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1.
As a study in comparative colonialism, this research attempts to identify similarities and differences in the French and British models of colonial education in Sub-Saharan Africa. Differences in colonial policy were conditioned to some extent by settlement patterns, the role of missionaries and variations in local politics and economies, but also by the moral stances underlying colonial practice. By calling attention to some of the 'signposts' of British and French colonial education policy, this research attempts to contrast British and French ideas about morality and the colonial project in Africa.  相似文献   

2.
During the 1960s, when Cambodia dedicated 20% of its annualbudget to education, a higher education system was put in place for thefirst time in Cambodia's 2000 year history. High quality universities werebuilt in Phnom Penh and in a number of Cambodia's wealthier provinces. Inthe early 1970s, Cambodia entered a long period of civil war. Alluniversities except the University of Phnom Penh were levelled during thesewars and as a result of the Khmer Rouge Regime, the entire education systemwas dismantled. The Vietnamese occupation of Cambodia in 1979 saw animmediate restoration of the education system except higher education. Ithas only been over the last few years that the higher education system hasreceived meaningful support. Although the higher education system requiressignificant local and international financial assistance, the system remainsheavily under funded and unresponsive to alterations in the labour market.This article examines provisions for higher education and discusses theissues, gaps and constraints facing the system in the lead up to the year2000. It notes that despite heavy student and social demand for highereducation, international financiers have not been enthusiastic aboutrestoring the system. This omission is not consistent with developments inhigher education throughout the region.  相似文献   

3.
ABSTRACT

This paper examines the role of the Zimbabwean State in providing education since 1980. The nature of the Zimbabwean revolution, the colonial inheritance in education, the economy and civil society will be used to explicate the failure of the emergent transition state in redressing residual and emergent imbalances within the educational system. A critical theory of the post‐colonial transition state will be used to probe the relationship between the socialist rhetoric of the government and the demands of civil society on the one hand, and on the other, the requirements of local and international capital. It is the interplay and contradictions among these four major actors that is used to show how educational reform is becoming an elusive goal in Sub‐Saharan Africa.  相似文献   

4.
This study analyses the actual and perceived significance of schooling on the lives of rural people in Swaziland. It compares and contrasts the Swazi public's attitudes towards and participation in Western education during the colonial period with the present day. Through interviews with Swazi parents, students and teachers, the study finds that, as during the colonial period, parents feel alienated from the school as an institution. As today's Ministry of Education strives to incorporate a stronger technical aspect to the school curriculum, parents view school as a place primarily for academics. These attitudes are directly related to their keen awareness of the strong correlation between education and modern sector employment. This is particularly notable because now, in contrast to the colonial period, all parents strongly desire a formal education for their children and have high professional aspirations for them.  相似文献   

5.
The French government adopted a policy of raising the education level of young people following a vocational track in response to the growing problems this group was experiencing in entering the labour market. To achieve these ends, a new diploma was created, the 'bac professionnel'. In the French education system, the baccalauréat has traditionally operated as both a level of education and a social barrier. The baccalauréat thus offers its holders both the chance to follow higher-level studies and also access to middle and upper-middle class jobs. In creating a 'bac professionnel', the French government destroyed the barrier between the middle and the working classes and opened the university gates to young people who until then had been denied access. The effects of the policy have meant the 'massification' of higher education, but also a marked loss of clarity in the way upper levels of education and training are organised, and, at company level, the phenomenon of overqualified people in subordinate positions.  相似文献   

6.
The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities. This analysis considers how charters are or are not instances of privatisation in education, showing that the marketised environment they are intended to nurture serves as a route for profit-seeking strategies. In reviewing the research on charter school organisational behaviour and outcomes in marketised environments, I find evidence of de facto privatisation in function if not in form. As charter schools often act like profit-seeking entities, but fail to achieve expected academic and equity outcomes, the concluding discussion considers how these schools are placed between conflicting goals, and serve as entry points for private organisations seeking to penetrate the publicly funded education sector. I conclude that perhaps their most important role is in serving as a vehicle for privatising public policy—diminishing the public while enhancing the position and influence of private interests and organisations in education policymaking.  相似文献   

7.
The following article was written in French as a keynote speech at the IGIP Symposiumat the Biel School of Engineering (University of Applied Sciences, in Biel, Switzerland), held in March 2000. The topic of this symposium was 'Unique and Excellent'. It aimed to show that engineering education cannot really head towards unification, but will reach uniqueness and excellency if there are many different ways of educating engineers. What happens on the spot, in each technical university, in each course, is much more important for excellence than the fact that all curricula can be compared directly at an international level. Owing to the very particular way of educating engineers in France, it was considered most important to learn about this particular organization. André Béraud accepted presenting it to the audience. His contribution had a very lively echo. The text presents a short outline of the history of French engineering education and its very particular ways and means. Engineering is not taught at technical universities but at Grandes Ecoles (Grand Schools), which represent a very high level of education open only to the very best. They will form the élite of the public servants of France, much more than what is generally considered the task of an engineer. In consequence, the education is broadly based with humanities as an important element in it; it is also very scientific, with mathematics and theoretical physics as central topics. The disadvantage of such a system lies in the fact that it is most rigid, not very open to the needs of industry and of foreign students. There have been, however, some changes.  相似文献   

8.
The case of the British colonial education 'lending' policy in Cyprus is very interesting, firstly, because Cyprus possessed cultural characteristics very different from those of almost all the other British colonies (African and Asian) and, secondly, because the colonial policy influenced to a great extent the post-colonial educational structures and practices in the island. This article will show that the British colonial education policy applied in Cyprus had the two main features of the colonial policy applied in almost all the other British colonies, namely, (a) it was an 'adapted education' policy and (b) it was very much dependent on the will of the governed people. There were, however, two essential differences: (a) the 'adapted education' policy was very elusive and took diverse forms, and (b) politics played a much more important role in Cyprus than in the other colonies in the formulation of this policy, both positively and negatively. The result was that the 'adapted education' policy explicitly applied during the first fifty years was later reversed and became an open and fervent policy of cultural and educational lending. The contention of the author is that this last policy was a form of implicit 'adapted education' policy .  相似文献   

9.
This paper explores the Westernization of academic quality within the Papua New Guinea higher education system and the hybridity of the university sector where different actors force knowledge to be created for the needs of a small, formal economy, rather than for the development needs of the country. The country has yet to find a system that best responds to its educational needs; several models have been put into practice but without significant results. The approach that the PNG higher education institutes have taken, continuing the colonial tradition, builds on and is reinforced by the new international trends in higher education that follow the market needs, giving a false guarantee that HE is contributing to the economic growth of the country. Colonial legacies and neo‐colonial practices provide the conceptual framework.  相似文献   

10.
Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organisations have contributed to the consensus that all children have a right to a free and appropriate education and that all students with disabilities should be educated in inclusive settings. This study examined Zambian university students' attitudes towards including students with disabilities in general education classrooms. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Zambia. Questionnaires were distributed to 497 Zambian university students. Four hundred and eighty-four questionnaires were included in the analysis, resulting in a response rate of 97%. Results of the study indicated that, overall, Zambian university students hold positive attitudes towards inclusion. Several factors were found to be related to the students' attitudes towards inclusion.  相似文献   

11.
MARK BRAY 《比较教育学》1997,33(2):157-170
While in some respects the nature of Hong Kong's colonial transition seems unique, several parallels exist with transitions elsewhere. This paper begins by identifying major differences and similarities in the macro-framework. It then turns specifically to the education sector, noting that the parallel operation of multiple education systems within the boundaries of a single country is quite common and, therefore, that models already exist for continued plurality of the type that might be envisaged for Hong Kong and the rest of China. Examining changes at various points in time, the paper observes that some reforms were made in Hong Kong's educational provision well ahead of the commencement of colonial transition and far in advance of parallel points in the history in other colonies. The paper then turns to specific changes which occurred during the period 1984-1997 and to commentary on the further changes that may be expected in the continuing period of transition that commenced in 1997. Analysis of the currents and counter-currents makes Hong Kong an important case to study, both in its own right and as a case to compare and contrast with patterns elsewhere.  相似文献   

12.
Roman Catholic schools represent an important sector in Hong Kong's education system, both in terms of number and historical significance. As in many colonies in other periods of history, the Roman Catholic Church, in addition to other Christian Churches, had a partnership relationship with the colonial government in the provision of education in Hong Kong. Was there any change in this relationship during the political transition to 1997? Did the prospective return of Hong Kong to the People's Republic of China (PRC) affect Catholic educational policies? This article examines these two questions in relation to the experience of other places in the world and in relation to the special nature of the Catholic Church in Hong Kong, namely its link with the Vatican and its relations with China where Church schools no longer exist.  相似文献   

13.
The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post‐compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector's responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post‐compulsory sector.  相似文献   

14.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse.  相似文献   

15.
The purpose of the study on which this article reports was to elaborate on career trajectories of academics in Kosovo. Particular attention is given to efforts to follow international benchmarks such as the Bologna Process at key stages of Kosovo's historical and political development in the last three decades. In this qualitative study, semi-structured interviews were carried out with eleven academics with and without management experience as well as administrators. Findings revealed that Kosovo's higher education system is characterised by a weak organisational culture and an orientation towards externally driven change. Also, we found that academics perceived their role narrowly. The findings suggest that while higher education in Kosovo has moved towards adopting international benchmarks, the identity of the academics has not evolved in parallel to support the transition. A managerialist approach catalysed by the Bologna Process has helped a transition process in higher education in Kosovo. Finally, we propose that for a context in transition, local meaning-making processes for policy transfer are needed. Moving forward, institutional development should be led by academic managers and should serve the professionalisation of academics in Kosovo.  相似文献   

16.
ELENI PROKOU 《Compare》2003,33(3):301-313
This article argues that in the 1960s-1970s, two international organisations, namely OECD and the World Bank, influenced educational policy in Greece: higher technical education was expected to contribute to economic development and modernisation. This process took place within the framework of the 'semi-peripherality' of Greece during that period: the so-called 'internationalisation' process, which included foreign investment and technological transfer. By the end of the 1970s, there was a dramatic expansion of the education system. Nevertheless, particular emphasis was attached to higher technical education to promote economic development and modernisation, in view of Greece's accession to the European Economic Community (EEC). In the 1980s-1990s, the major actor influencing higher technological education policy in Greece was the EEC. Within the context of an expansion of the higher education system, higher technological education was upgraded also to promote modernisation and a 'self-reliant' economic development, for the full adaptation of Greece to the EEC. However, the respective reforms were incompatible with the state of the Greek economy and the nature of the Greek State, which was one of the main reasons for Greece's difficulty in adapting to the EU on equal terms.  相似文献   

17.
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.  相似文献   

18.
ABSTRACT

Will open education replace traditional higher education, or augment it? Digital innovation in the higher education sector is fuelling speculation about the transformation of higher education and the future role of universities. Much of the speculation makes questionable implicit assumptions about current and future business models in the higher education sector. This conceptual paper applies an innovation management perspective to critically examine the use and misuse of the business model concept in the context of digital innovation in the higher education sector. Using Raymond’s metaphor of the cathedral and the bazaar which contrasted traditional commercial software development (the cathedral) with open source software development (the bazaar). We analogise this relationship with the relationship between ‘cathedral-type’ business models in traditional higher education (e.g. universities) and ‘bazaar-type’ business models in open education (e.g. open educational resource publishers). Using the historical perspective we now have on the software industry’s evolution we critique the ubiquitous replacement narrative of destruction and disruption of the sector, and propose an alternative narrative of interdependence and mutual innovative catalysis. We predict that higher education ecosystems will be based on synergistic relationships between organisations that represent many gradations on the continuum between ‘cathedral-type’ and ‘bazaar-type’ organisations.  相似文献   

19.
The paper examines education practice in India in terms of the division between indigenous cultures on the one hand, and the formal culture of learning and knowledge systems inherited from colonial times on the other. These ‘two Indias’ are still reflected in the modern educational system in India, seen in the vast differences between the formal school system, whose benefits reach only a minority of the population, and the millions of crafts-persons working in India's informal sector, many without education or training. The paper looks at reasons for these divisions within the culture and history of India's formal, non-formal and informal systems of education and training. The paper also throws light on the aspirations to unite these divided cultures of learning by looking at some of the writings of J.P. Naik, the famous educationist and secretary of the first Report of the Education Commission (1964–66) after India's independence. The analysis needs to be seen against the background of international educational thought which is improving the value, relevance and quality of non-formal and informal learning, as key pillars for building lifelong learning systems.  相似文献   

20.
The transition from an elitisthigher education system to mass education hascreated a number of concerns in this sector.Among these are fears for the quality of theprovision; the rise in the unemployment rate ofgraduate university leavers; and the increasedfinancial burden on the government.This paper examines the transition periodover the last fifty years in Taiwan, in orderto promote an understanding of the problemscurrently being faced, and to give an insightinto the political and cultural background inwhich they have arisen. The USA and Japan arecompared, as these countries are seen to beadvanced in the provision of mass education.The paper has three main objectives. Firstly todetermine whether or not Taiwan can be said tohave developed a mass higher education systemby international comparison. Secondly, todetermine which factors have influencedgovernment policy to achieve mass highereducation, and thirdly to identify the problemswhich remains as barriers to the success ofthis system.Conclusions are drawn relating to the aboveobjectives and it is noted that similarproblems to those experiences by Westerncountries can be identified.  相似文献   

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