共查询到20条相似文献，搜索用时 375 毫秒
1.
《International Journal of Educational Development》2004,24(3):231-240
The economic and sociopolitical context for implementing education for all (EFA) policy in Kenya is examined. The policy absolving households from the responsibility of paying user fees for primary education leads to a focus on the capacity of the government to fully fund universal primary education. Funding constraints are identified as the primary limitation to the realization of universal access. A proposal on projection for funding level required for the realization of universal access based on current enrolment and existing infrastructure is offered. International comparison in funding levels provide context for assumptions made regarding differentials in educational access and quality. It is apparent that even without improvement in quality of educational infrastructure, realization of universal access will remain an illusion unless the Kenyan economy is able to support her education system. 相似文献
2.
3.
随着国家“两免一补”政策在农村的全面实施，城市也开始对本地义务教育阶段学生实行“两免一补”政策。但是，进城农民工随迁子女却未能纳入“两免一补”政策的享受范围。免费义务教育是公民的基本权利，政府有义务为所有义务教育阶段的公民提供平等的教育机会和条件。由于现行义务教育投入管理体制的不完善，义务教育法也没有明确规定流动人口子女义务教育经费的承担主体，大多数农民工随迁子女被排斥在城市公办学校和享受“两免一补”政策的范围之外。建立由中央政府、流入地政府和流出地政府三方按比例共同分担机制。将农民工随迁子女纳入“两免一补”政策的享受范围，是保障农民工子女教育平等权的重要前提。 相似文献
4.
Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education. This raises the question, why would a low-income family choose to send a child to a fee-paying school if a place in a free school were available? This paper will report on case studies of low-fee schools in Jamaica, Kenya, Tanzania, Ghana, Indonesia and Pakistan and will assess the reasons for their increased demand. In the past, some have argued that development assistance agencies should limit assistance to public school sector. Others have argued that the public sector is inadequate and in many ways has failed in its ambitions to provide a minimum quality for every child.This paper will consider what public policy should be toward low-cost private schools, including the policy of development assistance agencies which seek to assist low and middle income countries as well as the appropriate public policy for national and local governments. The paper will conclude with several recommendations. One recommendation is that although children from low-income families attend non-government schools, they continue to be citizens; hence they should not be excluded from poverty assistance strategies. A second recommendation is to expand government statistical functions so that non-government schools are regularly included in the calculations of enrollment rates. Lastly, the paper does not recommend voucher or other program of publically financed school choice on the grounds that the public sector should remain the main conduit for public schooling. It does, however, raise questions as to the limits of the public sector in delivering high quality schooling and whether these limits should be more candidly acknowledged. 相似文献
5.
2003年肯尼亚出台了新一轮免费初等教育政策,但在政策执行过程中面临教学设施、教材供应、教师资源的严重不足以及学生辍学等问题.综观这一政策,发现在决策之前缺乏深入细致的现状分析,缺乏基础广泛的讨论和协商,也缺乏政策实施的具体设计;政策执行策略上有待改善的还很多;政策本身意义重大,但执行前景则取决于经济发展、政府管理和国内外支持水平等因素. 相似文献
6.
Daniel N. Sifuna 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):499-516
This study shows how the provision of educational facilities in Kenya since the colonial era has been skewed in favour of densely populated agricultural communities. It analyses interventions to redress the resultant imbalances, such as the school-fees waiver, free primary education, the construction of boarding schools, and school feeding programmes. These measures are shown to have had little impact on increasing access and participation of pastoralist communities in primary education; for they have usually been introduced without serious consideration of the prevailing socio-economic conditions. It is proposed here that for their future development, the government needs to articulate clearer policies and involve such communities in planning as well as incorporate elements of their existing traditional education institutions. 相似文献
7.
8.
Moses Oketch Maurice Mutisya Moses Ngware Alex C. Ezeh 《International Journal of Educational Development》2010,30(1):23-32
One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the ‘mushrooming’ of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question—does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as ‘private schools for the poor’. The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the ‘mushrooming’ of private schools for the poor is ‘excess demand’. As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. 相似文献
9.
Ka Ho Mok 《European Journal of Education》2012,47(2):228-241
In the last few decades, in the wake of three major crises in political faith and the overall instability that followed the end of the Cultural Revolution, the post-Mao Chinese government has sought to improve the lives of its citizens and to restore political legitimacy through rapid economic growth that has focused almost exclusively on GDP. This strong focus has brought about rapid, widespread economic growth to China, and has, by classical market standards, been a success. At the same time, issues of social development and human well-being have received less attention. Before the Hu-Wen leadership's formal accession to power, the Jiang-Zhu administration sought to adopt neo-liberal ideas and practices to reform the delivery of social services and the implementation and funding of social policy. In this context, major fields of social policy such as health, education, and housing have been going through the processes of marketisation and privatisation, which have placed much of the financial burden of meeting these social welfare needs on China's citizens. After several decades of privatisation and marketisation in the educational system, the Chinese government has been the subject of repeated criticism for failing to tackle what is popularly known as the ‘new three mountains phenomenon’, namely, the rising cost of health, education, and housing in recent years. Against the wider policy context described above, this article examines the social and political consequences of the privatisation and marketisation of education. It also discusses the major policies and strategies recently adopted by the Chinese government to restore the role of the State in the education system in order to address the negative consequences of the privatisation of education. Finally, it critically examines the main implications of major reforms undertaken in higher education in Mainland China. 相似文献
10.
Mikiko Nishimura Takashi Yamano Yuichi Sasaoka 《International Journal of Educational Development》2008
While some governments in Sub-Saharan Africa have abolished tuition to achieve universal primary education (UPE), few studies have examined the impacts of the UPE policy beyond school enrolment. This study estimates the impact of the UPE policy in Uganda on overall primary education attainments by using data including 940 rural households. We find that UPE has decreased delayed enrolments and increased grade completion rates up to the fifth grade and its effects are especially large among girls in poor households. Yet, schools in Uganda still face further challenges in terms of low internal efficiency and the unequal quality of education. 相似文献
11.
教育信息化作为推动社会教育公平和提高教育质量的有效方式,是教育现代化的重要内容和标志。近年来,为了推动教育优质均衡发展、促进社会经济持续增长,肯尼亚政府积极推进本国的基础教育信息化建设。文章主要对肯尼亚基础教育信息化建设的动因、措施进行了分析,指出肯尼亚主要从教育现代化角度,来考虑开展基础教育信息化建设;同时,肯尼亚通过制定政策战略规划、投入大量建设经费、扩大基础设施建设、开展教育师资培训、进行课堂教学改革等措施,构建了立体式的教育信息化发展体系。上述做法有力地促进了肯尼亚基础教育信息化的建设与发展,其做法和经验可在政策设计、经费投入、设施建设、师资培训、教学改革等方面为我国提供有益的启示。 相似文献
12.
This article discusses citizenship education, education policy and discourse to explore their relations with the exercise of power in society. Taking the case of 1990 and 1997 legislative debates on citizenship education policy in Hong Kong, it briefly surveys the substantive arguments favouring or opposing the retention of government controls over politics in schools. It then examines in more detail the discourses used by legislators which constitute students, teachers and the government. This discussion shows that not only does citizenship education represent a power relation between the state and citizens, with policy representative of the power of the state over educational workers, but also that the targets of policy are empowered and disempowered through the strategic use of discourse. 相似文献
13.
公民的受教育平等权是我国法律保护的公民权的重要内容。封堵“高考移民”政策侵犯了公民依法享有的受教育平等权,存在着一系列的法律问题。解决高考移民问题的关键除了要缩小不同地域教育水平的落差,还要修订和完善现行的政策法规,规范政府的行政行为,建立公民受教育权司法救济制度,以保障公民平等接受高等教育权利的实现。 相似文献
14.
Following the 2007 presidential election, the Government of Kenya abolished secondary school fees in 2008. In the context of this significant change in policy, this study examines the effect of fees on transition to secondary schooling by following 109 primary school leavers in rural Kenya after the fee abolition, starting in 2007. The study draws on survey data with multiple interviews and finds that the abolition of school fees had limited effects on children from low-income families. The study concludes that although there is a high demand for secondary education in general, whether primary school leavers from low-income families actually enrol in fee-free secondary education depends largely on other direct costs and opportunity costs and their perceived economic returns from such education. 相似文献
15.
阿依提拉·阿布都热依木 《新疆师范大学学报(哲学社会科学版)》2012,(1):47-55
哈萨克斯坦自1991年宣布独立至2011年,经历了20年的发展历程。在这期间,随着国内政治和经济体制的转轨,哈萨克斯坦的国民教育在保持苏联时期积累的优良教育经验的基础上,通过发展新的教育模式,取得了世界公认的成绩。文章在简要介绍哈萨克斯坦教育历史的基础上,梳理其独立后出台的教育政策,用数据资料阐述教育系统的新变化。在分析教育体系存在的问题的同时,提出保证所有国民均可接受高质量教育并尽快达到"努力将哈萨克斯坦列入世界前50名最具竞争力的国家行列"这一远大教育目标。 相似文献
16.
Kevin M. Lillis 《教育政策杂志》2013,28(2):99-117
Given the squeeze on national budgets and the need for priorities over investment choices in education, many governments have turned to communities in the search for alternative sources of revenue. In Kenya, there is a long and rich history of community involvement in the financing of education at all levels, rooted within the phenomenon of the dynamic self‐help movement harambee, which underpins much of Kenya's grass roots development activity. Within education, the conscious partnership between communities and government has been most manifest within the unaided harambee secondary school sector, although a more recent policy shift has witnessed the transfer to communities of all capital expenditures associated with a structural and curriculum reform, particularly at primary level. Despite opening up access to education to a high percentage of the school age population, there remain, however, fundamental questions associated both with the quality and equity of systems dependent upon community financing. 相似文献
17.
南非教师教育的历史演进与改革发展 总被引：2，自引：0，他引：2
南非教师教育制度根植于南非的种族隔离制度。南非教师教育从萌芽发端、逐渐发展乃至日益完善走过了漫长的历程，尤其是南非恢复民主制度以来，南非政府就把教师教育工作的重点放在教育政策体制的改进与完善上，其间的变化与革新无不推动着南非教师教育的发展。新政府不仅采取了多种有力的措施为南非教师教育的改革和实践保驾护航，而且陆续颁布了各种政策法令，这对现代南非教师教育体系的发展具有深远而重要的影响。 相似文献
18.
教育公平是社会公平的重要基础。教育公平的关键是机会公平,基本要求是保障公民依法享有受教育的权利。自2008年以来,上海市探索逐年扩大中等职业教育招收非沪籍进城务工人员随迁子女的比例,逐步试点在本市中职毕业的来沪从业人员随迁子女就读高职的政策,促进教育公平。 相似文献
19.
改革开放以来,我国在实现经济腾飞的同时也出现了一些社会问题,为此中共十八届三中全会提出推进国家治理体系和治理能力的现代化,这意味着政府与社会和公民之间的合作治理,这是一种政府权力的下放和回归社会,让社会和公民实现自我管理,也即社会自治。政府通过建立和完善一系列的机制,创新社会自治方式,实现政府与公民积极而有成效的合作,最终实现国家治理能力和治理体系的现代化。 相似文献
20.
Janet Jenkins 《Distance Education》1989,10(1):41-63
Distance education figures prominently among strategies recently proposed to assist African countries escape from educational crisis. Africa has already made considerable use of distance education to extend access to formal education, although most public institutions have often been severely constrained by lack of finance and manpower. Case studies of Zambia, Kenya and Zimbabwe suggest that critical factors for the effectiveness of distance education are the provision of adequate resources and firm political backing. It is probable that distance education will continue to be used to strengthen formal education by training primary teachers, extending access to secondary education and by providing tertiary education although, so far, few African countries have attempted degree level studies at a distance. In order for all these programmes to be effective, more resources must be forthcoming and integration of distance education with the formal system is desirable. Otherwise distance education may remain at the periphery, its potential under‐used. 相似文献