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1.
在过去十年中,教育在"一带一路"沿线国家国际受援格局中的优先地位日益凸显.在援助关系上,绝大多数国家对某个特定国家的教育援助有着高度的依赖性;在援助结构上,这些国家的中等后教育得到了最多援助;奖学金与学生资助在援助国开支类援助中是最主要的援助方式.我国应加大对"一带一路"沿线国家教育援助的投入,且在选择援助对象时要考虑当前国际局势,援助领域优先放在职业教育和高等教育,援助方式要将双边项目合作和多边援助相结合,继续开发更多的奖学金项目.  相似文献   

2.
ABSTRACT

Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region.  相似文献   

3.
With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively.  相似文献   

4.
This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries, including India, that are signatories or provisional members of Washington Accord. It also looks into the reasons of the sparse level of accreditation work completed by the National Board of Accreditation (NBA) since its inception. While mentioning strengths of the NBA accreditation system, the paper points out some shortcomings in the policy, self-assessment questionnaire, criteria, weightage assigned to criteria and rating scheme followed by NBA. Some important recommendations have also been made to render the accreditation system more effective and acceptable to various stakeholders of the technical education sector in India.  相似文献   

5.
西方高等教育的企业化进路   总被引：9，自引：0，他引：9  
自1980年代以来,西方英美等国大学受市场化取向的公共部门改革影响,随着国家对大学公共财政资助的削减,国家在大学发展中角色弱化,市场运作机制在大学中逐步确立;大学内各种知识活动如教育与研究逐步商品化;反映到大学组织特性上,则是大学日益带有企业的特征。大学开始像企业一样,竞争求生存、回应市场调整自身“产品”质量,打造形象、借鉴企业的管理模式,考虑成本效益,追求卓越。这是1980年代以来西方国家高等教育改革的主要进路。  相似文献   

6.
This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in History of Education since its publication. It discusses how social, women’s, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, and the construction of the archive, are informing the production of new knowledge around gender. The article argues that History of Education has contributed to ways in which gender has been imagined in historical reconstruction and analysis. As the gendered politics of history has been treated in the journal, gender analysis has contributed to the development of history of education as discipline. The article concludes that in re-writing and re-theorising traditional educational history, the radical openness of the future of gender analysis lies in the continuing transformation of gender analysis itself.  相似文献   

7.
There is a need for studies containing hard data on the extent of the financial squeeze on the education sector in individual Third World developing countries. This essay deals with the extent of the financial squeeze on the education sector in the newly-independent country of Barbados. The key matters which are discussed include Barbados' long-standing tradition of educational development, the state of the economy and of government operations, actual public expenditure on education since 1966, and policy-measures which have recently been adopted to reduce the rate of increase of educational costs.  相似文献   

8.
This essay presents a review on the theme of equity and social justice in teaching and teacher education based on articles published in TATE since its inception. It is a part of an initiative started by the current editors of TATE to “encourage us all to look backward to deepen our understandings of how earlier research has shaped our current research and the ways we can see the reverberations across the temporal span” (Clandinin & Hamilton, 2011, P. 2).  相似文献   

9.
《History of education》2012,41(1):57-72
UK-based teacher educators formed the core membership of the History of Education Society when it was founded in 1967, and they were frequent early contributors to the Society’s journals. Given these origins, one might imagine that the history of teacher education would have featured more prominently in the pages of the first 40 volumes of the journal than it has. This article identifies and discusses examples of research into teacher education that have featured in History of Education since 1972, making connections with the contexts of political, social and educational change. The influence of feminist scholarship is particularly noted and it is argued that work relating to teacher education, which peaked in the 1990s, has both reflected and shaped new methodological approaches to studying the history of education. Notwithstanding the journal’s publication of some important work, it is argued that the theme remains under-researched and, in the period ahead, it is to be hoped that interest can be re-invigorated.  相似文献   

10.
Since 1990 and the World Conference on Education for All well over half a trillion dollars has been disbursed as aid to education with much of it targeted on low income countries especially those in Sub-Saharan Africa. Some of the beneficiaries of this aid have transformed their economies and their education systems to the point where they can act as fiscal states and finance their recurrent and capital spending on education from domestic revenue. But too many states have failed to make this transition and remain overly dependent on sequential waves of external assistance to reduce gaps between the finance available and what is needed. Grant aid is now unlikely to grow as COVID-19 related recession supresses donor spending. Concessional lending to countries with sub-prime credit ratings and high debt service ratios looks imprudent. The architecture and goals of external assistance need to change to focus on making better use of the resources that are available though much increased efficiency and effectiveness, and on ensuring domestic revenue is increased since this is the only pathway to sustainable development that avoids the infinite do-loop of using aid to fill gaps rather than to address their causes.  相似文献   

11.
The Lebanese government education system is based on the French, but private education historically has a high profile at both the school and tertiary levels where an American influence is profound. The mid-secondary Brevet examination continues to function as a filtering and channelling mechanism (in the latter instance, into the parallel technical-vocational education sector). Despite its intended functions with respect to aligning upper secondary with tertiary education, the status of the Lebanese Baccalauréat has been eroded both by internal factors (including widespread examination malpractice) and by external influences (particularly foreign tests, including the SAT).  相似文献   

12.
Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.  相似文献   

13.
How have recent trends in German educational research applied to developing countries? In order to outline the immediate state of this research in the FRG (1980–1983), the contribution first gives a brief review of its process from the beginning. The first part examines educational research until 1980, and then differentiates three main types of research on educational problems in Third World countries (on the implementation of projects; on the evaluation of education programmes and measures of educational aid; on education systems and the correlation between education and development). Through a survey of the literature published since 1980, the article aims to give an idea of the contemporary topics of this research and furthermore tries to show how German educationists try to come to terms with the failures of educational aid projects, also how they try to construct new and adequate theoretical models.  相似文献   

14.
Sajitha Bashir 《Prospects》2009,39(2):147-161
This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund (CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25 countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’ participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization, and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger, and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which the partnership operates.  相似文献   

15.
《History of education》2012,41(1):103-115
This article briefly reviews the coverage of higher education in the pages of this journal since its inception. It reflects on the changing role of the academic journal during this period, on some of the related changes which have taken place in academia itself as well as changing fashions in the study of history of education. Its central arguments are that the ways in which the history of universities and higher education have been treated in History of Education are, at one and the same time, both a reflection of these developments and a commentary on them. It concludes with a call for new and wider approaches to the study of higher education which go well beyond the narrow institutional and national accounts which have dominated recent writing to reflect contemporary globalisation and the swiftly changing world in which we live now.  相似文献   

16.
Altbach  Philip G. 《Prospects》2009,39(1):11-31
China and India together account for almost 25% of the world’s postsecondary student population. Most of the enrolment growth in the coming several decades will be in developing countries, and China and India will contribute a significant proportion of that expansion, since China currently educates only about 20% and India 10% of the age cohort. Both countries are expanding the higher education sector, while at the same time seeking to improve its quality. Challenges of funding, educating qualified academics, and building a sustainable academic culture are significant. An emerging private higher education sector and developing masters and doctoral programmes are additional pressures. Internationalization is a key factor as well, as both countries seek to expand their global profile and develop strategies for international programmes. Also, higher education development is central to future economic growth of these two of the world’s fastest growing economies.  相似文献   

17.
Since its inception in 1992 Ofsted (The Office for Standards in Education, Children’s Services and Skills) has inspected schools under Section 9 of the Education (Schools) Act 1992; Section 10 of the School Inspections Act 1996; and Section 5 of the Education Act 2005. Pressure on England to improve its system of education has not only emerged from the national need for all schools to serve their pupils well, but has also been prompted by an increasing emphasis on international league tables such as that produced by the OECD (Organisation for Economic Cooperation and Development). In tables such as the Programme for International Student Assessment (PISA), England is viewed as underperforming against comparable countries. As a result, Ofsted has introduced what the agency terms to be one of the most stringent and demanding inspection frameworks since its inception. This framework reduces the previous 29 inspection judgements to just four, purportedly placing a far greater emphasis on the professional judgement of the inspector and representing a major departure from the ‘tick box’ approach which characterised previous frameworks. This paper examines the paradoxical fate of inspector professional judgement and concludes that whilst this may appear to signal a rapprochement between inspectors and teaching profession, there are considerable tensions when professional judgement is considered alongside quality control within a highly complex system. The study concludes that in order that inspection attains credibility as a method by which to govern education, this shift requires a more considered approach to ways in which this professional judgement can be effective within the challenging environment of the English education system.  相似文献   

18.
Increasing international cooperation and interdependence are important features of the contemporary globalized world. In the present age, foreign aid is a very peculiar type of transaction in the sense that its focus is to satisfy the objectives of the donor and the recipient, which are not always the same. This paper attempts to analyse the situation of US and British aid to Pakistan’s education sector. The role of international donors in the development of the education sector in Pakistan cannot be underestimated. They have been even more important for this developing country which has faced financial crises, particularly during the 1990s. These financial hardships faced by the country were mainly the outcome of the changed regional, political, as well as the geostrategic situation which also caused the change in the behaviour of international donors. It is especially true in the case of the USA and the UK where the aid to Pakistan was seriously affected by the changed situation in Afghanistan, political changes within the country, its nuclear programme and more recently the events of 9/11. This discussion reflects that the potential benefits of the aid were not reaped adequately due mainly to disruption and resumption of aid on the grounds of the geo‐political situation and strategic interests of donors.  相似文献   

19.
International cooperation and collaborations played an important role in the economic and educational development of several countries. In the 1950s and 1960s external aid was an important modality to establish cooperation between countries, especially between developing and developed countries. Cross-border activities in higher education used to take place mostly through cooperation projects and academic exchange programmes. The political returns to aid declined during the post-cold war period. Therefore, incentives to extend aid declined and markets and trade became more accepted modes of cooperation and collaboration in all sectors including education. International collaborations of today are very often motivated by economic incentives and are mediated through markets. The franchising and twinning arrangements, establishment of branch campuses, and promotion of cross-border student mobility are examples of market-based collaborative efforts in higher education. This paper discusses Indian cooperation and collaborations with foreign institutions focusing also on such efforts among the BRICS countries. It argues that the collaboration efforts among the BRICS countries may be more influenced by government-to-government efforts than mediated by markets. The paper shows that the BRICS countries at present are more engaged in cooperation and collaborations in higher education with developed countries. Collaborations among the BRICS countries are rather limited and are still at the nascent stages. Therefore, government initiatives and public action are needed at this stage to promote cooperation and expand collaboration in higher education among BRICS countries.  相似文献   

20.
This article explores how globalisation has impacted on the demand and nature of qualifications and livelihoods in Zimbabwe. It argues that while economic globalisation has had an influence on the labour market, particularly through economic reforms such as the Economic Structural Adjustment Programmes, colonial legacies continue to influence education and training in Zimbabwe. The article observes that although access to education has increased phenomenally since the attainment of political independence, this has not significantly solved unemployment and the reduction of poverty as new challenges have surfaced. The information and communications technology revolution that characterises globalisation has changed the skill and knowledge requirements for most jobs, leading to the need for continuous retraining and the improvement of one's qualifications. Yet qualifications have no impact on the availability of employment opportunities since these depend on the prevailing economic situation. The article comes to the conclusion that while globalisation has created new opportunities through liberalised economic systems, it has mainly benefited industrialised countries with more stable economies. For developing countries such as Zimbabwe, it has had a negative impact since it has led to retrenchments, weakening of the informal sector, increased consumer prices and a general decline in living standards.  相似文献   

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