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我国经济社会快速发展,生产力水平不断提升,这为落实"教育优先发展"政策、普及义务教育奠定了坚实的经济基础。目前,我国已全面普及九年义务教育,确保了每个人接受义务教育的基本权利。与此同时,由于经济、历史、区域差异等系列原因,义务教育不均衡发展成为社会关注焦点, 相似文献
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长期以来,由于种种原因造成了城乡学校之间办学条件与办学水平等差距,至今为止义务教育的公平性原则还未能得到彻底落实,这种不公平现象引发了一系列社会和教育问题。本文对我国城乡义务教育非均衡发展的原因进行了分析,从而寻求促进城乡义务教育均衡发展的对策。 相似文献
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当前,由于地区之间经济和社会发展的长期不平衡,云南省不同地区之间义务教育发展水平差距日益拉大。该研究联系云南省义务教育发展的实际,以实证方法揭示云南省义务教育的区域非均衡发展状况,具体分析了义务教育区域失衡的原因,最后在实地调查和综合研究的基础上,提出了促进云南省义务教育区域均衡发展的多项对策。这对于云南省义务教育的发展乃至云南省经济和社会的整体发展都具有十分重要的意义。 相似文献
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制约省域义务教育均衡发展的因素是多方面的。省域经济、社会发展水平的差异是义务教育非均衡发展的经济根源;政府对教育资源配置失衡是义务教育非均衡发展的政策性原因;经费投入体制问题是义务教育非均衡发展的重要原因;人口发展状况和趋势的变化是影响义务教育非均衡发展的客观因素;社会阶层化的加速是义务教育非均衡发展的社会根源。 相似文献
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当前,由于地区之间经济和社会发展的长期不平衡,云南省不同地区之间义务教育发展水平差距日益拉大.该研究联系云南省义务教育发展的实际,以实证方法揭示云南省义务教育的区域非均衡发展状况,具体分析了义务教育区域失衡的原因,最后在实地调查和综合研究的基础上,提出了促进云南省义务教育区域均衡发展的多项对策.这对于云南省义务教育的发展乃至云南省经济和社会的整体发展都具有十分重要的意义. 相似文献
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通过对桂林市城乡义务教育财力资源配置情况的调查分析,发现中小学生均教育经费、生均预算内教育经费、生均预算内公用经费的配置存在明显的城乡偏差。造成这种偏差的原因有多方面的,主要原因有城乡经济发展水平的差距拉大、公共教育政策的“城市中心”取向、现行义务教育投资管理体制不健全、义务教育国有产权资源配置方式的影响等。要解决城乡义务教育财力资源配置的偏差问题,必须坚持合理的义务教育财力资源配置原则,建立城乡义务教育资源互动与共享的运行机制,认真落实《义务教育法》中有关义务教育均衡发展的各项规定及其他相关制度。 相似文献
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本文研究了加纳“用养老金放贷的学生贷款”体系的主要条款及实施的基本情况。数据显示,加纳依靠养老金系统来回收学生贷款的效果非常差。贷款需求增速过快、学生不支持、放贷和回收机构自身的缺陷、用养老金回收学生贷款的体系设计不合理等,都是导致加纳养老金学生贷款失败的主要原因。 相似文献
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义务教育物力资源配置使用不合理是阻碍义务教育均衡发展的绊脚石。城乡义务教育物力资源配置使用不均衡问题主要表现在生均固定资产、校舍建筑结构、体育运动场（馆）面积等方面。其主要原因有政府投入不合理、配置比例不均衡、学校管理者思想滞后、师资水平参差不齐。实现城乡义务教育物力资源均衡的策略包括政府要高度重视、合理调整学校布局、加强校际合作、提高教师素质、加强学校与社区合作。 相似文献
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《Cambridge Journal of Education》2012,42(3):391-408
School leaders play a central role in affecting the educational development of the young people for whom they have responsibility. This is especially the case where school leaders are operating in challenging low-income environments. This paper argues that a focus on Sen’s notions of individual agency and freedom are a necessary but not a sufficient factor in the conversion of capabilities into functionings for these school leaders. This is done through using the Capabilities Approach as a lens through which to carry out a retrospective analysis and evaluation of the activities of a group of primary school headteachers in Ghana involved in a UK Government-funded project focused on education quality. The paper argues that headteachers with the capability of initiating change in the education process in their schools are unlikely to act in this way unless they feel that they have permission to do so. It is also important that headteachers feel that they are working within a context and an environment where acting in ways which aim to improve pupil learning is seen as central to their role. This kind of supportive context for school leaders (and for other educational practitioners) cannot be divorced from a policy environment which sanctions such activities, and, hence, it is argued that such a context is crucial to policy developments which seek to establish and sustain the core capabilities which are at the heart of Nussbaum’s essentialist approach. The paper also brings to the foreground the tensions that exist between the notion of individuals being free to make choices about what they have reason to value, on the one hand, and the implications that these choices have for the freedoms of other individuals with whom they are connected to make such choices. Finally, it is argued in the paper that the action research approach used in the Leadership & Management Project in Ghana, allied to a positive policy context, provides both the sensitivity to context and a practice-oriented focus which can enable school leaders to bring about the conversion of their individual capabilities into functionings. 相似文献
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Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and ‘social justice’ within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers’ actions and indicates ways in which these actions illustrate developments in areas of ‘social justice’ related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools. 相似文献
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Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This paper examines the role of education in determining welfare and poverty and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. Two groups of models are presented using data from the Ghana Living Standard Surveys. The results suggest that education levels play an important role in determining household welfare and that higher levels of education have relatively larger and increasing benefits. Improvements are observed in relation to lower levels of educational access over the period, while the lucrative benefits of progression beyond the compulsory phase are found largely to be the preserve of relatively economically privileged households. 相似文献
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Hubert O. Quist 《比较教育学》2001,37(3):297-314
The urban areas of Ghana and Côte d'Ivoire (Ivory Coast) have become sites for cultural and educational convergence, as well as the reproduction of the élite as a class, far more than the rural areas. The urban secondary schools in cities such as Accra and Cape Coast in Ghana, and the lycées in Abidjan, Côte d'Ivoire, serve as sites for the realization of these goals. Here, the cultural pull and push factors arising from West Africa's 'triple cultural heritage' that is African, EuroChristian and Islamic have placed considerable strain and stress on secondary school students and secondary education as a whole. This situation has been further complicated in recent years by the interplay of cultural pull and push factors emanating from the West, especially Britain, France and the United States. This complicated postcolonial condition with its implications for nation-building and development in Ghana and Côte d'Ivoire constitutes the subject of analysis in this article. It is argued that the cultural pull and push factors and the forces of globalization emerging from the West tend to move secondary education and secondary school students in both countries towards neocolonial influences. 相似文献
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GEORGE M. OSEI 《Educational studies》2003,29(2-3):141-177
During the early 1980s the secondary education system in Ghana was reorganised. This study concerns one part of this: the attempt to introduce a more vocationally-orientated curriculum into the Junior Secondary Schools in Ghana. These findings are drawn from interviews at several levels, documentary analysis and school case studies. There were major gaps and inadequacies in the system in the setting of goals, in the implementation management, in the organisational structures and in the classroom implementation. The study analyses how the planned changes were not clearly conceptualised and how there was a very serious lack of communication between many different parts of the system. The classroom observation showed that the ideas set out in the National Education Policy, such as integrated approaches to subject matter, student involvement and problem-orientated teaching methods, were not being put into practice by teachers. Neither training nor resources had been directed towards helping the teachers to change. 相似文献
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《International Journal of Educational Development》1994,14(1):23-33
Much of the current literature on decentralization of decision-making suggests that significant benefits accrue to educational organizations which adopt that model. Although most of the research reported in this literature has been conducted in developed countries, several developing countries, including Ghana, have chosen to decentralize educational decision-making in the hope of obtaining the benefits reported to be linked to decentralization.A key thesis for proponents of decentralization is that, when those closest to where decisions are implemented are empowered to make decisions and given ownership of the results, better decisions will be made. The quality of education is thus improved. The purpose of this paper is to examine the extent to which this thesis has been enacted in Ghana. A study of the perceptions of key stakeholders in Ghanaian education with respect to the extent to which they were involved in various aspects of educational decision-making provides the ‘lens’ through which this examination is conducted.The study suggests that, currently, key educational stakeholders in Ghana may not feel the levels of empowerment and ownership which the literature links with the potential benefits of decentralization. However, it may be too early to expect that they would feel such levels of empowerment and ownership. With careful attention to feedback, such as that obtained in the study reported herein, educational policy makers may well be able to respond so as to ensure that decentralization enhances the quality of education in Ghana. 相似文献
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The Study sampled the views of 120 teachers across 30 schools in a rural school district and analysed documentary data across the school, district and national levels to investigate the socio-economic impact of the rural-urban inequality in pre-tertiary education in Ghana. The Study identified a 50 % loss in human capital or productivity annually in Ghana due to the rural-urban gap in pre-tertiary education. The Study estimates that an additional 2% of GDP investment into rural education improvement annually for 12 years will eliminate the rural-urban socio-economic gap in Ghana. However, the real GDP must grow above 8.5 %, and the additional investment must hinge on rural, equity and context-based strategies. The Study concludes that closing the gap will double Ghana's GDP within a decade, aside from the spillover benefits of improved social and health wellbeing of the people. 相似文献
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从积极心理学的角度解读学校教育的缺失 总被引：1，自引：0，他引：1
积极心理学作为一种新兴起的心理学思潮,为学校教育研究提供了一个新的视角,其所倡导的积极理念为学校教育价值抉择提供了新的解读:教育制度不公平导致学生成功希望的缺失;教育目标的偏离导致学生积极品质的缺失;机械的教育方式导致学生在学习中内心积极体验的缺失;受逼的学习状态导致学生自主决定感的缺失。 相似文献
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天津市三二分段中高职教育衔接实践中还存在一些亟待解决的问题,如中高职学校教师间缺少沟通,教学和管理信息共享性差,教学方案设置不合理等现象。其主要原因在于编写教学方案时缺少中职校的参与、中高职学校普通存在＂重数量,轻质量＂现象、联合办学协议规定的部分条款没有得到落实,入学选拔考试淘汰率辐射面窄、比例低。本文针对主要存在的问题,提出相应的解决对策和建议。 相似文献
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周游 《贵州教育学院学报》2011,(5):46-52
通过大量数据、资料分析贵州省学校教育资源、教育经济资源与教师人力资源配置状况,寻找出贵州省优化教育资源配置过程中存在教育经济资源缺乏、教育投入严重不足,教育条件保障和教师人力资源配置水平偏低,教育发展不够协调、教育结构亟待优化,学校教育资源不足等问题,同时又面临扩大规模与提高质量的＂双重使命＂的挑战。为此,尝试提出贵州省优化教育资源配置主要应优化配置学前教育资源、普及高中教育和扩大高等教育规模等八大政策选择。 相似文献