Journal of international cooperation in education最新文献_第9页

Decentralization and Accountability Contexts : District Education Officers' Perspectives on Education in Post-Devolution Pakistan 权力下放与问责背景:地区教育官员对权力下放后巴基斯坦教育的看法

Journal of international cooperation in education Pub Date : 2012-03-31 DOI: 10.15027/34405

Taro Komatsu

{"title":"Decentralization and Accountability Contexts : District Education Officers' Perspectives on Education in Post-Devolution Pakistan","authors":"Taro Komatsu","doi":"10.15027/34405","DOIUrl":"https://doi.org/10.15027/34405","url":null,"abstract":"Through devolution reforms, district-level education managers in the developing world are working within a new accountability environment. This research examined district education officers’ views regarding the role of education as it relates to tradition, gender and religion in post-devolution Pakistan, in order to gain insights into local education managers’ accountability contexts in a conservative and educationally underdeveloped society. The data was collected through semi-structured interviews with twelve district education officers in the NorthWest Frontier Province (presently called Khyber Pakhtunkhwa). It was found that the officers generally viewed the function of public schools as an agent of modernization, while acknowledging that schools should also transmit traditional values. The former perspective comes from their accountability to their employers and their own backgrounds, while the latter suggests they are responding to the needs of local constituents. They were also dealing with their accountability to local politicians and provincial bureaucracies. These multi-accountability contexts may pose a considerable challenge to local education managers, but may be effectively managed by forging a network of key stakeholders.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125726791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Social Studies and Humanities Textbooks in Post-Socialist Bulgaria 后社会主义保加利亚的社会研究和人文教科书

Journal of international cooperation in education Pub Date : 2012-03-31 DOI: 10.15027/34402

Irene Psifidou

引用次数: 0

Preserving National Identity and Fostering Happiness in an Era of Globalization : A Comparative Exploration of Values and Moral Education in Bhutan and Japan 全球化时代维护民族认同与培育幸福:不丹与日本价值观与道德教育的比较探讨

Journal of international cooperation in education Pub Date : 2012-03-31 DOI: 10.15027/34404

R. Sakurai

引用次数: 6

Basic Technology Textbooks in Nigerian Secondary Schools : A Quality and Content Analysis 尼日利亚中学基础技术教科书:质量与内容分析

Journal of international cooperation in education Pub Date : 2012-03-31 DOI: 10.15027/34403

B. Adeoye, O. S. Olabiyi

{"title":"Basic Technology Textbooks in Nigerian Secondary Schools : A Quality and Content Analysis","authors":"B. Adeoye, O. S. Olabiyi","doi":"10.15027/34403","DOIUrl":"https://doi.org/10.15027/34403","url":null,"abstract":"The textbooks used in basic technology courses in Nigerian secondary schools serve several important purposes. They define the boundaries of content, the order in which specific topics are taught and their presentation. They are also a source for problem-solving, explanation-giving, and a means of connecting students with emerging technologies. This study explores five basic technology textbooks used in Nigerian schools to determine the extent to which they reflect national educational policy objectives and enable student learning. The analysis suggests that, while there are similarities in topics covered and overall content, the textbooks differ substantially in how they approach the subject matter. Some textbooks are long, well-indexed, and comprehensive. Others are shorter and more concise, emphasizing select topics while mentioning others briefly. Overall, the five textbooks responded well to the objectives found in the Nigerian guidelines on education. The researchers recommend that technology textbooks contain supplementary materials—for example, activity manuals, websites, and CDROMs—to make learning more effective. Review panels including teachers, educators, and curriculum content specialists should be periodically constituted to review basic technology textbooks.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123416211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The Role of Distance Teacher Education in Increasing the Supply of Primary School Teachers in Sub-Saharan Africa 远程教师教育在增加撒哈拉以南非洲小学教师供应中的作用

Journal of international cooperation in education Pub Date : 2012-03-31 DOI: 10.15027/34406

D. Sifuna

{"title":"The Role of Distance Teacher Education in Increasing the Supply of Primary School Teachers in Sub-Saharan Africa","authors":"D. Sifuna","doi":"10.15027/34406","DOIUrl":"https://doi.org/10.15027/34406","url":null,"abstract":"This paper attempts to show that a sustainable supply of qualified teachers required to provide quality education for all children in Africa faces very serious challenges which have not been met by the conventional approaches to teacher education. The current need in the supply of teachers has arisen from the upsurge in school enrolments since the 1990s as a result of the commitment by many countries to meet EFA goals, contributing to the recruitment of high percentages of untrained teachers. Compounding the low teacher numbers is the high toll on the teaching force by the HIV/AIDS pandemic. All these factors have a contributing role in the low levels of pupil achievement and low rates for pupil completion of primary schooling in many parts of the continent. It has therefore become increasingly evident that if Africa has to meet the challenge in the supply of adequate teachers required to provide quality education for all the children, it has to emphasise a shift in the conventional approaches to teacher education to distance teacher education which will reach larger numbers of student teachers. There is need for governments to adopt implementation strategies in line with their national policy on education to set up pre-tertiary distance education institutions to increase access to educational programs. The development of national DE policy frameworks is a crucial step in teacher training/retraining in the light of the changing challenges of distance education, the rise of civil societies and the expansion of trans-national education. Donor funded DE programmes need to ensure their sustainability by being made time-bound and are institutionalized. Furthermore, they ought to be carefully planned to meet urgent demands and need to begin with the necessary initial investment in infrastructure or building capacity through the system rather than operating in a crisis mode. Key terms: Distance teacher education and increasing supply of primary school teachers","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132306488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

アフリカ理数科教育域内連携(SMASE-WECSA)ネットワークの設立期についての考察关于非洲理科教育区域合作(SMASE-WECSA)网络建立时期的考察

Journal of international cooperation in education Pub Date : 2011-04-30 DOI: 10.15027/34390

S. Ishihara

引用次数: 0

途上国の校舎建設への新しい協力活動 : その現地報告 : 国内学生ボランティア団体のラオス共和国校舎譲渡式への同行参加をもとに为发展中国家建设校舍的新合作活动:现场报道:国内学生志愿者组织参加老挝共和国校舍转让仪式

Journal of international cooperation in education Pub Date : 2011-04-30 DOI: 10.15027/34389

Norikazu Osumi

引用次数: 0

Quality Basic Education Development in Nigeria: Imperative for Use of ICT 尼日利亚优质基础教育发展:信息通信技术的使用势在必行

Journal of international cooperation in education Pub Date : 2010-10-30 DOI: 10.15027/34384

O. Adeosun

{"title":"Quality Basic Education Development in Nigeria: Imperative for Use of ICT","authors":"O. Adeosun","doi":"10.15027/34384","DOIUrl":"https://doi.org/10.15027/34384","url":null,"abstract":"Information and Communication Technology (ICT) in education has been continuously linked to higher efficiency, higher productivity, and higher educational outcomes, including quality of cognitive, creative and innovative thinking. In response to the global imperative of Education for All, and not willing to be left at lower side of ‘digital divide’ Nigeria launched Universal Basic Education in 1999 and developed an ICT policy in 2001. One of the objectives of the policy focused on integrating ICT into the mainstream of education and training, including basic education. This has been evolving through a number of private and donor-funded initiatives though there is the need to ensure effective and sustained use of ICT in mainstream formal education system. This study explores Nigeria’s ICT in education policies, implementation efforts, and availability of ICT tools in schools; teachers’ knowledge, experience and practices in use of ICT at the basic education level; using qualitative analysis of existing documents and descriptive research design. The survey instrument is a self-designed and validated 50-item questionnaire administered to sampled basic education teachers in Lagos state. Findings showed that Nigeria is yet to fully commit to ICT integration in education as two key ingredients are lacking- skilled teachers and ICT tools and other infrastructures. It was recommended that these issues must be addressed within a focused and implementation committed ICT in education policy.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"352 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134292404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 50

日本の国際教育協力に関する自己認識 : 過去20年の報告書、論文等の分析から关于日本国际教育合作的自我认识:从过去20年的报告、论文等分析

Journal of international cooperation in education Pub Date : 2010-04-30 DOI: 10.15027/34369

N. Kuroda

引用次数: 0

教育政策・教育計画を現場の質的改善につなげるために : FTIプロセスからの示唆如何将教育政策和教育计划与现场质量改善联系起来:来自FTI过程的启示

Journal of international cooperation in education Pub Date : 2010-04-30 DOI: 10.15027/34371

Kazuhiro Yoshida

引用次数: 0