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21.
In the last decade, there has been an increasing recognition among Central American policy makers of the central importance of science, technology and innovation (STI) for inclusive and sustainable economic growth, based on higher productivity. This paper aims to study current STI policies in those countries and explore whether this increasing acknowledgement has come along with new and more active policies. Empirical evidence collected through questionnaire-based interviews with high-level government officials in each country shows that Central American governments have built public organisations and institutions to support STI, such as laws, national plans and a wide variety of policy instruments. Yet available science and technology indicators illustrate that the results are still meagre. This paper identifies eight barriers faced by these governments when designing and implementing STI policies. 相似文献
22.
Vincent Vandenberghe 《比较教育学》1999,35(3):271-282
This article focuses on institutional arrangements in education across Western countries. It essentially deals with the recent trend towards extended school choice presumably aimed at creating a competitive environment for schools and teachers. For many years the functioning of educational systems, in particular the way schools were institutionally co-ordinated, was not perceived as fundamental to economic analysis. But more and more economists now believe that the institutional setting in which schools are embedded-their governance structure-is decisive regarding both efficiency and equity. In this respect, it is worth noting that most Western countries rely essentially on bureaucratic control to co-ordinate their educational sector. Yet some of them, such as Belgium, The Netherlands, England and Wales, New Zealand and Sweden incorporate market-oriented mechanisms at the heart of their institutional arrangements. The main focus of this article is to analyse the origins, as well as the economic relevance, of this-in some cases relatively recent-tendency to mix bureaucratic and market approaches to education. 相似文献
23.
He-Chuan Sun Roland Vandenberghe Bert Creemers 《International journal of qualitative studies in education》2013,26(2):233-250
This paper explores higher education reforms in China in the 1990s. Confronted with the furious conflicts and mismatch between the market economy and the highly state-controlled socialist educational system, educational reforms in China are extremely complex and difficult. The authors present a case study here telling the tragedy of a university president's reforms in China. They have unfolded how the macro system changes impacted on the micro system reforms. They point out that multilayers exist within an organizational culture. Although understanding organizational culture does not guarantee successful reform, however, a thorough understanding of the fabric of an organizational culture may become an effective lever to initiate or implement the context-fitted reforms. The authors try to describe informatively what dilemmas the Chinese IHE leaders were faced with in the 1990s. Seeking new means for school reforms in a time of turbulent policy environment, in a testing period with sharp contradictory forces, school leaders should have not only sharp eyes, clear thinking, and independence but also creativity, endurance, and persistence. 相似文献
24.
Tobias Alt Axel J. Knicker Jannik Severin Dennis Horn Yannick T. Nodler Heiko K. Strüder 《Measurement in physical education and exercise science》2020,24(2):123-128
ABSTRACTMany sports demand high forces at high movement speeds. Joint power combines these two measures and is frequently analyzed by isokinetic tests. However, various concepts of assessing joint power lead to conflicting results. The aim was to examine different methods to calculate peak power during isokinetic knee tests of sixty-one healthy male participants (20 y, 182 cm, 76 kg). Unilateral movements of the eccentrically working hamstrings and the concentrically working quadriceps at 150°/s were captured by high-speed cameras. Peak power derived from isokinetic data was significantly higher (p < 0.01, d > 1.54) compared to the camera-based kinematic procedures. To achieve best accuracy, peak power should be derived from the camera-based joint angular velocity and the measured moment at time of peak power during the dynamometer’s isokinetic range of motion. A meaningful assessment of isokinetic joint power should incorporate a camera-based kinematic analysis to account for potential measuring inaccuracies owing to anatomical features, axis misalignment, and tissue deformation. 相似文献
25.
Pol Ghesquière Roland Vandenberghe 《International Journal of Disability, Development & Education》2004,51(2):171-184
Research on special needs education is often very complex and puts specific demands on the methodology used. Data‐triangulation, at the very least, is required. In most of our recent research projects on the development of special needs education in Flanders (the Dutch speaking part of Belgium), we have made use of qualitative case studies to describe and understand the complex reality of the innovations taking place in our schools. In this article we discuss some methodological aspects of qualitative case study designs, illustrated with a study on the implementation of inclusive education in Flemish primary schools. 相似文献
26.
The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher–student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher–student interaction and its effect on learning in PE swimming lessons in a French secondary school. Informed by an enactivist conceptualisation of learning, it emphasises the subjective dynamics of interaction to suggest that patterns of coordination should not be seen as being predetermined and determining student learning but, instead, as forms of engagement that influence, and are influenced by, the dynamics of interaction. In doing so it suggests the pivotal importance of teacher empathy for student learning through interaction in PE. 相似文献