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1.
Michael N. Bastedo 《Prospects》2007,37(3):319-332
This paper discusses the results of a study of faculty and university staff at two major universities in the Netherlands:
the University of Amsterdam and the Free University of Amsterdam. I sought to understand how faculty viewed the role of the
university in relationship to national and European goals promoting social cohesion and the integration of Islamic minorities
in Dutch society. To a person, my informants were convinced that European universities did not, and should not, play a major role in promoting social cohesion. Some faculty members were merely indifferent to the problem and the university’s
role; others were actively hostile to the idea that the university should address what was clearly, in their minds, a state
political problem. The paper discusses the governance implications of promoting social cohesion within these challenging institutional
contexts, by building social networks among students and reinterpreting traditional policies of pillarization.
相似文献
| Michael N. BastedoEmail: |
2.
Wim Hoppers 《Prospects》2008,38(3):377-391
This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified
basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided
by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole.
Based on significant developments in various countries across the South, the article also discusses some key challenges that
ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The
article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating
these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and
young people.
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
| Wim HoppersEmail: |
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
3.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
| Brian L. HeuserEmail: |
4.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
| Rhona B. Caoli-RodriguezEmail: |
5.
Alison Taylor 《Vocations and Learning》2009,2(2):127-151
This paper looks critically at partnerships in education and training by presenting a case study of a community-level partnership
aimed at promoting high school apprenticeships in Ontario Canada. The analysis maps the field of social relations within this
partnership in order to reveal institutionally-based struggles and their implications for youth training and employment. The
assumptions within policy that employers are actively engaged as partners and that they and other stakeholders share a unitary
vision for education and training are challenged. Rather, partnerships reflect tensions among partners that must be addressed
in order to improve the learning affordances for youth.
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
| Alison TaylorEmail: |
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
6.
The influence of personal networks and social support on study attainment of students in university education 总被引：2，自引：0，他引：2
In this paper, the influence of personal networks and social support on study attainment of students in university education
is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent
on studying and working, procrastination and self-esteem. The study is a follow-up of the ’89 cohort study, but is restricted
to those students who have transferred to university education after finishing secondary education. The students have been
approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study
attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal
networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.
相似文献
| Lilian EggensEmail: |
7.
George R. La Noue 《Academic Questions》2007,20(4):295-306
When the Supreme Court pronounces on race and education it makes headlines. On 28 June 2007 the Supreme Court revealed its
long-anticipated decisions on Parents Involved in Community Schools v. Seattle School District No. 1 and Meredith v. Jefferson County, proving that maneuvering the minefield of America’s race relations is just as difficult and divisive as it has ever been.
In this carefully constructed essay, George R. La Noue examines the details of these cases and the implications of their decisions
on K–12 and higher education. The future role of race in admissions, scholarships, hiring, classes, housing, recruiting, and
contracting are all discussed. Facts may be stubborn things, but for some justices constitutional law seems to be infinitely
malleable. Divisions in the Supreme Court place increased importance on state constitutional initiatives. Professor La Noue
warns that from a political standpoint, Americans need to reaffirm our core value that individuals have the right not be discriminated
on the basis of race.
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献
| George R. La NoueEmail: |
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献
8.
9.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
| David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
10.
Robert L. Jackson 《Academic Questions》2007,20(4):332-346
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student
testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote
excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that
substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert
Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters.
Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
| Robert L. JacksonEmail: |
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
11.
Faculty and student engagement in the Argentine grassroots rebellion: toward a democratic and emancipatory vision of the university 总被引：2，自引：0，他引：2
Following Argentina’s economic collapse of December 2001, the authors examine the engagement of university faculty and students
in various grassroots movements. Based on a qualitative study involving 24 formal structured interviews, 18 informal interviews,
observation-based field work, and document analysis, the authors identify key forms of faculty and student engagement as well
as the manner in which individuals discussed the relationship between universities and society. Findings are used to advance
the idea of a more democratic and emancipatory vision of the contemporary university and build on the work of Boaventura de
Sousa Santos. Throughout the article, the authors ground their discussion in international/comparative literature addressing
globalization, neoliberalism, university reform, and social movements.
相似文献
| Robert A. RhoadsEmail: |
12.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
| Kristina RolinEmail: |
13.
Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引：1，自引：0，他引：1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
| Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
14.
Batuhan Aydagül 《Prospects》2008,38(3):401-407
Turkey is still far from realizing any of the six EFA goals. Since the Dakar Conference there have been many policy initiatives
aiming at improving the quality of Turkish education. The impact and effectiveness of those policy initiatives are yet to
be evaluated. The deficit of high quality analytical and empirical research constitutes a major weakness. So does the level
of attention on monitoring and evaluation from policymakers. The recent introduction of strategic planning and performance-based
budgeting could promote more emphasis on evaluation and monitoring in the coming years. In addition, a transparent, overarching
education policy could foster policy dialogue among stakeholders. Overall, this article draws attention to the following critical
factors for the EFA success in Turkey: political and economic support for education reform; the need to adopt strategy-oriented
sector policies; increased capacity and emphasis on evaluation and accountability of educational policy-making; the need for
a new national impetus to improve quality in education.
相似文献
| Batuhan AydagülEmail: |
15.
Aaron Benavot 《Prospects》2008,38(3):295-304
After briefly describing the emergence and evolution of the global movement toward Education for All (EFA), the Introduction
discusses the difficulties of employing target goals to bring about significant policy change and educational transformation.
The article then presents a comprehensive overview of the uneven progress towards EFA since 2000, both across regions and
within countries, but also across the six goals themselves. The final section outlines the priority steps to be taken by international
agencies, national governments, civil society and donors to support EFA in the years to come.
Aaron Benavot (United States of America and Israel) is Professor of Global Education Policy in the Department of Educational Administration and Policy Studies at the University at Albany-State University of New York. Previously, he served 4 years as Senior Policy Analyst on the Education for All Global Monitoring Report team at UNESCO headquarters in Paris. Benavot’s comparative research has explored the evolution of basic education—namely, educational expansion and compulsory schooling, the isomorphism of official curricular policies, the diversification of secondary education, school differences in curricular implementation, the changing status of vocational education and the growth of national learning assessments. He has also studied the impact of education on economic development and political democratization. Books he has co-authored or edited include: School knowledge for the masses (with J. Meyer and D. Kamens), Law and the shaping of public education (with D. Tyack and T. James), Global educational expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales) and School knowledge in comparative and historical perspective (with C. Braslavsky). 相似文献
| Aaron BenavotEmail: |
Aaron Benavot (United States of America and Israel) is Professor of Global Education Policy in the Department of Educational Administration and Policy Studies at the University at Albany-State University of New York. Previously, he served 4 years as Senior Policy Analyst on the Education for All Global Monitoring Report team at UNESCO headquarters in Paris. Benavot’s comparative research has explored the evolution of basic education—namely, educational expansion and compulsory schooling, the isomorphism of official curricular policies, the diversification of secondary education, school differences in curricular implementation, the changing status of vocational education and the growth of national learning assessments. He has also studied the impact of education on economic development and political democratization. Books he has co-authored or edited include: School knowledge for the masses (with J. Meyer and D. Kamens), Law and the shaping of public education (with D. Tyack and T. James), Global educational expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales) and School knowledge in comparative and historical perspective (with C. Braslavsky). 相似文献
16.
17.
J. Martin Rochester 《Academic Questions》2007,20(4):366-369
In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri
State University social work student contesting requirements that Missouri public colleges and universities take steps to
insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated
university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on
the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct
points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.
相似文献
| J. Martin RochesterEmail: |
18.
Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets
and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational
market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity
to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in
ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might
negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles
and recommendations is offered.
相似文献
| Steven LoomisEmail: |
19.
Nigel M. Healey 《Higher Education》2008,55(3):333-355
It is a widely accepted maxim that, like business generally, higher education is globalising. For many countries, higher education
is now an important export sector, with university campuses attracting international students from around the world. Licensing
production, in the form of franchising degree provision to international partners, is beginning to mutate into foreign direct
investment as many universities set up campuses in other countries. While there are clearly parallels between the globalisation
of business and higher education, this paper examines the supply- and demand-side drivers within the university sector. It
argues that an alignment of special factors, rather than an inexorable trend towards commercialisation, has caused the recent
internationalisation of higher education and concludes that current trends are unsustainable in the medium-term.
相似文献
| Nigel M. HealeyEmail: |
20.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |