共查询到20条相似文献，搜索用时 31 毫秒
1.
C. S. JHA 《European Journal of Engineering Education》1989,14(2):113-119
The growing frustration of developing countries with their relatively slow rate of economic progress, their increasing dependence on imports of technology despite genuine efforts for endogenous developemt, and the flight of their skilled manpower for employment in developed countries have combined to focus attention of their educational planners on the ‘appropriateness’ of their engineering education programmes. Since technology is nation- and culture-specific, it is argued that all educational programmes in the field of engineering and technology should be specifically designed to meet the needs of the country concerned. Formulation of such programmes may, however, inhibit mobility of engineers across national boundaries, hamper transferof technology and decelerate global economic and technological development. The paper examines the observable differences in the characteristics of developing and developed countries, the technological framework and projections of economic growth of developing countries and the special features of the engineering educational system needed to respond to their needs. Implications of recent advances in information technology, biotechnology and manufacturing technology on engineering education planning are analysed. The compatibility of socially relevant engineering education with that of internationally comparable standards is examined in detail. It is shown that it is possible to develop programmes in developing countries which are intellectually challenging, meet international standards of achievement and at the same tiem equip students with competence in technology assessment, with awareness of pitfalls of technology transfer and with experience in use of technological solutions for current social and economic problems. It is argued that such programmes while essential for developing countries will be equally useful to developed countries and would accelerate international appreciation of problems of development. The reversal of brain-drain is proposed through the creation of challenging opportunities at home coupled with the utiltisation of intellectual and financial resources of emigré nationals abroad. 相似文献
2.
B. G. Tilak Jandhyala 《Prospects》1997,27(1):85-107
Summary and conclusions It is difficult to isolate the effects of adjustment policies on education. Even elaborate country studies could not properly
assess the definitive effects of adjustment. As Stanley Fischer (1991, p. 526) observed, ‘the evaluation of adjustment lending
is not only extremely difficult, but also essential. None of the methods of evaluation are entirely satisfactory’. Here, an
attempt has been made to examine the association between adjustment and the development of education. The effects identified
can, at best, be treated asprobable effects. While no causal relationship could be found, intense adjustment is generally associated with declines in a variety
of indicators on educational development in Asian countries, similar to patterns observed in many other regions. At the same
time, it should also be noted that, on the average, while the education sector in Asian countries suffered during adjustment,
it also seems to have been relatively well protected from the brutal effects affecting developing countries in other regions
experiencing adjustment.
The effects of adjustment, however, have not been uniform on all countries of the Asian region, and several economies suffered
severely. It has been found that, during the adjustment processes, the proportion of GNP or of total government expenditure
allocated to education declined in a majority of the adjusting (including intensely adjusting) countries, even though the
corresponding figures also point to a decline in some of the non-adjusting countries. In a large number of the adjusting countries,
the relative share of capital expenditure on education declined and that of current expenditure increased.
The allocation of resources to primary education seems to have been protected in most countries, except in Pakistan and Bangladesh.
This is also true of non-adjusting countries, such an India and Malaysia, where the relative share of primary education actually
increased. More importantly, the real expenditure per student in primary education increased significantly in all countries,
with the exception of the Philippines and Nepal, during the first half of the 1980s (the only period for which these data
are available). Expenditure per student in primary education as a ratio of GNP per capita also increased in all countries,
while the corresponding proportion relating to higher education declined in all countris, except in India. All this indicates
that concerted efforts have been made by the adjusting as well as the non-adjusting countries in Asia to protect primary education;
a remarkable achievement when compared to other developing countries of the world (see Berstecher & Carr-Hill, 1990). Adjusting
countries could have protected primary education from budget cuts through social safety-net programmes introduced as a part
of adjustment policies in several countries, as in India during the 199s.
However, enrolment ratios in primary education declined in two of the intensely adjusting countries, namely in Pakistan and
Thailand. Although the gross enrolment ratio in Pakistan is deplorably low (44% in 1990), Bangladesh registered remarkable
progress with increases not only in gross but also in net enrolment ratios, which went up from 54% in 1985 to 69% by the end
of the 1980s. The number of pupils per teacher in Bangladesh, however, has increased to one of the highest levels in the region,
suggesting that quality was traded-off for quantitative expansion.
Internal efficiency also increased in all countries of the region. While gender discrimination has been found to have increased
as far as the stock of the educated people is concerned, gender discrimination in enrolments has been coming down in all the
countries.
Lastly, the relative share of the private sector, although limited at present, seems to be increasing. Fees appear to have
been introduced even in primary schools in some countries and have had a negative effect on the demand for education and on
total enrolments. Increases in the degree of privatization and the introduction/increase of fees in education have been dominant,
thought not necessarily explicit, components of adjustment polcies.
While, on the whole, the effects of adjustment on education seemed to be mixed, and no striking difference could be observed
between adjusting/intensely adjusting and non-adjusting countries in short-term educational development trends in Asia, the
tentative evidence from a few countries does suggest a strong association between adjusting policies and a deterioration in
educational situations. Such a strong association is clearly discernible with respect to several important indicators of educational
development, although not with respect to all. It would be useful to look into this association more closely in one or two
selected countries to clearly understand the effects of adjustment on education. Though the problems that will be found and
the associations observd in a particular country may be unique, and may not be relevant for others, such country studies would
be valuable to draw lessons, not only for the countries concerned, but also for others.
The experience of both the Asian (and even other) countries, as well as of international agencies with structural adjustment
programmes is short (about ten of fifteen years). As ‘adjustment’ is a long on-going process, analysis of its effects over
a short period of time would be premature and problematic, as quick results cannot be expected. More importantly, it is probable
that the ‘positive impacts are realized with a considerable time lag, while its adverse effects are immediate and highly visible
... [but these programmes] may not be sustainable, economically and politically, if their immediate [negative] impacts are
not mitigated’ (Yanagihara, 1989, p. 319-21). Otherwise, programmes may not be taken to their logical conclusion. Further,
gradual adjustment policies have been generally found to be successful in the East Asian economies, rather than a ‘big bang’
approach involving shocks and sudden simultaneous shifts in all policies in an attempt to move forward quickly (Agrawal et
al., 1992, p. 182). The latter approach can, in fact, be counter-productive.
As a result of the growing research in the area and the interest of international organizations, such as UNICEF, the adverse
effects of structural adjustment on social sectors are being monitored by both the donor agencies, such as the World Bank/IMF,
and the countries concerned. Accordingly, structural adjustment programmes are being supplemented in a number of countries
with sectoral adjustment and ‘social safety nets’ and other contingency programmes, so that the poor are not severely affected.
Primary education is one of the important components of such programmes. In general, it is necessary that structural adjustment
programmes and education sector adjustment programmes be integrated, and that the adjustment programmes include agreements
on increasing public expenditure on education. Structural adjustment policies without such education sector adjustment programmes
and social safety-net programmes that guarantee increases in public expenditure on education are likely to cause serious adverse
effects. Hence, ‘it is important that structural adjustment agreements recognize the need for countries to commit new resources
and reallocate existing resources toward investment sectors, such as basic education, which affect both social welfae and
medium- and long-term economic growth’ (Organisation for Economic Co-operation and Development, 1992, p. 63).
Further, it is necessary for the success of the adjustment programmes that the primary responsibility for the concetion of
structural adjustment programmes lie with the national authorities that will implement and sustain the programmes; imposed
programmes may not work (Malan, 1991, p. 539). The Republic of Korea is a good example of how structural adjustment programmes
could succeed because it was undertaken on the basis of its own conviction. This will also help in reducing the political
costs of adjustment programmes. With the level of expertise and competence available in the Asian countries one should expect
that shifting the primary responsibility to the national governments is perfectly possible, compared to those regions that
do not have indigenous expertise.
Of late, some flexibility in and softening of the World Bank/IMF’s hard-line views of precisely what an ideal package of structural
adjustment reforms should consist of are visible (Ranis, 1987, p. 97), though it may have to be further improved (Tilak, 1992).
Lastly, it should be realized by all-the lending institutions and the countries concerned-that education becomes an important
input in the success of the adjustment programmes, and hence investment in education is necessary for the very success and
sustenance of structural adjustment programmes.
Original language: English
Jandhyala B.G. Tilak (India) Head of the Educational Finance Unit, National Institute of Educational Planning and Administration, New Delhi, Ph.D. from
Delhi School of Economics. Mr Tilak taught at the University of Virginia, the Indian Institute of Education and the University
of Delhi. He was also on the staff of the World Bank. Recent publications includeEducation for development in Asia (1994),Educational planning at grassroots (1991), and several articles on economics, development studies and education. A contributor to theInternational encyclopaedia of education. Editor of theJournal of educational planning and administration and a member of the editorial board ofHigher education policy. 相似文献
3.
《International Journal of Educational Development》1988,8(2):129-143
With reference to selected Third World countries, the paper generalizes, within a broad analytical framework, the underlying reasons for the formulation of policies and practices to abate the growing problem of the ‘educated’ unemployed through the initiation of vocationally-oriented educational programmes. It outlines the main reasons why the implementation of vocationally-oriented educational strategies did not converge with and reinforce other related employment initiatives to achieve their intended goals. Discussion is then focussed on why there is a mismatch between educational training and work, which has given legitimate grounds to many Third World countries to question whether the assumptions that underlie vocationally-oriented education are a ‘fallacy’. In conclusion, an alternative educational strategy is suggested. This strategy not only outlines how it may be possible to interface education and work, but also how greater efficiency and equity can be brought about in this relationship. 相似文献
4.
Lorenz Von Pogrell 《International Journal of Educational Development》1985,5(3):141-145
How have recent trends in German educational research applied to developing countries? In order to outline the immediate state of this research in the FRG (1980–1983), the contribution first gives a brief review of its process from the beginning. The first part examines educational research until 1980, and then differentiates three main types of research on educational problems in Third World countries (on the implementation of projects; on the evaluation of education programmes and measures of educational aid; on education systems and the correlation between education and development). Through a survey of the literature published since 1980, the article aims to give an idea of the contemporary topics of this research and furthermore tries to show how German educationists try to come to terms with the failures of educational aid projects, also how they try to construct new and adequate theoretical models. 相似文献
5.
Nigel Tubbs 《Educational Action Research》2013,21(1):167-178
The work of Donald Schön has drawn attention to the paradox inherent in the activities of teaching and learning. His own concept of the reflective practitioner tries to offer a way through this paradox for students arguing that by risking the power inequalities of being a learner they can eventually empower themselves as self-educators. However, it is argued below that Schon has not applied these insights into the paradox of teaching and learning to the activity of reflective practice nor to the identity of the reflective practitioner, and that therefore his educational model is not genuinely comprehensive. The failure by the reflective practitioner to risk the negativity of self-relation within the dialectic of reflection reduces its educational potential, and holds back the education of the philosophical consciousness, which characterises the truly comprehensive teacher 相似文献
6.
This research effort examined current mechanical engineering educational programmes in America and Australia to determine the degree of holistic, systems thinking of each programme. Faculty from ten American universities and ten Australian universities participated in online surveys and interviews. Resulting data analysis and interpretation suggest that holistic, systems thinking is present in both American and Australian engineering educational programmes, although it is more prevalent in Australian programmes. Specific examples of educational opportunities (courses, projects, extracurricular activities, research experiences) that integrate complex systems study are described in the full paper. This study is currently limited a small sample size within two countries, but it would be very useful to expand the study to a larger population and to include European sites to gain a fuller picture of the state of holistic, systems thinking in higher education. 相似文献
7.
Anne M. Dolan 《欧洲师范教育杂志》2012,35(4):463-479
Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland. 相似文献
8.
教育发展与教育均衡之间存在着悖论:随着我国教育的改革与发展,教育的规模、投入与数量持续扩张,但教育均衡程度与水平却在下降,甚至出现一定程度的恶化。这不仅是理论与逻辑上的推论,也是为我国教育实践所证明了的事实。产生此悖论的原因在于,在我国教育发展的当前阶段,由于参考群体的变化,人们产生了普遍的相对剥夺感,教育均衡或公平感走低,从而引致整个社会对教育不均衡现象的广泛批评。教育发展与教育均衡之间也呈现出经济学上的倒U型曲线关系,这从另一个侧面证明了教育发展与教育均衡之间悖论存在的合理性。 相似文献
9.
To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well. 相似文献
10.
公共教育体制改革中的伦理问题 总被引：14，自引：0，他引：14
世界范围内的公共教育重建运动使公共教育体制发生了极大的变化。各国都制定了一系列市场化、民营化的措施改造传统的公共教育体制,试图重构国家与教育、政府与学校之间的关系。我国公共教育体制在改革中也出现了若干典型的市场化运作形式,不同程度地把教育与市场结合起来。然而这场改革带给教育的除了正面效应外,还有许多负面影响,从而引发一系列改革伦理问题。这些问题如不能妥善解决,就有可能限制我国教育改革的发展空间,甚至对我国社会的进程产生消极影响。深入理解教育活动的基本价值,准确把握教育改革的复杂性,才能最终提升教育改革的道德水准和改革决策的伦理质量。 相似文献
11.
AYO GARUBA 《International Journal of Lifelong Education》2013,32(2):191-203
The relevance of the teacher to the success of any education innovation is not open to contention. Equally incontentious is the relevance of education and training to the success of the teacher in the attainment of his/her professional goals. It is against this background that this paper examines the continuing education imperatives in the present basic education crusade in Nigeria. Here continuing education is conceptualized as a process for developing teacher's skill for coping with changing demands of the job through regular exposure to professional renewal programmes. The paper contends that inasmuch as the teacher will continue to play a pivotal role in the execution of educational innovations, then further education and training as it affects him/her must receive priority attention in the conceptualization and implementation of such innovations. To this end, the paper advocates: teacher exchange programmes between Nigeria and other countries of the world; establishment of functional libraries in primary schools; and provision of opportunities to participate in workshops and conferences with such participation made a significant part of the criteria for teacher promotion and advancement. 相似文献
12.
教育改革是促进教育恰切与合理状态实现的重要途径。但并不是什么样的改革都能解决教育发展中的问题。不当的改革不仅不利于原有问题的解决,而且还会引发种种新的问题。在现当代教育发展过程中,由改革引发新问题现象十分普遍与突出。究其原因,主要是教育改革的性质、立场、方法的偏失。定位不准确、立场不鲜明、方法不得当是教育改革失败的症结所在。规范、明确、理顺教育改革的定位、立场与方法,不仅显得尤为重要与迫切,而且也是教育改革走出的误区的必然选择。 相似文献
13.
14.
《师资教育杂志》2012,38(2):120-132
Recent years have witnessed considerable growth of emphasis in the inservice education and training of educational personnel. It has come to be generally accepted that the pace of social and educational change makes preservice training an inadequate basis for long‐term professional competence, and that inservice training is an essential instrument for updating and upgrading staff. In contrast to preservice training, inservice courses can often be more easily related to the practicalities of the education profession, and several models of inservice training avoid removing staff from the workforce. Inservice practices are not usually without problems, however, many of which may be logistical and financial constraints arising from the decision to cater for trainees in their workplaces rather than in one central location. This paper highlights some of these issues by reference to the experience of several less developed countries, and in particular by reference to practices in Papua New Guinea. For over a decade, university inservice courses have been organized in Papua New Guinea for school teachers and a variety of educational administrators. These programmes were developed independently of ‘main stream’ thinking on INSET, but analysis of their operation within a more general and contemporary theoretical context sheds useful light on issues of international interest. 相似文献
15.
This study examined the extent to which socially structured factors impact adults' participation in undergraduate programmes in the USA. In a collective sense, this study started with an assumption that adults' decision to participate in educational programmes does not only rely on individual psychological and their adjacent environmental attributes, but it is also, in part, influenced by socially structured contexts surrounding them. Using the state as a unit of analysis, this study analysed the relationships between socio-demographic, economic, educational and political factors and the variation of adults' participation in the undergraduate programmes. Variables from both educational and socio-demographic factors had stronger relationships with adults' participation. Some variables that states can control through policy-related actions were meaningfully associated with adults' participation. Through this sociological understanding of adult participation in higher education, this study will supplement the lack of attention to macro-level perspectives in participation research in adult education. 相似文献
16.
Enrique Pieck 《International Journal of Lifelong Education》2013,32(5):419-429
The aim of this article is to talk about the possibilities of work‐related adult education programmes within the context of developing countries. The focus of the analysis is on poor populations, particularly those dwelling in rural and marginal urban areas. The background comprises the challenges for productive incorporation, social exclusion, the relative absence of skill development programmes in these areas and the historical ineffectiveness of adult education programmes. In the light both of lessons drawn form several experiences carried out mainly in developing countries and insights coming from educational and developmental research, the article puts forward some theses that may serve as guidelines when carrying out work‐related adult education programmes, such as the need to stem from integral and inter‐institutional perspectives, to rely on sound strategies that can have a direct impact on both social and economic development, to learn from local contexts (knowledge and opportunities) and evaluate the potential within these spaces, to properly assess the different areas (health, housing, organization etc.) that are related to any social development process, and the importance of taking productive activities—work—as the axis and starting point of programmes. 相似文献
17.
David Radcliffe 《Educational gerontology》2013,39(4):311-323
In many respects the third age is newly discovered territory, and it is therefore instructive to ask whether our understanding of the problems posed for education in the later years can in any way be aided by current developments in thinking about education in the Third World. In this paper the author, who brings to educational gerontology the experience of several years of specializing in education in developing countries, asserts that there are indeed intriguing and illuminating parallels to be drawn. In particular, education for the third age calls into question the social and economic imperialism of established patterns of formal education, while recent Third World examples of alternative development values suggest ways in which the educational contribution of the later years can be given the recognition that is not only its due but also its responsibility. 相似文献
18.
MIRCEA MALITZA 《Higher Education in Europe》2003,28(3):273-294
A sweeping analysis is provided of the problems and challenges inherent in adapting the higher education systems of South East Europe to the Bologna Process. For the countries in question, not yet members of the European Union, educational reform, particularly the reform of higher education along the lines of the Bologna Process, are viewed as crucial steps to be taken on the way to membership. Such matters as course programmes and credits, faculty and student mobility, brain drain, the employment of graduates, quality and competitiveness, use of the NITs in the region, inter-university co-operation, higher education and society, lifelong learning, and the actions of international organizations are discussed. Some suggestions for further progress are given. 相似文献
19.
Sylvia van de Bunt-Kokhuis 《Higher Education in Europe》2001,26(2):241-246
Virtual universities, or at least the on-line delivery of tertiary-level courses, offer tremendous possibilities to the developing countries of the South to raise their educational levels. Countries that lack a sound higher education infrastructure can thereby tap the resources of the more developed countries. They can also use the resources of the information and communication technologies to transmit educational offerings to isolated areas and/or areas in which local higher education possibilities are not available. But there are problems. The telecommunications networks, which are almost always owned and headquartered in the developed countries of the North, charge exorbitant rates for their services. Courses and courseware designed in developed countries are frequently not suitable, from a cultural point of view, for use in the developing countries in the South. These should be designed locally, and local teachers need to be retrained to work in a virtual teaching environment. Despite problems, virtual learning offers a chance for the developing world to surge ahead. 相似文献
20.
In recent years, education systems around the world have been keeping a keen eye on rankings of student achievement as measured
by internationally benchmarked tests. This has led to considerable attention being paid to teasing out success factors that
may account for countries that have emerged top of the ranks or those that have shown the most rapid improvement from one
test period to the next. Singapore’s education system, which has consistently emerged as one of the higher ranking countries
has garnered much international attention as a consequence. Even as other nations are learning more about Singapore, it is
timely for Singapore to share our expertise and experience to benefit other systems. In this article, one such effort of internationalisation
is focused on i.e., teacher education and professional development programmes. The underpinning philosophy of internationalisation
is to serve the global educational community. Three models of internationalisation are expounded upon, namely; building the
local capacity of our partner countries, training the trainers, and the offering of executive leadership training programmes
to an international market. The past and future challenges of internationalisation are also discussed. The article ends with
how it began, in terms of examining Singapore’s internationalisation of its teacher education and professional development
programmes in the light of whether we are indeed, paving the Fourth Way as espoused by Hargreaves and Shirley (2009). 相似文献