Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho   总被引：1，自引：0，他引：1  

Francina Moloi  Nomusic Morobe  James Urwick   《International Journal of Educational Development》2008,28(5):612-621

The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of the inaccessibility of learning in the key subjects of English and Mathematics, reporting recent research. Some of the major problems identified are specific to each subject, while others are common to both. Referring to previous theoretical and empirical work on primary education in developing countries, the paper identifies the major factors shaping restrictive pedagogy in Lesotho.  相似文献   

发展中国家人力资本安全研究:经济全球化的视角     

温俊萍 《河南师范大学学报(哲学社会科学版)》2008,35(3):112-115

随着经济全球化进程的不断加快,世界各国,尤其是发展中国家的人力资本安全问题日益凸显。从目前来看,发展中国家的人力资本安全问题表现得更为迫切和严峻,并对经济社会发展的诸多领域产生了深刻的影响和冲击。其一,发展中国家人力资本安全水平下降,影响到国家竞争力的提升。其二,发展中国家人力资本安全风险增加,影响到国民经济的可持续发展。为了顺应人力资本全球流动的趋势并实现人力资本安全的目标,需要从全球化的视角和人力资本的本质特性出发,树立开放的战略思想,采取有效对策,努力维护人力资本安全,从而实现国民经济的可持续发展和国家竞争力的提升。要树立开放的人力资本安全战略,创新人力资本安全制度。  相似文献   

中国与外高加索三国跨境高等教育合作刍议          下载免费PDF全文

薛海波 《福建工程学院学报》2020,(2):178-184

外高加索三国,是“一带一路”经济带中线的必经区域,已成为“一带一路”背景下连接亚欧大陆的重要沿线国家。在双边经贸合作的带动下,中国与外高加索三国开展跨境高等教育合作,能增进彼此之间的了解,也能为加快推进“一带一路”和不同领域的合作提供良好氛围。当前,中国与外高加索三国的跨境高等教育合作,缺少高水平大学的参与,合作办学缺乏规模化和层次性,办学质量水平较低,需要给予高度重视,并探索多样化的合作办学模式,提升办学合作的层次水平,培养各类国际化的人才,以便更好地服务于“一带一路”建设。  相似文献   

“金砖四国”将冲击世界格局之门     

许德鸿 《怀化师专学报》2008,(12):22-24

近10年来,世界格局一大亮点就是中国、俄罗斯、印度、巴西正在崛起。美国高盛集团称之为“金砖四国”。“金砖四国”的崛起不是偶然的,它们均具备了快速崛起的基本条件,其共同点是：政治稳定、国土辽阔、物质资源丰富、人力资源充足、并大力开展科技创新。“金砖四国”作为敲门砖将冲击世界政治、经济格局之门。“金砖四国”的崛起将极大地冲击美国主导下的国际格局,成为美国霸权的制衡力量,有利于促进世界多极化和国际关系民主化。  相似文献   

Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender,disability and poverty     

《International Journal of Educational Development》2021

This article explores the social determinants of adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12–19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies.  相似文献   

中西方高校体育价值取向比较     

李可兴刘小华  黄晓丽 《株洲师范高等专科学校学报》2007,12(5):85-87,95

因中西方传统文化的不同，导致了中西方高校体育价值取向上的差异．中西方高校体育价值取向的共同点是教育化价值取向、竞技化价值取向、休闲化价值取向．中西方高校体育价值取向的差异是：中国高校体育的价值取向是养生化、功名化、单一化；西方高校体育的价值取向是健身化、功利化、多元化．  相似文献   

发展中国家发展之路——反思“自由贸易理论”     

吴练达  黄飞鸣 《四川师范学院学报》2006,(2):78-84

通过对自由贸易的历史和现实的考察，反思“自由贸易理论”，既指出其内在缺陷，又指出其适用每件，试图探讨发展中国家在贸易中发展经济的新路径，并对发展本身进行了反思。  相似文献   

《边城》与《呼啸山庄》的情话对白比较     

鲁娅辉 《忻州师范学院学报》2005,21(5):29-32

对沈从文的《边城》和艾米莉.勃朗特的《呼啸山庄》的情话对白进行比较,表明情话对白的形式、内容和社会意义与其文化思维模式与表达方式密切相连。中国传统文化中的情话对白多采用自由直接引语和心理性直接引语的形式,体现了男性话语权中女性的传统角色;而英国文化中的情话对白多采用言语性直接引语的形式,体现的是对父权制话语的解构和女性反抗意识的萌芽。  相似文献   

西方国家公民教育的价值取向     

唐克军 《外国教育研究》2005,32(6):22-25

在全球化的背景下，西方国家的公民教育面对着文化多元性与统一性、民族性与全球性、冲突与和平等价值的矛盾。西方国家的公民教育强调自由民主的公民资格的普遍性，同时尊重差异；以民族国家的身份认同为基础，培养世界公民；强化和平文化的营造。强调以和平的方式解决冲突。  相似文献   

The social and educational impacts of the first national Down Syndrome support group in the UAE     

Eman Gaad 《Journal of Research in Special Educational Needs》2006,6(3):134-142

Although there is a fairly extensive literature on social and educational inclusion of individuals with Down Syndrome (DS) in many countries, very little is produced on the life and education of such individuals in the United Arab Emirates. There is an apparent lack of societal interest in the quality of lives of people with DS. The condition of DS is nearly a taboo subject in this part of the world. With only a handful of pupils with DS included in regular schools, and with many myths and misconceptions surrounding the syndrome and individuals, particularly children with the syndrome, the first ever national support group for individuals with DS, their families and their carers was formed in late 2004 in the United Arab Emirates. This paper examines and evaluates the social and educational impact of the support group. The study particularly focuses on the role of such group in promoting social inclusion and inclusion of pupils with DS in regular schools in the UAE. Members (mainly parents of individuals with DS) of the newly-established group participated in two interviews six months apart and the researcher observed group meetings, recorded activities and events over the same period. Views of individuals with DS on the effects and the activities of the group were also gathered through semi-structured interviews.
Participants reported significant benefits from participating in the group, particularly in the areas of promoting social acceptance for individuals with DS. The study found that the group also helped in eliminating and correcting some of the myths surrounding the syndrome and played a role in promoting social and educational inclusion of such individuals. The study ends with a discussion of the findings and recommendations for future practice.  相似文献