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1.
ABSTRACT

This paper explores how a national higher education sector can be assembled upon a relatively narrow ideological foundation during and in the aftermath of violent conflict. It analyses the case of Afghanistan's higher education system, and argues that the violent disintegration of this system during the 1980s and 1990s created the conditions for a neoliberal reassembly and subsequent expansion of higher education from 2001. This paper draws on data gathered from document analysis, and semi-structured interviews with key policy actors. It identifies an ideological grounding in neoliberalism within higher education policies which are responsible for directing the sector's growth since 2010. I argue that this neoliberal agenda, largely driven by globalised influences, has exploited Afghanistan's conflict-affected context to position higher education primarily as a driver of economic growth, thus limiting policy emphasis on higher education's non-economic dividends. The paper concludes by critiquing the underlying assumption that this role is sufficient if higher education is to serve as a key institution in Afghanistan's ongoing national development.  相似文献   

2.
This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996–2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles.  相似文献   

3.
The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations.  相似文献   

4.
Alan Smith 《Compare》2005,35(4):373-391
This paper is an attempt to map out an emerging, and increasingly important field of study concerning the relationship between education and conflict. The field has two main parameters. The first involves the variety of contexts within which education systems are required to operate. Distinctions are drawn between education that is provided within relatively peaceful and stable environments; during times of violent conflict; as part of reconstruction following conflict or political transition; and as part of longer term peace and reconciliation processes. Educational priorities and concerns may be quite different depending on each of these circumstances. The second parameter concerns different levels of action within an education system. These include the political and policy environment, administrative and structural features and various aspects of educational practice. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning.  相似文献   

5.
This paper outlines the theoretical and empirical starting‐points for a research project addressing the role of parents’ organisations in the education system. It argues that a study of relationships conducted between homes, schools and parents’ groups and organisations has the potential to illuminate key concepts in education, considering as examples ‘citizenship’ and ‘community’. The paper is divided into three main sections. The first briefly describes the study's background, its scope and methodology. The second section considers the use of some of Antonio Gramsci's work in providing a theoretical starting‐point with which to explore the construction and maintenance of hegemonic discourses surrounding parenting. The concluding section of the paper widens the discussion to consider two key concepts, community and citizenship. It is argued that the discursive positioning of these concepts, in other words, how they are understood and defined, influences the ways in which relationships between parents and the education system are perceived and construed. This is illustrated with reference to readings of'citizenship’ and ‘community’ which emphasise, not consensus and homogeneity as in traditional definitions, but conflict, difference and multiplicity. The paper concludes that there is a continued need for empirical data focusing on everyday citizen and citizen‐state interactions which reveal how individuals live within, and understand and experience these relationships.  相似文献   

6.
Following the events of 9/11, many misconceptions entered the policy-making platform with regard to the need for education reforms in the Muslim world. Based upon Western cultural and societal norms and increased scepticism of the role of religion in violence, these assumptions have triggered a strong wave of calls for a top-down approach to reform formal state schools in predominantly Muslim countries, These calls often meet with resistance at national and community levels. This article seeks to examine these misconceptions and investigate why educational reform efforts through top-down frameworks which are especially motivated by countering violent extremism or terrorism have had only limited success. Many major international intergovernmental organisations, non-governmental organisations and governments have invested time and effort into education measures aiming to build peace and coexistence in Muslim countries, but they have been unable to build a relationship of trust with community leaders and school authorities. The authors argue that the main reason for defiance is reformers’ failure to closely examine the cultural context of their chosen setting and work with existing tools and local institutions. Illustrating their point with a case study of an intervention carried out in informal Qur’anic schools in Niger, West Africa, the authors offer an alternative method which fosters changes from within. They argue that this model has a better chance of sustainability and could thus be used as the basis for future interventions.  相似文献   

7.
This paper relates the contemporary educational reforms in Sri Lanka to the processes of globalisation. The international monetary organisations such as the IMF and the World Bank and the regional organisations like the Asian Development Bank (ADB) play a dominant role in influencing the debt-receiving countries when it comes to their educational practice. The intensity of the influence of these organisations can vary depending on the existing educational policy of the aid receiving countries. This paper, after a brief introduction on globalisation, examines its effects on the education policy in Sri Lanka with a special emphasis on the current language policy. Equity in education is usually advocated at primary level based on the universal primary education concept so highly upheld by the World Bank. However, the present high human development indicators are undoubtedly due to Sri Lanka's free education policy in native languages. The paper concludes stressing the importance to retain the national education policy as a means of empowerment and liberation of its masses and creating stronger ethnic harmony.  相似文献   

8.
Graham K. Brown 《Prospects》2011,41(2):191-204
This article examines the ways in which education and educational policy impact upon the likelihood and dynamics of violent conflict. It argues that education is rarely directly implicated in the incidence of violent conflict but identifies three main mechanisms through which education can indirectly accentuate or mitigate the risk of conflict: through the creation and maintenance of socio-economic divisions, including horizontal inequalities between ethnic groups; through processes of political inclusion and exclusion; and through accommodation of cultural diversity. It further suggests that designing conflict-sensitive education systems is particularly problematic because the implications of these three principal mechanisms often pull in different directions.  相似文献   

9.
Education and fragile states   总被引：1，自引：0，他引：1  
Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of fragile states discussions as more than a basic service; in relation to fragility, education is at the same time cause, effect, problem and possible solution. Education needs to be part of fragility analysis as well as in the identification of priority stabilising interventions. In education – as in other sectors and domains – gender equality and state fragility are inherently connected and gender equality must be integrated through all analysis and interventions. The article ends with some recommendations for moving in this direction.  相似文献   

10.
The paper examines the role of PISA in the globalisation of education policies. It approaches the question by assessing the effects of PISA on the ways in which new legislation was debated in national contexts in the period 1994–2013. The study asks: Has there been an increase in the number of references to the international community in debates on education policy due to PISA, and, if so, is this change confined to debates on education policy? Our analysis shows that education policy debates feature an increasingly global discourse in which organisations such as the OECD have an authoritative role. Yet, our findings do not support the claim that PISA is the cause of a change in this respect. Debating national policies in a global context and utilising the same transnational discourses regardless of the policy issue area in question has long been with us, yet there is a global trend in which national policies are increasingly often debated through appeals to models and policy advice promulgated by international organisations.  相似文献   

11.
ABSTRACT

Recent decades have witnessed a growing number of global campaigns on girls’ and women’s education, including major global policy initiatives such as the MDGs and the SDGs. While scholars have critically analysed the conceptualisations of gender, equality and development in such campaigns, and their significance for national level policy and practice, less has been written about why and how girls’ education came to be such a high profile feature of international policy frameworks. This paper draws on perspectives from transnational social movement theory, which has been used by gender scholars to explore the activities and significance of non-governmental organisations for agenda-setting at the global level. In this paper these perspectives are applied to the field of global education policy, through an analysis of evidence from international conferences, data on aid flows and interviews with key policy actors, to explore the factors behind rise of the global agenda on gender equality in education. In doing so, it suggests that the current dominant framing around girls’ education, access and quality, may be explained by the relatively weak involvement of non-governmental women’s groups in proportion to the strong involvement of multilaterals, bilateral agencies, national governments and more recently, private sector organisations.  相似文献   

12.
While school-related gender-based violence (SRGBV) is increasingly on the agenda of international development agencies and national governments, there is little evidence on the policy processes that can more effectively address violence. Drawing on data from studies conducted during an innovative three year action research project with UNICEF and governments in Ethiopia, Togo, Côte d’Ivoire and Zambia, this paper explores the struggles of actors and organisations engaged in developing and implementing policies linked to SRGBV at national, mid and local levels. We examine interlinked political, conceptual and resource challenges that frequently hinder the multi-dimensional work needed to respond to and prevent the many forms of everyday violence in girls’ and boys’ lives. Finally, we explore the potential for strengthening government structures, and networks across sectors and state and non-state organisations, that are able to support the creative work of school communities to recontextualise policies, in order to generate more effective multi-dimensional policy enactments.  相似文献   

13.
Abstract

Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.  相似文献   

14.
Higher education plays an important role in the social, economic and political development of any given nation. In the Namibian context, quality assurance systems have been put in place at both national and institutional levels through the establishment of national quality assurance agencies and units responsible for quality in institutions. A critical literature analysis of quality assurance systems in higher education shows that although they claim to strike a balance between improvement and accountability, external quality assurance mechanisms tend to have an accountability and compliance focus and to promote managerialisation and bureaucratisation of academia. This article argues that internal quality assurance systems, built on a strong quality culture, tend to be more effective in enhancing the quality of student learning experience and academic success than externally driven quality assurance. Thus, to promote genuine quality, more energy must be invested in external quality assurance capacitating and strengthening internal quality assurance systems.  相似文献   

15.
This profile explains the assessment system in England, concentrating on those aspects that are related to government policy. It begins by putting the system in context; it then describes the national educational structure, curriculum and assessment arrangements. The government agencies responsible for carrying out education policies are introduced. In order to illustrate the intersection of curriculum and assessment development and political policy, the profile describes and discusses assessment issues that highlight the role of government and its agencies in the development, implementation and monitoring of England's national curriculum tests and 14‐to‐19 qualifications. It argues that successive governments have increasingly intervened directly in curriculum and qualifications development, and observes the growing governmental policy influence over assessment issues and the repercussions of that influence.  相似文献   

16.
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of the economistic model, takes education and learning as a fundamental human right for all individuals irrespective of their age, gender and class. However, this model is criticised as a vague, rhetorical and utopian ideal with little potential for informing educational policy decisions at national level. Using some key Habermasian conceptualisations, mainly the colonisation of the lifeworld and communicative rationality, this paper argues that three major dimensions of human learning informed by Habermas – transformative, citizenship and intersubjective – can contribute towards the development of a more comprehensive model of lifelong learning.  相似文献   

17.
While political conflicts in many countries have resulted in large-scale destruction and loss of life, South Africa has been successful in avoiding a violent conflict following the demise of apartheid. The Truth and Reconciliation Commission (TRC) has been seen as an important mechanism contributing to South Africa's successful management of its political challenges. Yet, the legacy of apartheid continues beyond the work of the TRC, and several social problems such as poverty, unemployment, crime, and substance abuse continue to affect many South African communities. Psychology is uniquely poised to assist in addressing these social problems and in contributing to the development of a community of peace. Academic psychology departments have responded by implementing an undergraduate programme aimed at training professional counsellors to respond to community needs in post-apartheid South Africa. This paper surveys the present political landscape in South Africa, examines the work of the TRC as a psychological change catalyst and peace building mechanism, and calls attention to the role of psychology in contributing to national development.  相似文献   

18.
Following initial scepticism, the growth and developments within distance education in India have been tremendous. This paper records those developments in one of the largest distance education systems in the world with regard to its contribution to national development. The paper also examines curricular programmes, access and equity, media and technology, funding and costing, quality and accreditation, collaboration and networking, internationalization, and outcomes and benefits. The paper argues that higher education at a distance has significantly contributed to Indian national development on various counts, including innovative programmes for niche markets as well as community development; nation‐wide training programmes for the workforce and community and the empowerment of women; information and communications technology (ICT) networking and sharing of resources; massive human resource development for IT; management; school teaching; and development in new sectors of the workforce. Nevertheless, the areas of quality of instructional processes, access and equity, and effective deployment and use of ICT have been highlighted as accelerators to the system in its future expansion.  相似文献   

19.
Lifelong learning is realized in different ways in different countries. Socio-economic and cultural factors are important determinants of implementation. Japan is a self-styled ‘maturing’ society with an ageing population. It is wealthy, but undergoing rapid social, economic and technological change that poses a threat to its sense of community. Its economy is faltering for the first time since reconstruction after World War II. In the author's view, based on desk study and a visit to relevant agencies in Nagoya and Tokyo in June 1999, lifelong learning is seen to be a key means for addressing these three central issues - ageing, community and economic change. National bodies have deliberated on the problems and informed themselves of needs and options for development. They have articulated policies to promote and celebrate learning of all kinds at any point of life through adult, vocational and community education. Initial education is perceived to have a key role in inculcating aptitude for, and positive attitudes towards, learning over the lifespan. This paper argues that, in Japan, lifelong learning is viewed as a ‘lifeline’ i.e. a vital means of communication on these issues between the national ‘think tanks’, bureaucrats and the Japanese public. The Bureau of Lifelong Learning of the Ministry of Education, Science, Sports and Culture (Monbusho) seeks to develop and implement policies to achieve these goals.  相似文献   

20.
美国社区学院发展已有百年历史,至今昌盛不衰。通过对美国社区学院发展概况、美国各级政府和行业企业在职业教育发展过程中所发挥作用的外因分析,结合对社区学院人力资源管理等内因的分析,揭示美国社区学院发展的内涵,及对我国职业教育的借鉴意义。  相似文献   

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