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1.
Ernesto Schiefelbein 《Prospects》1990,20(1):59-64
Educational planning specialist at Unesco's Regional Office for Education in Latin America and the Caribbean (OREALC). Former staff member of the World Bank and Coordinator of the Latin American educational research exchange network (REDUC), he was also Head of the Chilean Educational Planning Office (1965–70). Co-author of Development of Educational Planning Modelsand of Eight Years of their Lives. 相似文献
2.
Torsten Husén 《Prospects》1989,19(3):349-360
President of the International Academy of Education. Former Director of the Institute of Educational Research (1971–82), Chairman of the Governing Board of the International Institute for Educational Planning (1970–80) and Chairman of the International Association for the Evaluation of Educational Achievement (1962–78). He is the author of some fifty books and hundreds of articles. 相似文献
3.
With one of the world’s most comprehensive universal healthcare systems, medical tourism in Costa Rica has increased significantly over the past few decades. American tourists save up to 80 % of comparative costs for procedures, from heart surgery to root canal treatment. Although many Costa Rican healthcare professionals receive training in North America or Europe, there can be differences when compared to the same professionals in foreign countries. This paper examines the educational and role differences between counselors in the United States and Costa Rica. Implications for tourists in need of psychotherapeutic services while abroad or counseling professionals seeking foreign work experiences are discussed. 相似文献
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Michel Debeauvais 《Prospects》1989,19(3):381-388
Co-founder and Honorary President of the Francophone Association for Comparative Education. Former Director of the International Institute for Educational Planning and former President of the World Council of Comparative Education Associations. Author of numerous books and articles. 相似文献
7.
Torsten Husén 《Prospects》1991,21(2):169-188
Professor Emeritus of International Education at the University of Stock-holm and President of the International Academy of
Education. Former Director of the Institute of Educational Research (1971–82), chairman of the Governing Board of the International
Institute for Educational Planning (1970–80) and Chairman of the International Association for the Evaluation of Educational
Achievement (1962–78). He is the author of some fifty books and hundreds of articles. 相似文献
8.
Andrea Rolla San Francisco Corresponding author Melissa Arias Renata Villers 《Early Years: An International Journal of Research and Development》2005,25(2):113-127
High‐quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre‐school education in Costa Rica is described as background to presenting cross‐sectional data on the emergent literacy skills of low‐income Costa Rican children in kindergarten, 1st and 2nd grade from six schools (n?=?335). These data suggest that Costa Rican children show rather limited emergent literacy knowledge at the end of kindergarten. In addition, instruction in nine kindergarten classrooms is described and evaluated in order to provide vignettes of educational practice. The need for developmentally appropriate practice around emergent literacy skills and articulation with 1st grade is discussed and appropriate professional development is called for. 相似文献
9.
Social promotion policies (SPP) are often justified as allowing students to learn at their own pace while avoiding the consequences of grade repetition, particularly in settings where grade repetition is a pervasive feature of the educational system. The 2014 passing of a SPP for first graders in Costa Rica was designed to give students more time in a low-stakes environment to develop the basic literacy skills required for subsequent grades. Using a difference-in-differences approach and the universe of schools in Costa Rica from 2010 to 2017, I explore the downstream effects of the SPP on enrollment and grade repetition outcomes in later grades. I find that while the policy unsurprisingly lowered grade repetition for first graders, it also increased grade repetition rates for second and third graders by 77 % and 24 % respectively, likely due to the presence of students who did not reach the basic literacy standards, and yet passed as a result of the new policy. These negative, unintended consequences were mostly borne by school communities of low socioeconomic status. The paper calls for caution and coherence across grades in the design of SPP, along with better tailored policies for students at risk of repeating grades due to low achievement levels. 相似文献
10.
《International Journal of Educational Research》2006,45(3):188-201
Grade retention has been the de facto policy for children with academic difficulties in many Latin American countries [Schiefelbein, E., & Wolff, L. (1992). Repetition and inadequate achievement in Latin America’s primary schools: a review of magnitudes, causes, relationships, and strategies. Washington, DC: World Bank.]. In Costa Rica, 14.9% of public school children were retained in first grade in 2002. In a study of first grade classrooms in Costa Rica, children identified as in need of repeating first grade were found to have lower levels of reading ability [Rolla San Francisco, A., Arias, M., Villers, R., & Snow, C. (in press). The importance of reading skills, prereading skills, and family in teachers’ decisions to retain children: a case study in costa rica. Aula Abierta]. There has been a greater focus in recent years on the importance of prevention of educational difficulties, versus repetition, as the most cost-effective and efficient way of providing educational opportunities to low-income children. There is little rigorous research evaluating the impact of different interventions on the early literacy skills of low-income children in developing countries as a way to prevent posterior academic difficulties.This experimental study evaluated the differential impact of three early literacy interventions—tutoring, classroom activities, and work with families—on the emergent literacy skills of low-income Costa Rican kindergarteners. Tutoring or a combination of all three interventions were the most effective, while providing high-quality materials to teachers without training had no impact, but more intensive interventions of longer duration will probably be needed to ensure long-term impact on first grade repetition and eventual school dropout. Continuing research will assess the impact of these interventions on student outcomes and repetition rates in first grade, as well as exploring the impact of the more intensive intervention of professional development. 相似文献
11.
Sylvain Lourié 《Prospects》1989,19(2):257-267
Entered Unesco in 1965 and held among others the following posts: Co-operative Programme World Bank; Director Educational Policy and Planning; Unesco Special Educational Adviser to six governments in Central America; Adviser attached to the Assistant Director-General for Education responsible for studies on educational futures and coordination of Unesco's Major Project on Education in Latin America and the Caribbean; Director, International Institute for Educational Planning. Since 1988, he has been Assistant Director-General for Planning, Budgeting and Evaluation, Unesco. Author of numerous articles in professional journals on economics of education and educational policy and of a book: Educational Development: Strategies and Decision-making in Central America. 相似文献
12.
Clottlde Fonseca 《Technology, Pedagogy and Education》2013,22(2):205-218
ABSTRACT Teacher training is a key component of any computers in education program. This article addresses how success in teacher training depends on long‐term planning and on a flexible systemic approach to training and support. It describes the system of teacher development established within the context of a widespread national program reaching one out of three elementary school children in Costa Rica and the lessons learned over a five year implementation process. 相似文献
13.
Former Director of the International Bureau of Education of Unesco in Geneva. Author of numerous publications in international and comparative education as well as in the fields of literacy, educational reform and planning. 相似文献
14.
Greville Rumble George A. Borden 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):427-448
In 1977 the government of Costa Rica established a new university, the Universidad Estatal a Distancia (UNED), and charged it with using distance teaching methods to meet the needs of new target groups as well as to alleviate some of the pressure of student demand on the existing three state-funded campus-based universities. This paper examines UNED's impact in relation to three categories of need: (1) student demand for university places; (2) demand from persons who had been previously disadvantaged in one way or another and hence unable to enter a university; and (3) demands generated by the needs of society for trained manpower. The paper evaluates UNED's success or failure in meeting these needs, in so far as it can be measured, and considers evidence based on the views of UNED's students regarding the success of the University in meeting their individual requirements. Throughout, the paper relates UNED's role within the higher education system in Costa Rica to those of the campus-based universities. In spite of the problems of teaching part-time students in a society in which leisure time is at a premium, the authors believe that UNED is to a large degree achieving its objectives by meeting previously unfulfilled needs at the higher education level in Costa Rica. 相似文献
15.
A member of the programme staff of the International Institute for Educational Planning since 1988. Her principal research themes are education policy and the development of human resources, the role of examinations, and the administration and management of teachers. Main publications include:Stratégies d'innovations technologiques et politiques éducatives en France, en RFA et au Royaume-Uni [Strategies for innovative technology and educational policies in France, the Federal Republic of Germany and the United Kingdom] (1989) and (with F. Caillods and K. Lewin)Science education provision at secondary level: planning and policy issues [forthcoming]. 相似文献
16.
Harold Markowitz Jr. 《The American journal of distance education》2013,27(3):64-73
Abstract The Universidad Estatal a Distancia (UNED) of Costa Rica has admitted over 80,000 students in its seventeen‐year history. However, total enrollment figures are an insufficient measure of the institution's success in achieving its mission of democratizing higher education in Costa Rica. This article examines the issue of student drop‐out in an attempt to determine ways in which UNED can best and most realistically achieve the goal of increased access to higher education. 相似文献
17.
Kjell Eide 《Prospects》1973,3(2):147-163
A conference on participatory planning in education was held in January of this year sponsored by the Country Educational Planning Programme of the Organization for Economic Co-operation and Development (OECD). Reporting and interpreting a wide range of country experience, the complete papers to this conference will be published in July, from which the following paper by Kjell Eide is drawn, with the authorization of the author and of OECD.Chairman of the Governing Board of the OECD Centre for Educational Research and Innovation. Numerous publications in the field of educational planning and policy. 相似文献
18.
Environmental education in Costa Rica: Building a framework for sustainable development? 总被引：2，自引：0，他引：2
Environmental education is commonly claimed to be at the centre of efforts to achieve sustainable development. Since the 1980s, Costa Rica has been one of the acknowledged leaders in efforts to promote environmental learning, and national policy includes a three-fold national development strategy which simultaneously promotes education, conservation and ecotourism. As of yet, however, what is happening ‘on the ground’ has not been examined in much detail. This article addresses this gap in the literature by providing an overview of the diverse programmes and actors involved in environmental education in Costa Rica, as well as analysing the politics of its implementation. 相似文献
19.
Tina Heather Bonnett 《Journal of Early Childhood Teacher Education》2013,34(3):196-210
Research exploring preservice postsecondary students’ experiences participating in an international field placement is a relatively new area of study in the domains of Early Childhood Education (ECE) and Early Childhood Leadership (ECL). While there is a growing body of literature offering merit to the profound transformations that can occur for students who engage in an international field experience, most notably in nursing and school-age teaching vocations, a significant research gap exists in this area of study within the early childhood field. This qualitative research study explores the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students who engaged in a 4-week placement to Liberia, Costa Rica in the winter of 2013. Applied thematic analysis was utilized to examine ECE and ECL self-reflective journals, interviews, and e-mail correspondences. Researcher field notes were additionally included in the data analysis. Personal and professional transformations proved to be a prevailing outcome of the Costa Rica international field placement. The merit of a solidified international placement pedagogical approach was an additional finding of this research study. 相似文献
20.
《欧洲教育》2013,45(3):104-108
I. The first thing that strikes the eye when one inquires into the premises, intentions, and results of French school reform is the importance of planning. Most recently, in addition to being systematically coordinated with manpower planning, this planning has been undergoing a development that, on the one hand, carries it beyond manpower planning — generally recognized to be insufficient — by introducing planning based on qualitative criteria; and, on the other, has grown through close cooperation between the Ministry of Education and the boards and committees dealing with matters of education and training, whose work is one component of the economic and social planning organized by the Planning Commission. This intensification of cooperation — which also signals a reduction in the gap between educational planning and educational policy — found concrete expression in the creation of twenty ministerial planning teams, whose findings were included in the deliberations of the Education Committee during preparation of the Sixth Plan for Education (1971-75) and were reflected in the content of its report. 相似文献