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1.
Claudia Buchmann 《Prospects》1999,29(4):503-515
Conclusion In the last two decades of the twentieth century, many Africans have experienced decline or stagnation in the quality of their
lives. The continued high rates of poverty and declining educational enrolments in the region are outcomes of multiple factors,
including escalating debt and declining development assistance on the global level and fiscal mismanagement, weak governance
and continued population growth within African countries. One realization that has come from the experiences of recent decades
is that poverty is both a cause and an outcome of low educational enrolments. Breaking the cycle requires great effort on
two fronts simultaneously: (a) a targeted attack on poverty through policies that promote sustainable and equitable development;
and (b) an unwavering long-term investment in basic education (Psacharopoulos, 1995). The question remains whether international
organizations, African governments and local communities will heed the lessons learned from past missteps and apply them to
future educational initiatives. Both the international community's renewed awareness of the importance of basic education
and the recent educational efforts of African-based NGOs suggest that the answer to this question is a tentative ‘yes’. Perhaps
the first decade of the new millennium will bring a more definitive answer.
Original language: English
Claudia Buchmann (United States of America) Assistant Professor in the Department of Sociology at Duke University. Her research interests include educational inequality
in the international context with a special focus on educational problems and prospects in Africa. Her recent publications
include ‘The debt crisis, structural adjustment and women's education: implications for status and social development’ (1996,International journal of comparative sociology) and ‘The State and schooling in Kenya: historical developments and current challenges’ (1999,Africa today). 相似文献
2.
Positioning higher education for the knowledge based economy 总被引：1，自引：0，他引：1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
3.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
4.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
5.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
6.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
7.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
8.
Andrew Noyes Geoff Wake Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation
in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification
pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment
of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions
between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics
of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education
community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based
higher education courses and work places. 相似文献
9.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
10.
Yoko Kobayashi 《Higher Education》2010,59(3):323-333
Drawing from social identity theory and its categorization process, the present study crossexamines Japanese students’ contrastively
different attitudes toward Asians and European (-looking) people in two different contexts: (1) Japanese students in the overseas
English language school context who perceive a sense of solidarity with other Asian, particularly Korean, students in the
presence of European students and (2) Japanese students’ yearning for ‘white English’ speakers in Japan and their disregard
for Asian and African-looking students on campus. Based on primary data and literature knowledge base, the present study argues
that Japanese students’ inclination to make friends with other Asian friends in English speaking countries is context-bound
and once they return to their less multicultural home country, their intact yearning for the Imagined West is rekindled. Further
discussions are provided for those involved in international education and foreign language education as well as English-as-a-world-language
education in postsecondary education. 相似文献
11.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
12.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
13.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
14.
The ethnography presented by van Eijck and Roth focuses on the activities of people involved in a government funded internship
program in conservation and restoration, which was offered by a ‘multidisciplinary research center’ through a local First
Nation adult education center. The internship was designed, in partnership with a local non-profit conservation society (OceanHealth),
to appeal to First Nation men and women considering career change, returning to school, or re-entering the work place. The
primary aim of the internship was to ‘provide authentic science for diverse student populations (and their teachers), with
particular attention to the needs of students from First Nations, to become scientifically literate to the extent that it
prepares them for participating in public debates, community decision-making, and personal living consistent with long-term
environmentally sustainable forms of life’. The authors report that at least one of the two interns was not interested in
science and a WSáNEC elder expressed dissatisfaction with the efforts to establish the nature park and its current approved
uses. Van Eijck and Roth argue that the divergence between the project aims and the goals of the participants are a result
of how ‘place’ is viewed in place-based education and that disagreements like these can be resolved if place is theorized
as chronotope. There are many interesting ideas raised and directions taken in the article by van Eijck and Roth. After several
discussions during the review process, we decided to focus our forum response on the meaning of ‘place’ in place-based education,
the utility of theorizing place as a chronotope, the implications for teaching–learning (‘education’), and musings on what
remains unclear. 相似文献
15.
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
16.
Matti E. Lindberg 《Higher Education》2007,53(5):623-644
Compared with the problems one encounters when trying to use ‘graduate employability’ as a measure of the quality of higher
education, recognising how the definitions of ‘employability’ are dependent on the type of the data used in analysing the
phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability
varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational
and working careers of graduates with master’s degree in nine European countries are used to illustrate differences between
the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of
the higher education system when trying to improve the employability of graduates. 相似文献
17.
Financial stringency and neo-liberal influences in higher education are impacting upon relationships and academic values in
higher education. The aim of the present paper was to analyse how these forces operate differentially in the UK and Germany.
The British students were significantly more satisfied than were their German counterparts with the intellectual and personal
relationships that they had with their university teachers; this could, however, be attributed more to country-specific factors,
predating marketization, than to the effects of globalisation. Students in both countries clamoured for more practical experience
during their university courses; but a number of UK students and almost half the UK staff thought that that insufficient justice
was being done to theory in the HE programmes. Though ‘the market’ might be assumed conducive to efficiency, the British respondents
(both staff and students) were especially dissatisfied with organisational aspects of their institutions. Many of the German
staff believed that the old order of the university as they had known it was passing away and this awareness was painful to
them.
An erratum to this article is available at . 相似文献
18.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
19.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
20.
In recent years there has been a major expansion by higher education institutions in setting up ‘for-profit’, offshore programmes
and campuses. It has been claimed that for-profit provision in a free, or unregulated market, responds to student demand and
acts as a catalyst for innovation, thus fuelling arguments for a global ‘free market’ in higher education. There are few opportunities
to test these claims since higher education is overwhelmingly provided within national systems of education and is generally
subject to strong local regulation. Israel, in the 1990s, offered a rare case of an unregulated market in higher education
for foreign providers, albeit one which contained significant distortions: British institutions took the leading part in developments.
This article examines that experience in the light of documentation in the public domain and of practitioner research and
argues, contrary to unsubstantiated claims, that provision fell below acceptable standards. The article concludes that, in
this field, consumer demand did not operate on the basis of quality and that the market-place cannot assure standards of higher
education in overseas provision. Furthermore, until international standards are agreed, governments have a responsibility
to regulate provision which directly affects the lives of their citizens. 相似文献