Following a paper an the Japanese educational system, this study of the Education of engineers in Japan is the result of a joint reflection by the two authors. Both are engineers in a large french company with an international vocation, and they undertook this analysis with full knowledge of the facts. The selective nature of training in Japan is underlined, in relation with numerous industrialized countries, the authors included significant elements of comparison; in particular, a comparative analysis of the output flow shows a coherence, if one takes into consideration the range of competing and complementary programmes.
Cette étude sur la formation des ingénieurs au Japon résulte de la reflexion commune des deux auteurs. Tous deux, ingénieurs dans une grande société francaise à vocation internationale, ont pu élaborer ce travail d'analyse en toute connaissance de cause tant pour le Japon que pour la France. Elle est complétée par une rapide comparaison des formations el des flux pour six pays industrialisés. 相似文献
In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students. 相似文献
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them. 相似文献
Counselor education suffers from a lack of emphasis on evaluation of counselor training programs. In response to this problem, a systems analysis-based approach to evaluation is presented and discussed. The approach, which involves performance testing and system monitoring, has sufficient flexibility to be used in programs with divergent theoretical orientations. 相似文献
Education plays a vital role in addressing the issues associated with the global climate crisis. This paper provides a brief background of the inception of environmental education and reveals that the literature shows that environmental curriculum is not being uniformly implemented in schools. In the interview that follows, Dr Dianne Saxe, former Environmental Commissioner of Ontario, outlines what needs to be done to help our youth understand the complexities of environmental issues. She urges education systems to provide young people with the facts, tempered with clear actions that can be taken to mitigate the effects of climate change. This includes a drastic reduction in the use of fossil fuels by changing the ways we use transportation, produce our food and manage our overconsumption of goods. Dr Saxe believes that students have more influence than they realise and taking action is a critical piece to lessening feelings of eco-anxiety. The climate crisis is most likely our most defining challenge. We do our youth an immense disservice if policymakers and educators do not make environmental education a priority and make sure students are equipped with the knowledge and tools to act. Interviewee : Dr Dianne Saxe is one of Canada's most respected environmental lawyers, with 40 years of experience writing, interpreting and litigating energy and environmental laws. Dr Saxe was recognised as one of the world's top 25 environmental lawyers by Best of the Best 2008. Some of her many honours include the Award for Distinguished Service by the Ontario Bar Association, and the Alumni Gold Key Award for exceptional lifetime professional achievement granted by Osgoode Hall Law School. Dr Saxe was the Environmental Commissioner of Ontario from 2015 to 2019. She was appointed to be the guardian of the Environmental Bill of Rights and to report to the Legislature on Ontario's environmental, energy and climate performance. Dr Saxe is currently heading Saxe Facts, providing strategic advice on climate, energy and the environment. Article Author and Interviewer : Dr Karen S. Acton is an educator with 30 years of experience in both the elementary and secondary panels as a teacher, department head, principal, and at the Ministry of Education as an Education Officer. As a system-level principal, Dr Acton spent 5 years as the Environmental Sustainability Lead for the Upper Grand District School Board, implementing a board-wide Environmental Action Plan to encourage increased sustainability measures and to foster eco-literacy. Dr Acton currently teaches at Western University and consults for Learning for a Sustainable Future (LSF). Her research interests include school leadership, environmental teacher leadership and eco-justice. 相似文献