公平与积极的反歧视:印度义务教育均衡发展策略透析     

阚阅 《比较教育研究》2011,(8):60-64,81

印度自摆脱殖民统治实现独立以来,面对由不平等社会制度而导致的义务教育发展不均衡的困境,印度政府秉持社会正义和教育公平的思想,强调补偿性和积极的反歧视(affirmative action)原则,在学校基础设施、教师配置、学生支持等方面采取了一系列政策措施,力图保障所有人都能够享有平等的教育机会,促进义务教育在区域、群体和校际间的均衡发展。印度政府在促进义务教育持续均衡发展方面的探索、举措和实践对广大发展中国家不无借鉴和参考意义。  相似文献   

Prevalence of child abuse in school environment in Kerala,India: An ICAST-CI based survey     

《Child abuse & neglect》2017

Very few studies focus on childhood abuse in developing countries and only a small fraction of such studies explicitly deal with abuse in a school environment. The purpose of this study was to estimate the prevalence of sexual, physical, and emotional abuse in a school environment in a developing country. Abuse history was collected using the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child Abuse Screening Tool – Children’s Institutional Version (ICAST-CI). Demographic variables were also collected. Student supportive measures were provided both during and after the survey. 6682 school attending adolescents in Thrissur, Kerala participated in this cross sectional self report study. One year and lifetime prevalence of physical (75.5%, 78.5%), emotional (84.5%, 85.7%) and sexual (21.0%, 23.8%) abuse was high. Abuse was considered to be present even if an individual item from these three categories was reported. Most abuse was reported as occurring ‘sometimes’ rather than ‘many times’. More males than females reported being victims of abuse; figures for one-year prevalence were: physical abuse (83.4% vs. 61.7%), emotional abuse (89.5% vs. 75.7%), and sexual abuse (29.5% vs. 6.2%). Various factors significantly increase the likelihood of abuse—male gender, low socioeconomic status, regular use of alcohol and drugs by family member at home, and having other difficulties at school. Children tended to report abuse less frequently if they liked attending school and if they always felt safe at school. The results highlight the urgent need to address the issue of abuse in the school environment and minimize its impact.  相似文献   

Blending in: reconciling feminist pedagogy and distance education across cultures     

Anu Aneja 《Gender and education》2017,29(7):850-868

Distance education’s mandate to expand outreach to those with limited access to higher education makes it a particularly welcome mode for non-traditional women learners. Feminist pedagogy, which has tended to privilege the classroom space in the learning experience, has stopped short of a wholehearted acceptance of distance education which relies heavily on self-study and has become increasingly defined by technology aided learning in recent years. Despite this conflicted relationship, their shared democratising mandate and learner-centric approaches have made it possible to envision a rapprochement between the two. This has been aided by a revised understanding of ‘distance’, a dislodging of real/virtual dichotomies and an exploration of ‘hybrid’ spaces in the interest of feminist goals. After mapping these developments on an international canvas, I explore a similar reconciliation in the context of developing countries, specifically India. Here, I argue that despite the significance of democratisation, challenges posed by consumerist trends in mass-based open education call for suitable strategies, including a re-adaptation of the ‘hybrid’. Using the example of a ‘blended approach’ programme, I attempt to show how contextualised innovations may help to sustain the partnership between feminist pedagogy and Open & Distance Learning. It is hoped that such an illustration, despite its limitations and specificity, may provoke other experimentations in diverse socio-cultural contexts.  相似文献   

印度高等院校中的双语教学问题及其启示   总被引：2，自引：0，他引：2  

安双宏  耿菲菲 《比较教育研究》2007,28(3):64-68

本文研究印度高等教育中英语、印地语和地区语言的使用情况,分析双语教学问题对印度高等教育质量的影响,希望能对教育国际化背景下的我国高等教育如何避免民族语言的"失语症"问题提供参考.  相似文献   

Sexual and reproductive health education attitudes and experience in India: how much support is there for comprehensive sex education? Findings from an Internet survey     

Lucia F. O’Sullivan  E. Sandra Byers  Koumari Mitra 《Sex education》2019,19(2):145-161

This study assessed the extent to which an Internet-recruited sample of residents of India was supportive of the provision of comprehensive sexual education in school in a country where youth sexual health is poor. We sought to determine whether attitudes differed for those of varying demographic backgrounds (age, sex, education level, religion), the extent of support for comprehensive coverage, the school or age levels deemed appropriate for delivery, and whether own sex education history influenced support. We conducted an anonymous online survey with 1140 Indian adults using crowdsourcing methods. We found widespread support for the provision of sex education to youth in India among members of our largely well educated, middle-class sample. However, most participants believed sex education should be provided relatively late (i.e., in mid- to late-adolescence). Few opposed sex education altogether and attitudes were not predicted by background, own school-based sex education, or parent-child communication about sex. Less than one-third of participants endorsed the coverage of all topics, indicating that support for truly comprehensive coverage was not strong. However, the findings counter politicised efforts to ban sex education by state leaders despite the availability of a progressive, comprehensive curriculum offered by the Central government.  相似文献   

CFTR Gene Mutations and Asthma in Indian Children: A Case–Control Study     

Pratibha Dixit  Shally Awasthi  Nutan Maurya  Sarita Agarwal  M. Srinivasan 《Indian journal of clinical biochemistry : IJCB》2015,30(1):35-42

Cystic Fibrosis Trans membrane conductance regulator (CFTR) gene is an asthma susceptibility gene. In the present study we investigated the possible association of CFTR gene mutations in Indian asthmatic children as compared to controls. The study included 250 asthmatics and 250 age and sex matched controls. Case to control ratio for sample size was 1:1. Genotyping was performed for 24 CFTR gene mutations by ARMS-PCR and PCR–RFLP method. Among 24 CFTR gene mutations, heterozygous allele of R553X mutation was found in 4 (1.6 %) asthmatic cases and 2 (0.8 %) controls. Value of FVC and FEV1/FVC ratio were significantly lower in heterozygous individuals (p value <0.05). No significant difference was observed in the genotype and allele frequency of R553X mutation (OR = 1.339, 95 % CI = 0.755–2.374, p value = 0.685). Furthermore, all wild type homozygous alleles were observed in remaining 23 CFTR gene mutations. Our data concludes that R553X mutation was not significantly associated in Indian asthmatic children.  相似文献   

基于系统动力学的印度能源及煤炭需求情景预测     

吕涛  张美珍  雷强 《资源科学》2015,37(6):1199-1206

随着印度能源和煤炭需求的增加,中印两国的能源竞争将日趋激烈,正确预测印度能源和煤炭需求增长趋势对于中国国际能源战略制定具有非常重要的意义。综合印度社会、经济、产业结构等因素对一次能源需求量的影响和经济、社会发展实际,构建了能源需求预测的7种情景,利用系统动力学模型预测了不同情境下的能源及煤炭需求量。根据印度经济、社会、能源、煤炭工业发展现状和趋势,考虑印度工业化需求、工业化基础、工业化的资源限制和市场限制,结合其他能源研究机构的预测结果,认为人口中增速、GDP中增速和当前产业结构模式的情景1与人口中增速、GDP中增速和弱工业化模式的情景4是较为可能的情景,根据这一判断,最终预测结果确定为:2035年能源需求量约(17~19)亿t油当量,煤炭需求量约(9~10)亿t油当量。至2035年的20多年里,印度可能成为全球能源消费增长最快和煤炭消费增长最快的地区。  相似文献   

冷战后中国视角下的印度与东盟关系发展探析     

王泽芝 《襄樊学院学报》2010,31(7):15-18,24

自印度＂东向政策＂制定、实施以来,印度与东盟在政治、经济、安全领域加强合作。印度与东盟双边关系的发展会对中国的政治经济、安全形势和外交产生影响。中国应积极客观地看待这种关系,趋利避害、把握机遇,利用中印关系中的东盟因素推动中印关系的发展。  相似文献   

论《印度之行》中福斯特的双重意识     

赵爱青 《三门峡职业技术学院学报》2010,9(4):66-68

作家福斯特在其小说《印度之行》中用两种不同的声音表达了殖民主义和反殖民主义的矛盾思想。通过结合小说写作背景和小说作者的自身因素,分别从这两个不同的思想视角切入,深入研究和分析这种矛盾思想产生的原因及根源,以利于加深对小说中作者矛盾思想的理解。  相似文献   

University teachers＇ approaches to teaching and their pedagogical use of ICTs： A comparative case study of Finland,Japan and India     

Nevgi Anne  Tella Sepp  Nishimura Shoji 《美中教育评论》2010,7(7):1-14

The purpose of this study was to explore what salient characteristics can be found in some university teachers＇ approaches to teaching in Finland, Japan and India, and in what ways university teachers in Finland, India and Japan use ICTs （information and communication technologies） in their own teaching. Furthermore, this study aimed to investigate what ICT applications these same teachers use in their teaching. The data were collected via an electronic survey and interviews. The participants （N=21） were university teachers from Finland （N=8）, Japan （N=I0） and India （N=3）. Their approaches to teaching were explored by applying the ATI （approaches to teaching inventory） and its modified version focusing on the use of ICTs in teaching. The study reported in this paper was a pilot study, thus the results are based on the limited number of respondents. The ATI and ATI ICT subscales and ICT inventory applied in this study have been confirmed to be valid. The university teachers in Japan and Finland differed in their approaches to teaching： The Finnish teachers scored higher on the CCSF （conceptual change orientated, student-focused） approach to teaching than the Japanese teachers, while the Japanese teachers scored higher on the ITTF （information transmitting, teacher-focused） approach to teaching. Two Indian teachers were classified as having a teacher-focused approach to teaching, while the third was classified as having a student-focused approach to teaching. The teachers＇ differences in their use of ICTs related more to their disciplinary status than to their cultural background.  相似文献