Education and Economic Change in Eastern Europe and the Former Soviet Union (Oxford Studies in Comparative Education)

David Phillips (Editor)

Michael Kaser (Editor)

Reference

Symposium Books

Key Issues in Educational Development (Oxford Studies in Comparative Education)

Terry Allsop (Editor)

Colin Brock (Editor)

<p>The work recorded in this book was undertaken over four years, with support from the Spencer Foundation of Chicago and under the direction of Harry Judge of the University of Oxford. CONTENTS: Preface; Introduction; FRANCE: 1963: The Decision; The System; The Teachers; FRANCE: BEFORE 1963: Continuities; The Agrégation; The University; The Ecole Normale; FRANCE: SINCE 1963: The Crisis of 1968; Holding the Line: the Right and the seventies; Pressures for Change: the Left and the eighties; An Uncertain Outcome? THE UNITED STATES: 1963: Towards 1963; Normal Schools and Universities; 1963: two books; THE UNITED STATES: SINCE 1963: A Non-System? The Uncertain Profession; Heart versus Head; Responses; ENGLAND: TOWARDS 1963: 1963; The Rise of the Teacher Apprentice, 1789-1902; The Triumph of Academic Credentials, 1902-1963; England: after 1963; ENGLAND: TOWARDS 1994: Towards 1994; The Story within Teacher Education: centralisation of control; Anti-Professionalism: resurrecting the teacher apprentice; Competition in a Destabilised Environment; Concluding the Era: surprise; REFLECTIONS: 1963 Again: the University; 1963 Again: the Teachers; The Dynamics of Change; After 1995; BIBLIOGRAPHY: France, United States, England, General.</p>

The University and the Teachers: France, the United States, England (Oxford Studies in Comparative Education)

Harry Judge

Michel Lemosse

Lynn Paine

Michael Sedlak

Following the Introduction (Chapter One), the emergence of lifelong learning as the central strategy in the EU's education and training policy is described in Chapter Two. Illustrated in a historical and international context, it reveals where the idea of lifelong learning has come from and how it has developed up to the present day. A particular focus is on EU policy after the mid-1990s as well as on the EU's concept of lifelong learning and its objectives. Since lifelong learning is a complex concept, the provision of a broad perspective on VET in Germany and England seems inevitable in order to examine how VET fosters lifelong learning. Therefore, Deißinger's concept of qualification styles, which explicitly aims at providing a multidimensional approach that reveals the complexities and singularities of VET systems, serves as the basis of Chapter Three to describe the main patterns of VET in Germany and England. The focus lies on initial training, though the whole system is taken into account. Chapter Four explicitly builds on Chapter Three. It examines the role of VET in promoting lifelong learning in Germany and England. The six Key Messages of the EU's Memorandum on Lifelong Learning serve as the analytical framework for the investigation. Chapter Five summarises the findings and draws conclusions. It reveals that the approaches for promoting lifelong learning as well as the perceptions of lifelong learning differ. These findings are embedded in the wider context of EU education and training policy. The EU policy on lifelong learning is regarded critically, and attention is drawn to further research questions. Appendices provide additional information to illustrate specific aspects of some of the issues in the main text in greater detail.

The Role of Vocational Education and Training in Promoting Lifelong Learning in Germany and England (Monographs in International Education)

Alexandra Dehmel

There are many books on educational change, its origins, processes and consequences. The unique contribution of this volume lies in its careful documenting and reporting of the reactions of teachers themselves, interviewed in nine countries, about the changes they have experienced and in the comparative nature of the study, which employs both qualitative and quantitative methods in a complementary way. In Part One the educational background to the study in each country is described and teachers' responses to a common research, semi-structured interview schedule are reported. In Part Two the same database is subjected to a statistical analysis for comparative purposes in order to reveal similarities and differences between countries. The project set out to obtain an international picture of the changes in education which have had the greatest impact on the lives of teachers; to explore how actual and perceived changes have influenced teachers' experience and practice; and to identify critical factors in the implementation of change. The result is a book that will enable students to familiarise themselves with practices in other countries and policy makers to evaluate the implications of changes in different social, economic and cultural environments. CONTENTS: Preface; Consortium Members Participating in this Research; Pam Poppleton & John Williamson. Introduction: the comparative background to educational change. PART ONE. SECONDARY TEACHERS' EXPERIENCE OF EDUCATIONAL CHANGE IN NINE COUNTRIES DURING THE 1990s: Rick Churchill & John Williamson. Teachers' Work Lives in an Environment of Continual Educational Change: Australian perspectives; Noel P. Hurley. Once Bitten, Twice Shy: teachers' attitudes towards educational change in Canada; Kan Shi & Huadong Yang. How Cultural and Social Factors of Educational Change Affect Chinese Teachers' Work Lives; Pam Poppleton. 'All Change': English secondary teachers' response to a decade of change, 1988-98; Nóra Arató & Mariann

New Realities of Secondary Teachers' Work Lives

Languages and Education in Africa: A Comparative and Transdisciplinary Analysis (Bristol Papers in Education)

The main purpose of this book is to provide a concise overview of educational transition - to document, discuss and analyse key changes (and continuities) in South African education since the end of apartheid. What makes this period particularly fascinating for educationalists is that the legacy of apartheid and the years of international isolation meant that educational reform had to be fundamental and wide ranging if South Africa was to become a modern, democratic state participating in the global political economy of the twenty-first century. The result was that in the final five years of the twentieth century South Africa became something of a laboratory or crucible for educational innovation. From 1948 to the early 1990s South African government was based on an institutionalised system of 'racial' separation and inequality formally known as apartheid. A white minority dominated a black majority in a context of stark social, political and economic differentiation. While the apartheid state used force to maintain this system, formal education was also used to try to make the basic tenets of apartheid 'normal' and 'acceptable' in the minds of South Africans. From the apartheid government's point of view, the role of education was to help to perpetuate and reproduce a racist system and to encourage obedience and conformity to that system. It is not therefore surprising that in the 1970s and 1980s education also became a key site in the struggle against apartheid or that educational reform was high on the agenda of the first democratically elected government after April 1994. However, while the direction of educational reform has inevitably been strongly influenced by the nature and history of the anti-apartheid struggle inside South Africa, the global political and economic context has also played its part in shaping educational debate and policy outside South Africa. Clive Harber's book recognises that there is a difference between planned reform and the actual na

State of Transition: Post-Apartheid Educational Reform in South Africa (Monographs in International Education)

Clive Harber

The chapters in this volume do not represent the whole of the Middle East and North Africa, as such a collection would have been too large for one volume. Rather, the selection here is intended to present different perspectives on a range of educational issues, relevant to a particular focus or country, or common to a number of countries in the area. There is no overarching theme beyond that which is common to most of the countries in this area; such as modernity versus tradition; the spread of education effecting sociological changes - most pronounced in the rural and tribal areas; the changing fortunes and roles of women; the aspiration and expectation of youth; and the state having become the major player in providing education. These are all shared by most of the countries represented here.  Contents  Acknowledgements  Colin Brock & Lila Zia Levers. Introduction  Barbara Freyer Stowasser. The Qur'an and Women's Education: patriarchal interpretations of Sura 4:34 and their unreading by educated Muslim women  Serra Kirdar. The Impact of Educational Empowerment on Women in the Arab World  Sally Findlow. Women, Higher Education and Social Transformation in the Arab Gulf  Andre Elias Mazawi. Besieging the King's Tower? En/Gendering Academic Opportunities in the Gulf Arab States  Golnar Mehran. Religious Education of Muslim and Non-Muslim Schoolchildren in the Islamic Republic of Iran  Iran Mohammadi-Heuboeck. Aspects of Bilingualism in Iranian Kurdish Schoolchildren  Yossi Dahan & Yossi Yonah. Israel's Education System: equality of opportunity - from nation building to neo-liberalism  Richard Ratcliffe. The Moment of Education: the politics of education among the Negev Bedouin, Israel  Bilal Fouad Barakat. The Struggle for Palestinian National Education Past and Present  Abdelkader Ezzaki. Formal Schooling in Morocco: the hopes and challenges of the current educational reform  Ayse Kok. Computerising Turkey's Schools  Notes on Contributors

Aspects of Education in the Middle East and North Africa (Oxford Studies in Comparative Education)

For the past 25 years UK higher education institutions have forged research and teaching partnerships with their counterparts overseas. Many of these links were funded by the British government and managed by the British Council's Higher Education Links Scheme. This book takes an informed and critical look at issues and trends in global higher education over the past 25 years with an in-depth and often personal account of how these links were managed and led. Ten experts representing a variety of disciplines from areas such as conserving the natural environment, the promotion of human rights, and education and gender present an 'insider's' view of their link, reflecting upon the successes and challenges in promoting research, developing institutional capacity at home and abroad, and the lessons they have learned. This book will be of particular interest to those working in higher education and international development generally; as well as students, researchers and professionals engaged in bilateral and multilateral development assistance programmes. CONTENTS CHRISTOPHER COLCLOUGH. Foreword MICHAEL CROSSLEY. Series Editor's Preface. International Partnerships and Capacity Building in Higher Education DAVID STEPHENS. Introduction and Overview. Twenty-Five Years of Higher Education and International Capacity-Building Partnerships KENNETH KING. Higher Education and International Cooperation: the role of academic collaboration in the developing world SALLY M. THOMAS & WEN-JUNG PENG. Enhancing Quality and Capacity for Educational Research HAZEL SLAVIN. Improving Health and Social Well-Being ADAM PAIN. Economic Development and Sustainable Livelihoods JACK RIELEY. Conserving the Natural Environment in Tropical South-East Asia GABY WEINER. More Difficult Times Ahead? The Impact of Patriarchy and Globalisation on Gender In/Equality in Higher Education LYNN DAVIES. The Place of Higher Education in Improving Human Rights and Governance MARIA FE VILLAMEJOR-MENDOZA. Influencing Public Policy ALAN HUNTER. The Emergence of Peace Studies in Chinese Higher Education

Higher Education and International Capacity Building: Twenty-Five Years of Higher Education Links (Bristol Papers in Education)

The aim of this book is to take a critical look at continuing professional development policy and practice from a broad European perspective, examining both values and paradigms. In turn, it is hoped this will highlight models and concepts and how these relate to cultural contexts, which will develop lessons to be learned. This issue is tackled from across professions and from several European countries. Not only has a generic European perspective been put forward, but so have perspectives from both northern and southern Europe with a touch of North America to add a little spice. This is an eclectic mix of views and standpoints which are inextricably linked by the editors' and authors' profound belief that only through continuing professional development can progress be achieved at both an individual and an organisational level. It is hoped this book will provide some answers, be informative and stimulate positive debate among both academics and practitioners. CONTENTS: Preface; Magnus Persson. Continuing Professional Development and Networking in Europe; Helen Mitchell. Mentor Professional Development in England; Irene Figueiredo. Mentor Professional Development in Portugal; Kit Field. Continuing Professional Development for Leaders and Teachers: the English perspective; Francesca Brotto. Continuing Professional Development for Leaders and Teachers: an Italian response; Fiona Christie & Jim O'Brien. A Continuing Professional Development Framework for Scottish Teachers: steps, stages, continuity or connections? Alex Alexandrou, John Dwyfor Davies & John Lee Learning at Work: possible lessons from Canada and the United Kingdom? Yvonne Hill. Continuing Professional Development and the Health Service in England: the nursing perspective; Alex Alexandrou, Kit Field & Helen Mitchell. Emerging Themes.

The Continuing Professional Development of Educators: Emerging European Issues

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