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PAULINE RAVINET 《European Journal of Education》2008,43(3):353-367
Beginning in the year 2000, higher education policies all over Europe were transformed by the launching and evolution of the Bologna Process, otherwise known as the process of creating a European Higher Education Area (EHEA). Initially, this process was flexible and informal, which makes the rapidity and scope of the changes it brought about surprising: why did European governments commit themselves to achieving the Bologna Objectives, and why so quickly, when there was no legal obligation to do so? I will argue the following: to understand the development of such a sense of obligation, we must take into account the special interests at stake when Bologna objectives are implemented at a national level. We must also consider the legitimacy lent to the process by the Bologna ideals of a knowledge-based economy and society. These elements are present in other studies on this topic. However, and this is rarely considered, we also have to take into account the specific dynamics of the process of creating an institutional coordination and monitoring mechanism. This mechanism has a formal institutional structure and tools for evaluation and monitoring. Our analysis of the way in which it was developed and formalised enriches previous research on the topic and also sheds light on how a flexible European process of voluntary participation became a monitored system of coordinated national higher education policies. 相似文献
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NANCY A. GEORGE MICHAEL CRAVEN CLAUDETTE WILLIAMS-MYERS PAULINE BONNICK 《Assessment & Evaluation in Higher Education》2003,28(3):239-250
As part of its quality assurance systems, the University of Technology, Jamaica initiated a project aimed at exploring how action research could be used as a vehicle for enhancing the quality of the teaching/learning process. Following a series of orientation sessions and the development of a handbook for project teams, five action research projects were undertaken in the second semester of the academic year 2001-2002. The projects focused on using a student-centred approach in traditionally teacher-centred courses. At the end of the project cycle, results indicated that students became more independent learners and instructors had learned much about student-centred classroom strategies. 相似文献
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PAULINE R. SCHREUDER 《Gender and education》1999,11(2):195-206
This article deals with theoretical problems connected with notions on gender, 'being an educated person', rationality and caring, and the Dutch curriculum for general education. The introduction of the subject 'taking care' as part of the curriculum for secondary education in the Netherlands, can be understood as a step towards a more gender-egalitarian curriculum. Discussions on the meaning of 'an educated person' and on the meaning of rationality within philosophy of education are described and used to analyse the aims of 'taking care'. The way 'gender' is at stake within this subject, and the implicit notion of an educated person are discussed, in order to find out if and how a gender-egalitarian curriculum, based upon a gender-egalitarian notion of an 'educated person', is possible. 相似文献
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Community Participation in School Policy and Practice in Malawi: Balancing local knowledge,national policies and international agency priorities 总被引：1，自引：0，他引：1
PAULINE ROSE 《Compare》2003,33(1):47-64
Community participation has become increasingly formalised in international and national educational policy-making in recent years. The concept has, however, been interpreted in particular ways in the context of the post-Washington consensus, with implications for the success of its implementation. Drawing on research in Malawi, the article explores the extent to which publicly-stated policy commitments towards community participation are realised in practice. In particular, it finds that the main motivation for 'participation' is extractive rather than a genuine attempt to encourage local ownership and accountability. Furthermore, marketisation of com munity participation is evident, signifying the entrenchment of individual responsibility for meeting social needs which was previously associated with advocacy for user fees during the Washington consensus era. 相似文献
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PAULINE LEONARD 《Gender and education》1998,10(1):70-83
ABSTRACT The recent economic and political climate, which has reshaped all sectors of education in the last few years, has brought dramatic changes to the management and finance of further education (FE). FE institutions have become 'incorporated' as autonomous and self-regulating organisations. The central concern of this article is the effect that the interpretation of incorporation has had on gender relations within these organisations. Many colleges have taken the opportunity to 'restructure', redefining the management hierarchy to consist of new posts to do with finance, selling and premises. The association of these tasks with aspects of masculinity has meant that incorporation has both utilised gender and had gendered consequences. Masculinity is perceived as an integral quality in the achievement of efficient management, a fact which has favoured the promotion of men and the marginalisation of women. How women have responded to these changes is explored in this article. 相似文献
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