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1.
Joel D. Sherman 《Prospects》2008,38(3):305-323
Education for All has focused international attention on the goals of universal primary education and improved education quality.
However, national indicators related to these goals often mask significant differences among demographic and social groups,
as well as among geographical regions within countries. This paper, based on a study commissioned by UNESCO’s Global Monitoring
Report team, examines within-country (regional) disparities in participation in primary education in between 55 and 60 countries
in sub-Saharan Africa, Asia and the Pacific, Latin America and the Arab States. After reviewing the methodology used in the
analysis, the paper compares countries’ disparities in net enrolment rates before and after the Dakar Framework was established
in 2000, changes over the pre- to post-Dakar period and a comparison of net enrolment rates with pupil-teacher ratios—one
of the standard measures of education quality. Overall, the analysis finds significant differences in the magnitude of regional
disparities in primary participation across the countries, with the smallest disparities in Latin America and the largest
in sub-Saharan Africa. While just over half the countries with both pre- and post-Dakar data showed improvements over the
period, there was little change in countries’ rankings on the disparities measures over this period. 相似文献
2.
拉丁美洲高等教育大众化探析 总被引：3，自引：0，他引：3
拉丁美洲国家在二十世纪六七十年代基本实现了高等教育大众化 ,采取的主要政策与措施包括改革公立高等教育 ,发展多层次的私立高等教育 ,创建公私立学校趋同的新型办学模式等。拉美国家高等教育大众化的成果是明显的 ,但也带来了职业分层化和投资效益低下等问题 ,其过度发展高等教育 ,忽视基础教育的教训应引起我们的警觉 相似文献
3.
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
4.
In this introductory article it is described firstly bow, in recent decades, the scientific communities ojhistorians of education in different countries of Latin America have been taking shape, and how they have been interacting with each other at an international level Subsequently some of the main works are analyzed that have approached the history of Latin American education from a general perspective and the general characteristics of the scientific production are traced in the different countries of the area. Finally, since in this volume of “Paedagogica Historica” there are specific articles on the present day historiography of education in Argentina, Brazil, Colombia and Mexico, a brief analysis is made of the scientific production in our field in some other selected countries: Chile, Venezuela, Ecuador and Costa Rica. 相似文献
5.
Latin American students consistently score low on international tests of cognitive skills. In the PISA 2012 results, students in seven Latin American countries had an average score of 395 in mathematics, or about 100 points lower than the average score of 497 in four Scandinavian countries. We estimate the effect of socioeconomic characteristics on student scores in Latin America and Scandinavia and find that 50 points of the difference are explained by Latin American parents’ lower average educational and socioeconomic characteristics, 25 points are explained by Latin America’s weak cultural orientation toward reading books and the remaining 25 points are explained by the lower effectiveness of Latin American educational systems in teaching cognitive skills. 相似文献
6.
The International Association for the Evaluation of Educational Achievement (IEA) has been active now for more than 30 years. In that time the IEA has planned and co-ordinated several international surveys of pupil performance, particularly in mathematics, science and language. Pupil test data have in every case been supplemented with information regarding pupil, school, curriculum and system features, gathered through questionnaire enquiries and other means. Despite the relatively high costs of participation, and the complex logistics associated with pupil testing on the scale required, a number of developing countries have collaborated in one or other of the surveys, most particularly in those in mathematics and science. Some of the motivations for survey participation are equally relevant for both developed and developing countries, principal among them the desire to evaluate national educational system effectiveness through international comparison. A particular motivation driving some developing countries into this form of international collaboration is the opportunity it offers for skills transfer in the general areas of curriculum development and test construction. The paper overviews the IEA's three international science surveys, notes levels of developing country involvement in these, highlights some selected survey findings, and reflects on the potential value of survey participation to developing countries in particular. 相似文献
7.
唐俊 《浙江教育学院学报》2012,(1):57-64
拉美国家几十年来深陷“中等收入陷阱”,实际是在经济、社会发展过程中一系列问题没有得到有效解决的集中体现,即拉美国家的“中等收入陷阱”实际上是由指导思想上的“新自由主义”泛滥,发展模式上的“资源诅咒”“过度城市化”和“社会保障私有化”等涵盖经济、社会发展过程的诸多问题交织结合在一起形成的。因此,拉美国家要想摆脱“中等收入陷阱”,必须彻底反思和检讨“新自由主义”思潮的负面影响,采取有效政策和措施解决“资源诅咒”“过度城市化…‘社会保障私有化”等诸多问题。 相似文献
8.
国际期刊论文发表的数量和质量是反映国家、地区和机构医学教育研究国际影响力的重要指征。以近30年我国内地学者发表的国际医学教育研究论文为研究对象，运用文献计量方法、国际权威医学教育研究质量工具（Medical Education Research Study Quality Instrument, MERSQI）和定性研究报告标准（Standards for Reporting Qualitative Research, SRQR）从发文量、发文期刊、主要合作国家、研究主题、论文质量评价等方面进行国际影响力的全景式分析。研究结果表明，我国医学教育研究数量和成果影响力正不断增长。然而，也存在研究国际影响力不足、研究质量参差不齐、国际合作水平较低的问题。研究建议，通过形成研究先导势能、深化科研体制机制改革、推动研究范式创新、大力开展成果推广等途径，全面提高我国医学教育研究质量和水平。 相似文献
9.
The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region. 相似文献
10.
While great progress has been made by the international community to promote inclusive education for all children, regardless
of race, ethnicity, socio-economic status, gender or disability, many countries still continue to marginalize and exclude
students in educational systems across the globe. High-stakes assessments in market-driven economies have increased exclusionary
practices. Using international databases and research studies, this paper provides evidence of the poor performance of high-stakes
assessment policies, particularly in the United States. The authors analyse and compare the key assumptions and consequences
of a market-based system of education with those of a system that is based upon the principles of inclusive education through
a school-community model and examples from Europe and Latin America. These models demonstrate that the twin goals of quality
and equity can be achieved within a system that addresses educational policy and practices more broadly than market-based
reforms. Conclusions call for policy-makers to respond to the discrimination and exclusion of various populations around the
world by considering the impact of current educational models and the potential they have to support genuinely inclusive education
for everyone. 相似文献
11.
《International Journal of Educational Development》1998,18(3):161-179
This paper surveys sociolinguistic research into language and gender in Latin America, and identifies a gap specifically in the area of gendered language use in interpersonal interaction. It also notes a general paucity of gendered research on bilingual behaviour, which extends beyond Latin America. Through an analysis of the very small body of such research which has been carried out in Latin America, it examines some serious implications of these gaps for the model of `bilingual-intercultural' education now gaining currency with Latin American governments and international agencies. It seeks explanations for these absences in the Latin American context (in Latin American feminism, in the role of language in Latin American nation-building and myths of mestizaje, and in the way sociolinguistics has been institutionalised there) and in wider theoretical debates within the social sciences. Finally, it raises questions as to how this lack might be remedied, in such a way as to further the development of culturally appropriate education programmes for Latin America's indigenous peoples. 相似文献
12.
抽样调查显示,高职院校学报在执行期刊国家标准的过程中存在许多问题。这些问题的产生既涉及到国家标准的制定,也涉及到学报从业人员的工作态度和业务素养,以及主管部门、行业协会和所在院校对标准的推动和执行力度。提高高职院校学报执行期刊国家标准的水平,各方面都必须站在历史的、国际的高度,全面地、发展地看待和理解标准,自觉地执行已约定俗成的、出版行业公认的标准。尤其是专职编辑人员,更应将其转化成为一种内在的自觉和素养。 相似文献
13.
基于对99篇研究中国基础教育的SSCI高被引论文的主题分布、对中国基础教育研究价值的表述以及被引用情况的分析,发现这些高被引论文通过凸显中国学生的优异成绩、揭示与他国教育存在的共性问题等方式吸引了国际学界关注,但对有中国特色教育实践的描述分析以及对中国基础教育独特研究价值的发掘尚有不足。相关成果对中国基础教育研究价值的建构方式需要实现从成绩到经验、从问题到方案、从数据到理论的转变,才能进一步提升中国教育研究的国际学术影响力。 相似文献
14.
留学生教育是高等教育国际化的重要组成部分,影响着高等教育国际化发展水平。随着高等教育国际化进程速度加快,拉丁美洲国家也越来越重视留学生教育。然而,在留学生教育国际市场竞争中,拉丁美洲却面临着招生渠道少、生源流失严重、语言沟通障碍等方面的困境。究其原因,主要在于政策激励机制不健全、教育资源相对有限以及社会环境动荡不安。为此,拉丁美洲需要采取加大教育资金投入、健全政策激励机制、增强国际交流与合作、推动教育一体化、开发远程教育平台、实现优质资源共享等有效举措,进一步推动留学生教育发展,提升高等教育国际影响力。 相似文献
15.
Amdissa Teshome 《Distance Education》1990,11(1):161-172
Distance education can be more cost‐effective than conventional education. In view of scarce resources available to developing countries, it is, therefore, a valuable means of tackling educational problems. The paradox is that this mode of education has not yet firmly established itself where it is badly needed (except in a few Asian and Latin American countries). This paper does not attempt to discuss the paradox but examines the potential of creating programmes that can cross national boundaries, taking as an exemplar, the context of Wye External Programme. It is believed that such programmes can assist these countries in resolving current educational problems and pave the way for further developments. 相似文献
16.
AbstractWhile professional development has been emphasised in many countries, few comparative studies have examined the degree of teachers’ participation in professional development and its effect on teachers. Using the TIMSS 2007 data, this study analyses to what extent teachers participated in professional development in 50 TIMSS countries and examines the relationship among high-quality teachers’ professional development, teachers’ beliefs, attitudes and job satisfaction. The study found that the extent to which teachers have participated in professional developmental activities was surprisingly low. In particular, teachers in 47 countries have rarely participated in active learning. The study also found that high-quality teacher professional development was significantly associated with greater job satisfaction, higher expectations for student performance and more positive attitudes in teachers concerning their implementing the school’s curriculum. Policy implications for professional development are discussed. 相似文献
17.
Over the last decades, teachers have often been identified as ‘key’ players for the improvement of education systems. The successive waves of reform taking place in Latin America since the 1990s have aimed at initial and continuous teacher training. The main changes intended to improve the quality and lengthen the duration of initial teacher training; additionally, the variety of teacher training courses was widened and diversified. This work focuses on the teacher training curricula currently in force for the MERCOSUR member states (Argentina, Brazil, Paraguay and Uruguay). Special attention will be paid to the definitions of the profile that is intended for future teachers, as it is believed that this dimension makes it possible to reveal the different types of expected performance, which will allow us to move towards the dimension of the educational practices. The results obtained from the comparative analysis indicate that the abilities/competences put forth by the four countries are relevant and complementary with each other. Studies of this kind are a step forward in the definition of common policies for MERCOSUR countries aimed at strengthening and articulating teacher training and, specifically, at recognizing teacher qualifications and favouring mobility among countries. 相似文献
18.
李紫莹 《北京城市学院学报》2007,(4):68-71
查韦斯外交引起了国际社会的瞩目,主要是由于国际油价居高不下,为其开展“石油外交“提供了契机;高举反美大旗,赢得世界许多国家和地区特别是拉美地区人民的共鸣;查韦斯频繁出访世界各国,在国际组织中积极作为,成为国际政坛的风云人物。然而,无论是委内瑞拉的改革与建设,还是查韦斯所呼吁的国际社会多极格局的最终形成,都还有很长的路要走。 相似文献
19.
This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning. 相似文献
20.
Alain Michel 《European Journal of Education》2017,52(2):206-216
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts. 相似文献