Suchergebnisse

In recent years, Ontario has joined many other provinces in grappling with the issues of assessment and accountability. Although Ontario does not have a long-standing history of standardized assessment or testing, a ferment of activity has occurred since the mid-1980s. This activity has included a number of program reviews (in different subjects areas, using sampling techniques), a literacy assessment in grade 9, and examination reviews in the final secondary year. The next few years will be important ones as Ontario tries to juggle the critical issues associated with changing social, economic, and political conditions; with the role of teachers in assessment; with the complexity and difficulty of communicating with a widely varied audience; and with interpreting and using assessment results wisely. Au cours des dernières années, l'Ontario s'est penché, à l'instar de nombreuses autres provinces, sur les questions d'évaluation et de responsabilité. Bien que l'Ontario n'ait pas une longue tradition en matière d'évaluation ou de tests standardisés, des activités en ce sens ont commencé à surgir depuis le début des années 80. Elles comprennent bon nombre d'analyses de programmes (dans différentes matières, à l'aide de techniques d'échantillonnage), l'évaluation des capacités de lecture et d'écriture en 9e année et des analyses des résultats d'examen à la fin du secondaire. Les années qui viennent seront importantes puisque l'Ontario tentera de faire face aux questions essentielles associées à l'évolution des conditions sociales, économiques et politiques, au rôle des enseignants dans l'évaluation, à la complexité et à la difficulté de communiquer avec un auditoire très varié et à l'interprétation et à l'utilisation judicieuses des résultats des évaluations.

The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.

ABSTRACTPolitical science is falling behind a broad movement in the United States that seeks to reform the teaching of scientific literacy in undergraduate education. Indeed, political science is far behind that movement because the discipline does not have a collective commitment to science education at the undergraduate level. This article discusses prominent efforts in this reform movement and assesses the state of science education in our discipline. The authors propose an agenda for action on this issue in political science as well as fundamental educational benchmarks for undergraduate political science literacy.

Among the countries where language has complicated educational policy, South Africa is probably unique. The white or "European" minority of the population is not only separated from the African, Coloured and Asiatic, it is divided within itself between Afrikaner and English. This creates unusual problems. Afrikaans is a new language which has developed during the past century, and its use is limited almost exclusively to the Afrikaners (the Boers), while English, of course, is not only an international language but also the principal lingua franca of the rest of the African continent. Consequently, even leaving aside the numerous native dialects which cannot be ignored in determining educational policies, political leaders have been faced with the problem of encouraging the wider use of Afrikaans without eliminating the general use of English.

Intro -- Foreword -- Preface -- Contents -- About the Author -- Abbreviations -- 1 Introduction -- Theories of State, Market, and Higher Education -- Statist Approaches to Higher Education Governance and Administration -- Managerialism and New Public Management in Higher Education -- Governance Models of Public Universities -- Concepts of University Autonomy, Academic Freedom, and Academics as Public Intellectuals -- Institutional Autonomy and Academic Freedom -- Civic Engagement, and Students and Academics as Citizens and Public Intellectuals -- Higher Education in Hong Kong -- Focus and Organization of the Book -- References -- 2 The Political Context of Post-1997 Hong Kong Higher Education -- Development of Colonial Hong Kong Before 1997 -- Principle of "One Country, Two Systems" -- Increased Worry About Freedoms of Speech, the Press, and Assembly -- Political Taboos, Censorship, and Political Correctness -- Perceived Threats to the Freedoms of the Press and of Assembly -- Concerns Over Personal Safety and Cross-Border Law Enforcement -- Rising Concern About Clash Between Hong Kong and Mainland Law Traditions -- Differences in Law Traditions Between Hong Kong and Mainland China -- Controversies Over Basic Law's Interpretations and Judicial Independence -- Increase in Mainland China's Political Control Over Hong Kong -- The Provision of Hope for Greater Democracy and Opportunity for Political Cooption -- The Institutionalization of Inequality in Hong Kong's Postcolonial Political Structure -- Increase in Beijing's Control Over Hong Kong Since the 1 July 2003 Demonstration -- References -- 3 Managerialism and Public Universities in Hong Kong -- Basic Relationships Between the Government, UGC and Public Universities -- Managerialism and the Regulation of Hong Kong Higher Education.

To have won the Henry Dunant Medal comes as more than a surprise. It is a great honour, an honour beyond my wildest expectations. I knew, of course, of the nature and origin of the Medal but only as an interesting fact that had nothing to do with me. Therefore, to be personally part of this great Red Cross event makes me feel very grateful and very happy indeed.

As I walked across AUB's campus one afternoon, I overheard a conversation between two students, a woman and a man. The male student was trying to explain to his friend that there are times when it is necessary for a man to beat a woman. I was tempted to stop. I turned back, and the look on the young woman 's face stunned me more than what the young man was saying.

A letter report issued by the General Accounting Office with an abstract that begins "Research and Development (R&D) Centers, Regional Labs, and Comprehensive Centers support the Department of Education's research agenda to various degrees. Because statutes define different missions and activities for these programs, the amount and focus of the research and other research-based activities they support varies. Education shapes the priorities that guide the research done by the R&D Centers and targets the technical assistance provided by the Comprehensive Centers through requirements in agreements with these entities. However, Education has little control over the activities of the Regional Labs because, unlike most federal education programs, neither federal nor state governments have oversight responsibility for their programs. The R&D Centers, Regional Labs, and Comprehensive Centers reported collaborating and coordinating with each other and Education and cited various factors that have either facilitated or hindered such activities. They said that they were most likely to engage in these activities when they shared a common interest in a specific student population, such as English language learners, or in a specific topic, such as assessment. Current evaluation practices for assessing the R&D Centers, Regional Labs, and Comprehensive Centers have provided only limited information about the performance of these organizations and have not been useful for making future funding decisions."