Annual report 1995

Over the last few years, colonialism, especially as pursued by Europeans, has enjoyed a revival in interest among both scholars and the general public. Although a number of new accounts cast colonial empires in a more favorable light than has generally been customary, others contend that colonial powers often leveraged their imbalance in power to impose institutional arrangements on the colonies that were adverse to long-term development. We argue here, however, that one of the most fundamental impacts of European colonization may have been in altering the composition of the populations in the areas colonized. The efforts of the Europeans often involved implanting ongoing communities who were greatly advantaged over natives in terms of human capital and legal status. Because the paths of institutional development were sensitive to the incidence of extreme inequality which resulted, their activity had long lingering effects. More study is needed to identify all of the mechanisms at work, but the evidence from the colonies in the Americas suggests that it was those that began with extreme inequality and population heterogeneity that came to exhibit persistence over time in evolving institutions that restricted access to economic opportunities and generated lower rates of public investment in schools and other infrastructure considered conducive to growth. These patterns may help to explain why a great many societies with legacies as colonies with extreme inequality have suffered from poor development experiences.

/pdf/colonialism-inequality-and-long-run-paths-of-development-18q483g85n.pdf

Colonialism, inequality, and long-run paths of development

Over the last two decades, moves toward ‘inclusion’ have prompted change in the formation of education policies, schooling structures and pedagogical practice. Yet, exclusion through the categorisation and segregation of students with diverse abilities has grown, particularly for students with challenging behaviour. This paper considers what has happened to inclusive education by focusing on three educational jurisdictions known to be experiencing different rates of growth in the identification of special educational needs: New South Wales (Australia), Alberta (Canada) and Finland (Europe). In our analysis, we consider the effects of competing policy forces that appear to thwart the development of inclusive schools in two of our case study regions.

/pdf/wherefore-art-thou-inclusion-analysing-the-development-of-237grlf30t.pdf

Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland

The language of education in multilingual societies has always been a matter of concern to educators and educational planners. As Ouadraogo (2000, p. 89) has pointed out “Education and language issues are very complex in Africa because of the multi-ethnic, multi-lingual situation”. The situation is even more severe when the official language of the nation is different from any of the indigenous languages. There is always controversy over which language to use in school especially at the lower primary level in multilingual societies. Forty-eight years after independence, Ghana is still grappling with which language to use as the medium of instruction in the lower primary school (primary one to three/grade one to three). The language policy of education in Ghana has had a checkered history since the colonial era. In May 2002, Ghana promulgated a law, which mandates the use of English language (hereafter L2) as the medium of instruction from primary one (grade one) to replace the use of a Ghanaian language as the medium of instruction for the first three years of schooling, and English as the medium of instruction from primary four (grade four). This new policy has attracted a lot of criticism from a section of academics, politicians, educators, traditional rulers, and the general populace. This paper looks briefly at the historical development of educational language policy in Ghana, examines what necessitated the change in policy, and responds to issues raised. The paper then argues for the reversal of the new policy and proposes the implementation of a late-exit transitional bilingual education model.

www.lingref.com/cpp/acal/35/paper1298.pdf

The Language Policy of Education inGhana: A Critical Look at the English-Only Language Policy of Education

Objectives. To evaluate the correlation between specific prepharmacy college variables and academic success in the Texas Tech doctor of pharmacy degree program. Methods. Undergraduate and pharmacy school transcripts for 424 students admitted to the Texas Tech doctor of pharmacy degree program between May 1996 and May 2001 were reviewed in August of 2005. Statistical analyses were performed using SPSS Release 11.5. The undergraduate college variables included prepharmacy grade point-average (GPA), organic chemistry school type (2- or 4-year institution), chemistry, biology, and math courses beyond required prerequisites, and attainment of a bachelor of science (BS), bachelor of arts (BA), or master of science (MS) degree. Measurements of academic success in pharmacy school included cumulative first-professional year (P1) GPA, cumulative GPA (grade point average of all coursework finished to date), and graduation without academic delay or suspension. Results. Completing advanced biology courses and obtainin...

Predictors of academic success in a doctor of pharmacy program.

https://lirias.kuleuven.be/bitstream/123456789/82197/1/UNESCOENGELS.pdf

Jef C Verhoeven

Papers

The development of education