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1.
Todd R. Walton Franz Carrillo-Higueras 《Assessment & Evaluation in Higher Education》2019,44(5):799-819
This article explores the effect university widening participation activities have had in improving access to university of students from rural government-run schools in New South Wales, Australia. An effective effort to evaluate the success of widening participation programs in rural Australia, specifically New South Wales, has not been achieved to date. This article addresses this issue in three distinct ways. First, previous efforts to evaluate widening participation effectiveness are explored and their successes and failings are described. Second, a method to rigorously evaluate university-run outreach programs in Australia’s unique socio-cultural context is constructed and explained. Third, this method is employed using a sample of Australian rural schools to evaluate outreach effectiveness. A mixed-method design combining multilevel growth models and in-depth interviews of careers advisors revealed teacher support of university outreach presence in schools did not necessarily translate to an opinion of outreach effectivity in raising university access levels. This was supported by quantitative analyses showing widening participation efforts in rural New South Wales have had little to no effect on the progression of rural students to university between 2010 and 2016. 相似文献
2.
《Journal of Vocational Education & Training》2012,64(3):265-284
ABSTRACT This paper examines selected reform efforts in technical and technological education from a comparative perspective. The similarities and differences between reforms in selected countries – Brazil, Canada, Germany, Great Britain, Indonesia, Malaysia, Singapore, Sweden – are analysed to determine major world‐wide trends. Lessons are drawn which should be useful for nations contemplating reform of their education and training systems. Particular attention is focussed on the time taken to complete reforms effectively and the need for long‐term approaches, relationships between educational reforms and industrial development, the interdependence of reforms affecting general, technical and vocational education, regional co‐operation and the decentralisation of national decision‐making. 相似文献
3.
Many countries are introducing major educational changes to prepare their students to meet the challenges in a knowledge economy
and enhance the country’s competitive edge. This paper discusses recent educational changes in Singapore using the framework
of decentralised centralism proposed by Karlsen (2000). The paper explores the dynamics of change in the initiation, content, levels and simultaneity of the decentralisation process
in Singapore since 1997. The paper further analyses the ideological roots of the decentralisation policy through a discussion
of the tension between the functionalist and liberal forms of education in the Singapore context. The discussion adds to existing
literature on the tensions and challenges faced by countries in their attempts to introduce educational changes in their countries. 相似文献
4.
Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
5.
N.V. Varghese 《International Journal of Educational Development》1996,16(4):355-365
Decentralisation of educational planning continues to be a major concern in India. The District Primary Education Programme (DPEP) is one of the recent efforts in this direction. This paper closely scrutinises various steps initiated under the DPEP to promote decentralisation of educational planning in India. The analysis in this paper shows that the DPEP initiatives have succeeded in overcoming existing constraints on decentralisation by developing planning machinery and competency and by ensuring resource availability at the district level. The DPEP experience also shows that centralised decision making in certain areas in the initial stages may become necessary to promote decentralisation efforts in the long-run. However, to sustain the decentralisation process, it is important to progressively reduce the domains of centralised decision making. 相似文献
6.
Yusuf Sayed 《Compare》1999,29(2):141-152
The policy of educational decentralisation has in recent times become a key aspect of educational restructuring in the international arena. The decentralisation of educational control and decision‐making is also evident in discussions surrounding educational restructuring in South Africa and has been expressed in the call for greater community and parental participation in schooling. This move towards greater devolution and participation in schooling increased in momentum after the elections of 1994 and was sanctioned with the passing of the South African Schools Act (SASA) in November 1996. In an attempt to understand the move towards educational decentralisation, this paper examines the rationale and likely implications behind such a policy in the South African context. The paper argues that educational decentralisation in the South African context may result in greater educational inequities along the lines of class rather than race. The paper cautions against unqualified commitment to educational decentralisation in countries in transition. 相似文献
7.
Chris Taylor Caroline Wright Rhys Davies Gareth Rees Ceryn Evans Stephen Drinkwater 《School Effectiveness & School Improvement》2013,24(4):590-613
ABSTRACTThis paper considers the role that schools have in determining whether school leavers participate in higher education or not. It examines the association between schools and university participation using a unique dataset of 3 cohorts of all young people leaving maintained schools in Wales. School “effects” are identified, even after controlling for individual-level factors, such as their prior attainment, socioeconomic circumstances, ethnicity, and special educational needs. Schools appear to have a particular “effect” on the likelihood that a young person enters an elite university. However, the findings suggest the concept of a school “effect” on higher education participation is not straightforward – schools appear to have different levels of effectiveness depending on the gender of the young people and the nature of their higher education participation. These findings are considered within the policy contexts of school effectiveness and widening access to higher education. 相似文献
8.
《Africa Education Review》2013,10(3):431-452
AbstractThis paper examines the collaborative relationship between principals and School Governing Bodies (SGBs), and how this impacts on the management of financial resources in public schools. In South Africa, educational trends such as decentralisation, the shift of responsibility in roles, community involvement, building of partnerships and accountability in schools resulted in changing associations and patterns of interaction amongst participants in schools. Collaboration may be viewed as central to each of these trends. As principals and SGBs grapple with the demands of managing their schools’ financial resources efficiently and effectively, it is important to reflect on the collaborative relationship that society expects of them. Principals are required to cultivate processes of authentic collaboration in order to empower SGBs on school governance. It is thus imperative for schools to initiate and maintain a collaborative relationship between principals and SGBs, through mutual trust, teamwork, collaborative decision-making, open-communication and co-operation. Using a qualitative research paradigm, we determined the perceptions and experiences of school governors on their collaborative efforts in managing the school financial resources. This study revealed, amongst others, that many SGB members were unclear about their roles and functions which resulted in serious conflict situations and accountability implications. 相似文献
9.
Yusuf Sayed 《Compare》2002,32(1):35-46
This paper examines the democratisation of education in South Africa within the context of the policy of educational decentralisation with regards to key policy texts, namely, the South African Schools Act (SASA) and the National Norms and Standards for School Funding (NNSSF). It begins by exploring the concept of decentralisation with specific reference to the notions of democratisation and participation. This leads to an examination of these concepts within the South African context. The final section examines the policy impact of participation and democratisation in relation to the powers and functions of School Governing Bodies (SGBs) by considering four illustrative examples, namely, religion, language, admissions and teacher employment. The paper concludes by considering the policy gap between policy rhetoric and practice in relation to attempts to entrench democracy and participation, and enhance participation at the school level. 相似文献
10.
Hauke Bartels David Geelan Christoph Kulgemeyer 《International Journal of Science Education》2013,35(14):2024-2048
ABSTRACTMeasuring teachers’ skills to carry out the complex tasks required in teaching is an important means of evaluating the effectiveness of teacher education but remains a challenging activity to conduct in practice. It is necessary to optimise approaches for usability and effectiveness along a continuum from low-effort and low-authenticity measures such as paper-and-pencil tests to high-effort, high-authenticity measures such as extended classroom observations. The first part of the paper reviews a range of efforts toward measuring the competencies of teachers and other professionals in carrying out the tasks that make up their work. These include performance tests such as computer-based simulations or simulations using actors, as well as the use of tasks requiring participation in or responses to video vignettes. Video vignette approaches typically have been less interactive than performance tests and interactivity is seen as a desirable feature. A novel framework for developing performance-oriented testing is then outlined. The second part of the paper exemplifies this framework in relation to providing explanations in physics classrooms. The development of a novel test instrument following the framework is described, and findings on construct validity are presented to support the applicability of the presented approach. 相似文献
11.
采用SCL-90对福建省某高校2015～2019年连续5届共9238名农村生源大学新生心理健康状况进行测查与分析。结果表明,农村生源大学新生心理健康总体状况并不比城镇生源差,但强迫症状和恐惧两个因子得分较高;女生心理健康水平总体低于男生,在强迫症状、焦虑、恐惧、精神病性因子方面较为突出;来自独生子女家庭的学生有更高焦虑、偏执倾向,且焦虑水平高于全国青年均值;来自非完整家庭的学生有更高抑郁、焦虑倾向,且焦虑水平也高于全国青年均值。基于研究结果,建议要将积极心理学的理念融入到农村大学生心理健康教育中,以生为本提升学生心理健康自助能力,不断健全和完善心理健康教育工作体系,深化“学校—家庭—社会”三方联动,以进一步提升农村生源大学生心理健康教育工作质效。 相似文献
12.
《The Journal of educational research》2012,105(5):374-376
ABSTRACTPresent federal education policies promote learning in science, technology, engineering, and mathematics (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in mathematics and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels. Several STEM-relevant variables show a significant association with effectiveness in mathematics and science, including STEM teacher turnover, calculus and early algebra participation, and mathematics and science instructional indices created from survey items in the data. Surprisingly, a negative association between students’ STEM course participation and success in STEM is consistently documented across both states, in addition to low participation of underrepresented minority students in successful schools in STEM. 相似文献
13.
Education reforms in Cambodia: issues and concerns 总被引：1，自引：0，他引：1
Charlene Tan 《Educational Research for Policy and Practice》2007,6(1):15-24
This paper discusses the key issues and concerns in the Cambodian government’s efforts to implement three priority education
policies for 2006–2010: ensure equitable access to education; increase quality and efficiency of the education services; and
promote institutional development and capacity building for decentralisation. This paper identifies the prevailing problems
of low enrolment, high dropout rates and high repetition rates of students in public schools. The paper further explores some
concerns which may hinder the government from achieving the desired outcomes in the priority policies: the high opportunity
cost of schooling; the heavy education costs due to teachers charging informal fees from students; and the localised socio-cultural
setting where transparency, accountability and meritocracy are difficult to achieve. 相似文献
14.
论远程学习者的努力管理 总被引：1，自引：0，他引：1
努力管理是自我管理的重要构成，也是学习策略的一个具体表现它是远程学习者在学习活动中的主体性精神体现。一般说来，远程学习者的学习成效主要归因于自身的努力，努力管理与学习成效之间具有显著的正相关。本文根据自我管理理论和Mckeachie等人关于学习策略分类的框架，从信念、归因、勤勉、意志、内省和自我强化等方面，讨论了努力管理的内涵与方法，以期为远程学习者的努力管理提供理念与实践的参考、 相似文献
15.
Shoko Yamada 《Compare》2014,44(2):162-185
A School Management Committee (SMC) is an administrative tool adopted in many developing countries to decentralise administrative and financial responsibilities at school level, while involving local people in decision-making and making education more responsive to demands. I question the assumption linking administrative decentralisation and popular participation. There is a long-lasting tradition in Africa of schools built and run through local initiatives, even in the absence of governmental education services. Instead of seeing SMCs as a means to promote community participation and evaluating its effectiveness, I investigate people’s motivation to commit to education and the social dynamics beyond the institutionalised framework of SMCs. I also shed light on factors that cause differences in the extent and form of participation. 相似文献
16.
Mullikottu-Veettil Mukundan Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,4(1):223-243
The decentralisation of educational administration has been widely advocated as a strategy to promote local participation in education. However, the fact that this advocacy has a long history raises the question why decentralisation has not been achieved in more educational systems. The answers to this question are many and complex. Among them are difficulties with the implementation of reforms. The present study examines some of these difficulties in Kerala State, India. It determines that although Kerala has a strong reputation for political participation, the rhetoric of decentralisation in the educational sector has not matched the reality there. The lessons to be learned in this context have wide implications for the theory and practice of decentralisation in education. 相似文献
17.
Mukundan Mullikottu-Veettil Bray Mark 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):223-243
The decentralisation of educational administration has been widely advocated as a strategy to promote local participation in education. However, the fact that this advocacy has a long history raises the question why decentralisation has not been achieved in more educational systems. The answers to this question are many and complex. Among them are difficulties with the implementation of reforms. The present study examines some of these difficulties in Kerala State, India. It determines that although Kerala has a strong reputation for political participation, the rhetoric of decentralisation in the educational sector has not matched the reality there. The lessons to be learned in this context have wide implications for the theory and practice of decentralisation in education. 相似文献
18.
Ikuko Suzuki 《Compare》2002,32(2):243-259
Participation, a 'buzzword' in social development in both developed and developing countries, has several different interpretations in terms of purpose, form and implication. For instance, parents are encouraged to participate individually in choosing the school for their own children, and they are expected to participate collectively in school development through the work of school governing bodies. Furthermore, participation in education is often considered to be a means of assuring accountability of decentralised institutions. This paper explores the notion of parental participation in school governance, based on data obtained from field research in Uganda. It argues that parents' perceptions of the accountability of the school affect the way they participate in education. Thus, accountability is one of the crucial factors for realising local democracy through decentralisation. 相似文献
19.
Cherie Hawkins 《The Australian Educational Researcher》2014,41(5):565-583
Adolescent aspirations have been extensively researched, particularly in the contexts of higher education and the workforce. This paper extends research by exploring how the educational and career aspirations of rural adolescent girls relate to their other future goals. It demonstrates how exploring aspirations, both within and outside of the contexts of higher education and the workforce, enables a deeper understanding of various adolescent aspirations and the interconnections between them. This paper draws on a qualitative study with adolescent girls living in the Cradle Coast region of Tasmania-a rural and remote region where access to a wide range of educational resources and experiences is limited in comparison to those available in metropolitan centres. The paper responds to recent participation policy in Australia that implies young people from rural locations are lacking in aspiration. The article demonstrates that despite rurality, the girls in this study have many aspirations, including those for higher education. It discusses how having many and quite varied aspirations influences the girls’ decision making and planning around their futures. The paper shows that it is the balancing of many future goals that influences educational and career decision-making, rather than low aspirations. 相似文献
20.
Sharon Stein 《高等教育研究与发展》2020,39(1):156-170
ABSTRACTIn response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to ‘Indigenise’ their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I examine these developments and suggest that most institutions and individuals have yet to face the full extent of their complicity in colonisation. I argue that perhaps it is only by doing so, and thus, arriving at the impossibility of reconciliation, that a transformation of settler–Indigenous relationships might be possible. 相似文献