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Private higher education is growing, especially in developing and transitioning countries. Rapid growth frequently comes with concerns about quality. This article explores challenges and opportunities for higher education quality among private universities in Bangladesh. By presenting a vertical case study that explores interactions among actors at the institutional, national and global spheres, the authors argue for the need of developing quality standards that respond to the local realities of developing and transitioning countries. It is also argued that self-regulation among private universities is likely the most effective pathway for improvement. Bangladesh presents an ideal case for analysis given the rapid growth that higher education has experienced in the last 20 years in that country and given the current policy junction as Bangladesh begins to implement a newly developed quality assurance system. Other countries in the region in early stages of developing quality assurance and accountability systems may benefit from the findings of this study. 相似文献
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A comprehensive history of Astronomy should show in reasonable chronological order, the contributions from wherever they arise in the world, once they are reliably documented. However, the authors note that consistently, the extremely rich contributions from Ancient Indian scholars like Aryabatha and Bhramagupta are omitted in Eurocentric education and syllabi. It is speculated whether religious underpinnings could have been responsible for its suppression in the past. An appeal is made to represent the history of Astronomy in Eurocentric versions, to be inclusive of Indian Astronomy as accurately and completely as possible in science education. 相似文献
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Stephen A. Rollin Cheryl Kaiser‐Ulrey Isabelle Potts Alia Haque Creason 《Psychology in the schools》2003,40(4):403-416
This study examined the effectiveness of a school and community‐based violence prevention program for at‐risk eighth‐grade students in three public schools in Florida. School officials matched intervention students with community‐based mentors in an employment setting to allow targeted youth to explore careers and receive one‐on‐one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t‐test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in‐school suspensions; (3) number of days of in‐school suspensions; (4) number of out‐of‐school suspensions; (5) number of days of out‐of‐school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 403–416, 2003. 相似文献
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A. M. R. Chowdhury Linda Ziegahn Najmul Haque Gajendra L. Shrestha Zahin Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):437-454
Following the 1990 World Conference on Education for All in Jomtien, Thailand, many developing countries are making efforts to achieve basic education for all by the year 2000. However, when it comes to measuring educational progress, there are few methodologies that can overcome the many problems and controversies in this area. This paper describes a serviceable methodology for measuring basic education (competencies in reading, writing and arithmetic, as well as selected life skills), which has proven to be simple, inexpensive and rapid. This approach, termed the Assessment of Basic Competencies (ABC), has been tested in Bangladesh on 2,100 children between the ages of 11 and 12. The results are discussed here. This methodology may be of use to education programme managers in other developing countries.
Zusammenfassung Nach der Weltkonferenz über Bildung für Alle 1990 in Jomtien, Thailand, bemühen sich viele Entwicklungsländer um eine Grundbildung für alle bis zum Jahr 2000. Wenn man jedoch die Methoden zur Bemessung der Leistungen der Schüler betrachtet, gibt es nur wenige Methodologien, die die zahlreichen Probleme und Kontroversen auf diesem Gebiet bewältigen können. Dieser Artikel beschreibt eine praktische Methodologie zur Bewertung der Grundbildung (Lese- und Schreibfähigkeiten, arithmetische Fähigkeiten sowie ausgewählte zum Leben notwendige Fahigkeiten), die sich als einfach, preiswert und schnell erwiesen hat. Dieser Ansatz wurde in Bangladesh an 2.100 Kindern zwischen 11 und 12 Jahren getestet. Das Ergebnis wird in diesem Artikel erortert. Diese Methodologie könnte Bildungsprogrammleitern in anderen Entwicklungsländern von Nutzen sein.
Résumé En réponse au Congrès Mondial sur l'Education pour Tous qui a eu lieu en 1990 à Jomtien, Thaïlande, de nombreux pays en voie de développement multiplient leurs efforts pour réaliser l'éducation de base de tous d'ici l'an 2000. Quand il s'agit pourtant d'évaluer le progrès pédagogique, rares sont les méthodologies pouvant faire face aux nombreux problèmes et controverses existant dans ce domaine. Cet article décrit une méthode efficace pour évaluer l'éducation de base (compétences en écriture, lecture et arithmétique de même que certaines aptitudes à la vie pratique), qui s'est révélée simple, économique et rapide. Ce procédé, appelé Evaluation des Compétences de Base (ABC — Assessment of Basic Competencies), a fait l'objet d'un essai au Bangladesh auprès de 2100 enfants entre 11 et 12 ans, dont les résultats sont discutés ici. Cette méthode pourrait être intéressante aux organisateurs de programmes d'éducation dans d'autres pays en développement.相似文献
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This paper investigates the performances and the progress made by pupils of minority ethnic origin between Key Stage 3 and Key Stage 4 in British secondary schools. The data used in this paper were collected as part of a PhD study by Haque (1999). The paper discusses findings from multilevel modelling analyses carried out on 12 of the 20 schools in the research study. In particular, it reveals that whilst differences exist in the performances and the progress of pupils of minority ethnic background in their Key Stage 3 and Key Stage 4 examinations, these differences become substantially reduced when background factors (other than ethnic origin) are taken into account. The paper concludes that in order to identify accurately and reduce the nature of disadvantages for pupils from particular minority ethnic groups, policy-makers, schools and teachers need to differentiate these groups beyond their national origin. 相似文献
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Akhlaque Haque 《Ethics and Information Technology》2003,5(1):39-48
Information technologies (IT) play a criticalrole in transforming public administration andredefining the role of bureaucracy in ademocratic society. New applications of ITbring great promises for government, but at thesame time raise concerns about administrativepower and its abuse. Using GeographicInformation Systems (GIS) as the centralexample, this paper provides the philosophicalunderpinnings of the role of technology anddiscusses the importance of an ethicaldiscourse in IT for public serviceprofessionals. Such ethical discourse must bebased on upholding the democratic values andpreserving the institutional integrity of ITprofessionals in public office. 相似文献
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Semi-structured, qualitative interviews conducted with an ethno-culturally diverse group of 27 doctoral students in one Canadian university department produced narratives that often featured stories of stress and struggle. Two interrelated themes emerging from the data are highlighted here: surviving financially and dealing with divisions and diversity. The context is one where student bodies have become more diverse and the academic labour market less geared to full-time tenured positions. We argue that the commonplace notion that doctoral study means elite students being socialized into academic futures de-emphasizes the material conditions and interpersonal tensions that actually characterize everyday student life. 相似文献
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This investigation evaluated whether the mirror image could be confirmed and extended to include an ally and an enemy's ally. At the time of the 1973 Arab-Israeli War, 50 Arab students (chiefly from the confrontation states) who were attending Pakistani universities completed five semantic differental scales (brave-coward, honest-deceitful, kind-cruel, peaceful-agressive and dependable-unreliable) on two matricss: (1) Self-image and Enemy-image, (2) Ally-image and Enemy's Ally-image. Fifty Israeli students at Hebrew University also completed the scales. Thus, both groups rated Americans, Arabs, Israelis and Russians for the appropriate categories. Results confirm the mirror image from both Arabs and Israelis and its extension to Ally-image and Enemy's Ally-image. The data are somewhat clearer for the Arabs. Ratings for Israelis' Ally (Americans) are about as high as Self. The discussion offers possible explanations of the results. 相似文献
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Asrarul Haque 《Resonance》2014,19(6):523-537
Classical physics encompasses the study of physical phenomena which range from local (a point) to nonlocal (a region) in space and/or time. We discuss the concept of spatial and temporal nonlocality. However, one of the likely implications pertaining to non-locality is non-causality. We study causality in the context of phenomena involving nonlocality. An appropriate domain of space and time which preserves causality is identified. 相似文献