeutic, educational and spiritual action no doubt explains the absence, as Dolto saw it, of pupils to whom she might have taught the essence of her practice, since her subjectivity—the sense of her genius, her faith—is not something that can be taught. Original language: French éric Binet (France) Clinical psychologist in the public child welfare department of the département of Hauts-de-Seine, Paris, and mother and child welfare service for the City of Paris. He is also an instructor at the National Childhood and Family Institute, Centre d'Innovation et de Recherche dans le Champ Social, Paris. He is at present working for a doctorate in the educational sciences at the Université Lyon II, under Professor Guy Avanzini, and completing a thesis on the educational thinking of Fran?oise Dolto. I wish to thank Colette Parcheminier, who is in charge of the association ‘Archives et documentation Fran?oise Dolto’ [Fran?oise Dolto: records and documents], for her invaluable assistance in this work.  相似文献   

8.
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable.  相似文献   

9.
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities or technology institutes, and these graduates are not representative of the diversity of the South African population. As a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly ‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity of South African society, and enable them to contribute meaningfully to its reconstruction and development.  相似文献   

10.
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Nguyen-Thi Xuan ThuyEmail:
Claudia Mitchell’s (Canada)   research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa)   is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam)   doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam.  相似文献   

11.
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis.  相似文献   

12.
Although there has been dramatic economic development in parts of Asia approximately one-third of the Asian population live in poverty. In response to the persistence of poverty a new international development assistance model supported by the Asian Development Bank, the World Bank and many other international agencies is emerging with a major focus on alleviation of po paper will examine educational implications of the new model in one of Asia’s poorest countries, Lao Peoples Democratic Republic. Attention is given to: (1) the changing social, economic and policy contexts within which Lao education functions; (2) the strategic concepts associated with the model of poverty reduction; (3) two potential scenarios of propoor educational change; and (4) assessment of the feasibility of each scenario in increasing the equality of educational and social opportunities for the poor.  相似文献   

13.
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s higher education institutions that can be incorporated into their recruitment strategies for international students.
Elisa L. ParkEmail:
  相似文献   

14.
Visual aspects of 12 collections of children’s writing that were published in South Africa between 1986 and 2003 are considered. The covers, illustrations, facsimiles of original writing and artwork, fonts, colours and author credits create images of childhood and youth and provide clues to the purposes for which the collections were made and published. Spanning the period from the last days of apartheid to today’s modern, democratic country, they provide an unusual insight into the changing place of the young in South African society. Elwyn Jenkins is Professor Extraordinarius in the Department of English Studies, University of South Africa, Pretoria. His publications include Children of the Sun: Selected Writers and Themes in South African Children’s Literature (Ravan, 1993), South Africa in English-language Children’s Literature, 1814–1912 (2002), and contributions to The Cambridge Guide to Children’s Books in English (2001) and The Oxford Encyclopedia of Children’s Literature (2006).  相似文献   

15.
The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students?  相似文献   

16.
Learning to ‘become somebody well’: Challenges for educational policy   总被引：1，自引：0，他引：1  
This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves, and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’ but because not all elements are given equal value within our current policy frameworks.  相似文献   

17.
The article examines Cate Tiernan’s ‘Wicca’ series. This series and the ‘Circle of Three’ books by Isobel Bird explore the experiences of teenage girls who embrace the pagan religion, Wicca. The texts reflect the growing interest in spirituality expressed by many young people and extend the literary representation of witchcraft. Tiernan produces stories of spiritual growth entwined with fantasy and romance. The series operates within a moral and religious framework that allows girls to feel positive about their bodies and their sexuality and acknowledges the complex moral decisions many young people face. Christine Jarvis is Dean of Education and Professional Development at the University of Huddersfield. She worked in community, adult and further education before moving into teacher education. Her doctoral thesis at the University of Leeds examined the educational uses of popular romantic fiction and she has published work on education and popular culture, romance, teen fiction and Buffy the Vampire Slayer.  相似文献   

18.
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher education represents an attempt at social repositioning.  相似文献   

19.
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’, and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with advanced statistical methods.  相似文献   

20.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’ cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects of human nutrition is presented in this paper. Specializations: educational technology and the teaching-learning process, public understanding of science and technology. Specializations: educational technology, mathematics education.  相似文献   

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