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1.
Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.  相似文献   

2.
This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions.  相似文献   

3.
Based on the history and situation of the current Sino-foreign cooperation in running school, some prominent differences on the college educations between China and developed countries are discussed. The paper aims to improve the level of Sino-foreign cooperation school running, and gives some methods to promote the education quality of Chinese colleges.  相似文献   

4.
This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.  相似文献   

5.
The idea of digital game-based learning （DGBL） is that students （or players） learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS （commercial off-the-shelf） games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories： sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated： motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of ＂real＂ sports, the following question arises： Are their respective educational results comparable？  相似文献   

6.
The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed.  相似文献   

7.
This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship （Implementation of Education and Stringfellow, 2005; Recommendation of the European Training 2010, 2004; Winterton, Delemare-Le Deist ＆ Parliament and of the Council of December 18, 2006 on key competencies for lifelong leaming, 2006）. The evaluation focuses particularly on skills required in the labour market. These competences are included in all vocational study programmes as a part of accompanying with other key competences. The authors＇ approach follows the principles of developmental and participative evaluation, applying the Common Quality Assurance Framework （CQAF） model, which has been accepted by the European Commission for the quality management and quality assurance framework for vocational education and training in Europe. Additional methods such as interview and statistical data gathering were used to acquire comprehensive data and ensure extensive participation of each partner involved has key competences. The evaluation material was collected from vocational education and training providers by sector （n=8） and by qualification （n=53）. Every sector and type of examination was included in the evaluation. The evaluation was based on a sample （n=130）. The evaluation data were collected from multiple sources by using multiple methods. The material included written self-evaluation reports by vocational education and training providers （n=130 which equals 95% of VET providers）, quantitative information, interviews organized by the National Board of Education and an evaluation seminar for providers as focus groups. Educational administrators, teachers, students, employers and workplace instructors participated in the self-evaluation of the vocational education and training establishments （multi-professional evaluation）.  相似文献   

8.
Demands by internal and external accreditation groups, whether governmental or professional, has resulted in education providers being more aware of partnership paradigms that develop institutional quality for mutual benefit. The focus of this article is to examine current research on educational partnerships in South-East Asia, identify purposes of academic alliances and report on collective goals, expectations and principles that academics have in relation to cross-institutional relationships. A three-round Delphi technique was used to examine the pros and cons of partnerships, how partnerships could be made more successful and to identify specific actions that individual academics could undertake to develop smarter partnerships. A conceptual framework of alliance performance is suggested and the management of a partnership is addressed in relation to shared values, capacity building and the role of an alliance manager.  相似文献   

9.
This paper aims to identify the gaps in management education highlighted by 3 primary stakeholders： students, faculty and alumni. The study tries to address the issue of relevance and compatibility of management education and investigates areas of improvement perceived by respondents. The paper assumes that business departments of universities have to bring changes in learning strategies to meet the requirements of stakeholders. This research takes UMT （University of Management and Technology） as a case study and presents gaps in management education. Data are collected from all the 3 stakeholders： students, faculty and alumni of MBA （Master in Business Administration） program offered at UMT. The survey is administered using an exclusively-designed research instrument and the data set of 211 students, 55 faculty members and 145 alumni is analysed using appropriate statistical techniques. The management of business schools should develop an integrated and well-coordinated mechanism to share common vision and strategies among stakeholders. A need to revise current MBA curriculum is identified, which emphasizes on the development of different types of skills among MBAs to make the program compatible with the existing corporate sector. The universities dealing in management education are recommended to redesign their curriculum in a more integrated and coordinated way in anticipation with aspiration of the existing corporate sector, which would then help reduce the identified gaps among stakeholders. The management of business schools should have a continuous assessment mechanism incorporating the feed back of all stakeholders, particularly students, faculty and alumni. The paper makes a fruitful contribution to the existing academic literature through an empirical investigation in Pakistani environment. A critical discussion is carried out, and gaps in management education are highlighted, which may motivate management institutions to revise their curriculums.  相似文献   

10.
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement.  相似文献   

11.
The main objectives of the study have been testing Roger conceptual learning method with regard to Turkish students and to investigate the applicability of the method on graduate students. The experimental group was formed by l0 volunteer students. The study lasted 16 weeks according to group discussion method. In this period, global environmental problems were handled under 8 headings. The research data was gathered from students＇ diaries or through semi-structured group interviews. The data was evaluated using the content analysis method. In the results of analysis, it was achieved that first three dimensions of Roger model were formed in most students and the last two dimensions were significant in some students. Therefore, it might be stated that Roger conceptual learning method handled in the study, not only with its conceptual but also emotional and pedagogic dimensions, functions similarly on Turkish graduate students as well.  相似文献   

12.
Three professors of education reflected on education in their countries of origin, and compare their education with learning, teaching and the education in the United States. The three countries represented are China prior to the political and economical reforms starting from 1979, Iran prior to the Islamic Republic of 1979, and the Russian Federation of the Former Soviet Union prior to the fall of the Soviet Union in 1991. Certain aspects of education such as the curriculum, pedagogy, length of schooling, methods of teaching, the textbooks, and priorities and goals of schooling in each country are discussed. This article is a comparison of the educational system of each country with the American educational system as well as among the three countries. The article concludes with each author offering some ideas on how the American educational system might benefit from the experience of the other countries.  相似文献   

13.
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality.  相似文献   

14.
The objective of this paper is to explore the operation of magnet and professional development school （PDS） programs in a real life situation using an ethnographic study of Downtown Elementary School （DES-a pseudonym） that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as： What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES？ What can be learned from the experiences of the unique school-DES？ The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other＇s progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools＇ reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism.  相似文献   

15.
在调查中发现,青春期敦育（尤其是性知识教育）在家庭是若有若无的,在学校是蜻蜓点水的,在社会是杂乱无章的,这种现状,后果堪忧,为了青少年的健康成长,应加强青春期教育．  相似文献   

16.
The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms.  相似文献   

17.
The world （Africa in particular） is in a progressive state of environmental crisis, caused by global warming, loss of biodiversity, human overpopulation, pollution, massive deforestation and desertification, urbanization and many other environmental problems and risk factors. For several commentators and theorists, part of the solution resides in the provision of pertinent and adequate education, including environmental education. The present paper briefly examines the history of environmental education, internationally and in South Africa, and some of its most prominent current trends and issues, before critiquing its general orientation. Arguing against what appears to lie at the heart of environmental education and literacy, namely anthropocentrism （ideas like ＂education for sustainable development＂）, the paper urges a radical rethinking of its central concerns and modus operandi, in terms of facilitating learning for the natural environment. In other words, in order to live up to its promise of contributing towards life beyond the twenty-first century, such learning must include the realization that nature matters in and for itself.  相似文献   

18.
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study.  相似文献   

19.
This paper reports on the students＇ experiments of using blogs to encourage themselves to do pre-class reading assignment and reflections after class. The sample in the study included five ESL （English as a Second Language） graduate students in a course of teaching methods, and 90 software engineering students in an undergraduate information technology program. Results indicated that there was a positive attitude towards the use of blogs for pre-class preparation and post-class reflections. However, considering the successful experience, it is important to consider the class size, students＇ educational level, and the type of reading assignment.  相似文献   

20.
Higher education is the product of three constituents, the policy makers or government, the executors or faculty and the recipients or the students or scholars. Steadiness among different constituents in given social interaction can act as facilitating motive and it could make higher education more smooth and productive. The “steadiness” in the pilot study is “a parameter that helps the three constituents of higher education to communicate to each other without ambiguity or say on a same frequency” and is very close to the factor “similarity”. Studies prove that “similarities” help group cohesion, improve performance and social relations etc. So to assume that the presence of like-mindedness or “similarity” or say “steadiness” in the field of higher education has the potential to decrease the amount of stress and to increase the productivity or outcome （successful policies, objective assessments, scholars, research, utility etc.）, is justified. And the assumption possesses the testable potential to study policy, assessment, implementation and other allied issues objectively. Many methods of social research and experimental designs are feasible for such study. A pilot study of a biography proves that the study of “similarity” in higher education for quality and assessment is viable and possesses the potential to produce better scholars, can enable the government to improve economy, can help to produce a strong next generation, can positively contribute to strengthen the social institutions and society and above all can bring a positive change in higher education that has been merely claimed for last many years. It is recommended that the proposed “similarity” may be studied in the field of higher education to help the government to formulate and execute policies based on social psychological evidence to enable the executors to best utilize their potential to help the recipients and learners to grow as per their full potential.  相似文献   

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