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1.
Secondary education in Swaziland has rapidly expanded in the decade or so since independence. Alongside this achievement has been a growing apprehension that the modern sector's capacity to generate employment is not commensurate with the rising number of educated young people leaving secondary school. The emergence of a ‘school leaver problem’ as disenchanted educated youngsters remained unemployed was therefore seen as a real possibility towards the end of the 1970s. Such considerations formed the backcloth to tracer surveys conducted in 1979 which investigated the post-school experience of secondary school leavers who left school in the period 1973–1977.Some aspects of these surveys are discussed in this article which covers the experience of school leavers in finding out about jobs and training, waiting time for jobs, and estimates of unemployment. The occupations entered by school leavers are then assessed in relation to demand projections for educated manpower.These observations reveal that institutional arrangements for transferring school leavers from school to work are embryonic and for a large minority of leavers family and other influentiaal contacts are more important than qualifications in securing a job. For Form 3 Junior Secondary School leavers some credence may be given to the popular impression that unemployment is worsening but Form 5 High School leavers are experiencing little difficulty as yet in finding work. More tentatively it would appear that the marginal additions to the skilled labour force stemming from school leavers are not modifying the occupational structure in line with recent manpower projections.  相似文献   

2.
It is not the purpose of this paper to investigate the role of education in the process of development in Brazil but merely to examine the development of the Brazilian primary education system since the 1800's. The theme of this paper is the analysis of just some of the issues, conflicts and problems that have influenced and fashioned the development of that system. It is the goal of the Brazilian government to provide ‘universal obligatory education’. Certain obstacles have appeared which have made attainment of that goal very difficult. Two of the most important obstacles are spatial inequalities and functional difficulties. Presented here is a brief explanation of these two issues.  相似文献   

3.
In company with many other states, Swaziland has been reshaping its school science programmes. It has adopted the strategy of getting teachers to help in the design of the new curricula, piloting the materials, training teachers in their use, altering examinations to take due account of the reformed philosophy and undertaking thorough evaluations.This paper reports a study of the implementation of the strategy through three means: questionnaires, short site visits, intensive site and classroom observations.It concludes that, despite much progress, certain aspects require attention. In particular, the teachers need to be helped to understand the curriculum better, the finance for science equipment needs to be applied to its purpose and the availability and distribution of the equipment needs to be improved.  相似文献   

4.
Are ‘Mathematics’ and ‘Science’ such universal notions that one curriculum can serve equally well in all societies, subject only to exemplification from local circumstances? Or do different human cultures construct and use ‘Mathematics’ and ‘Science’ so differently that each culture needs to construct its own curriculum to teach its own children? At issue is whether curricula developed in industrialised states can be readily transferred or adapted to developing countries.Taking as its starting point the fates of the Scools Mathematics and the Schools Science Projects in Kenya, — both adaptations of British models, — this paper reviews the research addressed to these questions. Its conclusion is that definitive answers are not yet possible. Nevertheless, what evidence there is seems to question the possibilities of transferability or even of simple adaptation.  相似文献   

5.
The generation, acceptance and diffusion of innovations underlies the processes of improving social and economic conditions. They occur or are quashed not in technocratic isolation, however, but in political negotiations between people with possibly divergent interests and probably unequal power.After reviewing the Diffusionist school of thought, the paper explores the possibility of explaining innovations through an evolutionary model, comprising elements of random variation, selection and amplification. The model has the attraction of assuming that man has some influence over his future and is not merely an object of history and other impersonal ‘forces’.The paper considers the innovatory situation and reviews the relevance of decision theory, probability, uncertainty, risk and the politics of acceptance. It concludes that, although man is constrained by many limitations of information, understanding and reasoning, and may be both reactionary and radical, he continues to experiment with the unknown and so continues to learn.  相似文献   

6.
The study of educational assessment procedures has been traditionally largely the concern of psychometricians and educational administrators. Little attention has typically been given to trying to understand the social origins of particular procedures and their implications for individual pupils and the society as a whole. This article explores the strength of the hold of assessment procedures on education systems and some of the more noticeable international trends in educational assessment at the present time. The article suggests that although these trends tend to be more visible in developed countries, the pressure for reform is more urgent in developing countries where the likelihood of realisation is most problematic.As well as exploring the significance of a number of common national characteristics, the article examines briefly the implications of different administrative arrangements as they affect the role of assessment in the education system. The final part of the paper offers a more speculative analysis of the scope for fundamental change in assessment procedures in line with the new demands likely to be made on educational systems by current economic and technological trends.  相似文献   

7.
Examinations are ofen seen as obstacles to the achievement of the higher goals of education and to making curricula relevant to the great majorities of pupils who enjoy only a basic education and who, in developing countries, are not likely to secure wage/salary employment. The expense of techniques which would both test and promote good education are sometimes thought to make them infeasible.However, the Kenya Examinations Unit (now Examinations Council) has been gradually making the exam for the Certificate of Primary Education subserve objectives beyond factual recall and the routine, abstract application of simple skills. ‘Causal’ facts, observation, discrimination, manipulation of data, reasoning, problem-solving are now given substantial emphasis. So also is knowledge useful to young people who will not be able to continue their schooling.Care is also taken to keep teachers informed of the changes. To the usual array of training channels is added a Newsletter, which analyses questions and answers and advises on effective instructional approaches.  相似文献   

8.
Technical Education Units (TEUs) are short-cycle skill development programmes for a wide range of rural and urban occupations. They are intended for unemployed youth. Initiated in 1974, the TEUs now number over 900 and 35,000 students were reported enrolled in 1981.Although attached to regular secondary schools, the TEUs have tried to base their training on the needs and opportunities of their particular localities. To this end, they seek local participation in the chouce and design of their courses. In particular, they try to provide links to the local labour market, together with support facilities for self-employment.Despite problems and short-falls in expectations, the TEU programme seems a fundamentally sound approach to skill development. Particularly stressed is that, where local initiative has been supported by regional authority, there has been little problem in attracting school-leavers to courses or in placing them in employment. The role of influential local individuals is not to be underestimated.  相似文献   

9.
Nigerian educational assessment experiments began in traditional society when efforts made to inculcate values and norms defined by the elders into the minds of youths and adults were assessed and constantly evaluated by society. External pressures and influences from the Muslim and Christian worlds introduced a new dimension, as written assessment and impersonal evaluation systems were gradually adopted in the formal educational institutions. Further experiments were designed to resolve the problem of the failure to measure the depth of honesty and obedience of candidates, who attained academic achievements and laurels. In the process, the frequency of assessment was modified, the assessment agencies were brought under greater control and an effort was made to strike a balance between the emphasis on academic achievement and the emphasis on good character. In spite of the multiple reforms of the educational assessment, fundamental problems have remained which the Government in the National Policy on Education seeks to resolve. However, the newness of the imported modern educational assessment formula in Nigerian society has continued to pose problems to educational policy formulators and educators in the country. The question which also remains unresolved is the extent to which an assessment can predict a student's future performance and research into this, and related issues is strongly recommended.  相似文献   

10.
School to work transition is an important aspect of lifelong learning that has increased in significance as the knowledge-based economy takes off in developed countries. Rapid structural economic changes, the importance of innovation, and a shorter lifecycle of products require education systems to adjust to the needs of economies and individuals. Educational reforms in many countries aim to improve school students’ readiness for their important move to post-school life. Countries organize different pathways for students following secondary school level that are designed to meet both students’ demands and the needs of economies. This article explores Hong Kong students’ aspirations and realities. Although the majority of students plan to complete the final year of high school and 91.5% planned to undertake the Hong Kong Diploma of Secondary Education (HKDSE) to be eligible for higher education, in reality a significant number of school leavers do not perform well and should undertake training for employment. In addition, many students who are eligible for tertiary education cannot be admitted to government sponsored universities due to the limited number of places. This article begins with a consideration of students’ aspirations, and then outlines the realities of transition and current issues. It concludes with some suggested policy measures that could improve equity during this school to work transition period.  相似文献   

11.
This paper reports on the labour market results of a cohort of graduates from five Singapore schools representing most areas where important changes in the educational system are taking place. The graduates left school in 1966–67 and were interviewed in 1970. Many of the graduates in the cohort found jobs almost immediately upon leaving school, but some did experience a substantial period of unemployment and even more reported difficulty in finding their first job. Eventually all became employed and at the time of interview unemployment was negligible. The initial unemployment and the difficulty in finding work were not related as to whether the education was technical or academic in nature.Income/cost ratios were calculated and used to rank the schools to see how they compared as social investments. Post-secondary, non-university education ranked highest, followed by secondary education with the university in third place. Within post-secondary, pre-university was a slightly better investment than the polytechnic largely because of a difference in costs. Within secondary schools there was virtually no difference between the technical secondary school, the academic secondary school and the vocational institute.The research was conducted while the author was Assistant Director, Economic Research Centre, University of Singapore. Dr. Toh Chin Chye and Professor You Poh Seng provided useful comments and criticism. The author was assisted by Tan Chio Tee. The data were collected by Nancy Ho, Seah Kee Khoo, Tan Khye Hock, Toh Thian Ser, Wong Weng Kong, Wun Khai Ping, and Yuen Say Wing as a part of their academic exercises at the University of Singapore. The students also provided many useful comments and insights. The views expressed are those of the author and are not necessarily those of either the Economic Research Centre or of the persons who assisted in the study or commented on earlier drafts of this paper.  相似文献   

12.
Abstract

Unemployment in Poland rose throughout 1990, 1991, 1992 and 1993 but the proportion of school‐leavers among the unemployed peaked in 1990. Unlike in most western market economies, the best‐ educated young people in Poland did not prove the least vulnerable to unemployment. This paper uses evidence from studies of young people in Gdansk, Katowice and Suwalki to argue that one reason why young people from professional and vocational secondary schools have not borne a heavier share of Poland's unemployment since 1990 has been the flexibility and responsiveness of these schools to Poland's new labour market conditions. Since the reforms many of these schools have contracted drastically. Some have closed. But others have thrived The latter have often benefited from favourable local labour market conditions, but their success has usually been at least equally due to their own resourcefulness in introducing new courses which teach skills that are in demand, and securing various kinds of sponsorship from employers. Three reasons are offered to explain the responsiveness of education in Poland to the changing labour market conditions: general support for ‘the reforms’, the schools’ experience of making informal deals with employers under communism, and the post‐communist authorities’ willingness to force unsuccessful schools to close and to see teachers made redundant.

  相似文献   

13.
This paper contends that games are powerful promoters of intellectual ability and are too little used in educational curricula. It offers nine propositions in support of this thesis. It explores the possibilities of classifying games in categories which relate to their uses and suggests a digital code for indicating both category and status within a category. Finally, the findings of some preliminary and rudimentary research are presented to suggest that the systematic use of games may be as influential as systematic instruction in altering scores on IQ tests.  相似文献   

14.
Data from the National Child Development Study are used to compare the progress up to age 23 of young people who reached 16 in March 1974 and who left full time education at 16, 17 or 18. Later leavers had higher unemployment rates on first entering the labour market because of rising national unemployment, but in the long term had a clear advantage. More significantly, those who left at 17 or 18 with qualifications no better than those of minimum age leavers suffered no long term disadvantage in comparison with the latter, despite their loss of potential work experience, and some groups had lower unemployment rates in the long term than minimum age leavers with equally good qualifications. Apprenticeships were more common among later leavers than expected, and later leavers compared favourably with early leavers in terms of other forms of in‐work training. It is concluded that the ‘non‐academic sixth’ could have a useful role alongside YTS.  相似文献   

15.
Youth with no or only a lower secondary school degree (Hauptschulabschluss) are increasingly disadvantaged in terms of access to vocational education and training (VET). Their lower chances of obtaining a trainee are explained by the claim that an increasing number of them are ??not mature enough for VET??. These young people would not (yet) meet the training requirements??so the criticism. So far there are no empirical studies that have shown whether such immaturity can indeed serve as an appropriate explanation for differences in training chances of less-educated youth. This paper answers this question by analyses using a panel survey of school leavers after grade 9 from the Hauptschule in Lower Saxony. Central results are: About 45?% of the school leavers had successfully entered into an apprenticeship within three months. School grades in German and mathematics were less important than grades for work attitudes and firm-internships while still at school. In general, our analyses reveal that social behaviour and a firm??s opportunities to discover the strengths of low-achieving youths and not only their weaknesses are important factors for the chances of successful transitions into training.  相似文献   

16.
The paper presents findings from an evaluation of ‘industrial education’ subjects (wood, metal, electrical and power technology) in Kenyan academic secondary schools. As a project established in 35 schools with comprehensive aid agency (SIDA) support, these subjects do not suffer from lack of attraction to students or from low teacher morale. Exposure to them increases students' aspirations and expectations of ‘technical/practical’ work, but the problem is not lack of interest in such work, but rather scarce opportunity to realise such ambition, in a labour market where school leavers face great problems in finding a source of livelihood. Except for individual cases, exposure to these subjects does not seem to give students an advantage in the labour market, according to findings from a one-year follow-up. Further, doing well in general on the lower secondary examination does not confer any short-term labour market advantage either, suggesting that personal contacts rather than school credentials are decisive. We conclude policy makers need to recognise that pre-vocational subjects should be seen as part of general education rather than as a remedy for youth unemployment.  相似文献   

17.
参照澳大利亚教育研究评议会《学校生活质量量表（QSLS）（中学版）》,结合中职生学校生活现状,编制《中职生学校生活质量评定量表》,对426名中职生进行测试,并对测试结果进行了探索性因素分析.研究结果表明：中职生学校生活质量包含学校认同感、校园环境、自我认知、同伴关系、师生关系、成就感、积极情感和消极情感8个因子.利用新量表进一步对468名中职生进行测试,对测试结果进行验证性因素分析,发现模型拟合度较好.量表具有良好的信度与效度,可以作为中职生学校生活质量评定的工具.  相似文献   

18.
The transition from school to secure work has become more difficult as young people bear the brunt of the restructuring of the Australian labour market. Young people raised in a rural community are over-represented in the most disadvantaged labour market group- those who have not participated in post-school training and who have experienced long periods of unemployment. Rural labour markets feature lower paid, less secure jobs than their urban counterparts. Education is a proven way of accessing the ‘better’ jobs offered by national labour markets. Why then do young people from disadvantaged rural areas not take up education and training opportunities to the same extent as their urban counterparts? The research discussed in this paper investigated ways in which family and school/community social capital influence young people’s work/study values and priorities with regard to post-school pathways. Family networks and information that are limited and concentrated in rural areas tend to be associated with a desire to find a job before completing school, preferably located near to home. Incomplete understanding and lack of trust of educational institutions and labour markets in urban centres based on local experience may be transmitted through advice of family and friends and influence young people toward current work rather than the longer term goal of post-compulsory education. The implications for regional and national programs of educational and community development are discussed.  相似文献   

19.
This paper uses data from the Scottish School Leavers Surveys to investigate trends in the transition from school at a time of deepening recession. The main change observed is the collapse of employment between 1979 and 1983. The paper also describes trends in the distribution of school‐leaver employment, in its industrial and occupational composition, in patterns of movement in the youth labour market and in the role of special programmes. Some of its general conclusions challenge ideas current among some British sociologists. First, youth unemployment (at least among recent school leavers) is no longer significantly connected with patterns of subemployment or frequent job‐changing. Secondly, unemployment has not fundamentally changed the ‘selective function’ of education; credentials have retained their labour‐market value in relative if not in absolute terms. Thirdly, the recent rise in school‐leaver unemployment is very largely a result of the recession—the decline in the aggregate demand for labour—rather than of underlying structural changes that disadvantage young people; most recent changes in the transition from school to work are in principle reversible if the recession ends. The paper assesses the implications of these findings for the sociology of education, and concludes with a discussion of the possible impact of the Youth Training Scheme.  相似文献   

20.
The number of secondary school‐leavers wishing to study at higher education institutions in the Federal Republic of Germany continues to decrease. This is the main finding of a poll carried out among secondary school‐leavers in the school year 1976‐1977. We give below the main findings of the survey.  相似文献   

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