Showing papers in "Comparative Education in 2002"
TL;DR: The authors argue that the post-apartheid curriculum reform has resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate.
Abstract: An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and ...
169 citations
TL;DR: In this paper, the authors argue that the governance reforms failed to include measures that prevent a re-enactment of traditional South African power relations of race, class and gender at schools, and apartheid-era inequalities continue to manifest in schools.
Abstract: School governance reform in post-apartheid South Africa has been used instrumentally to democratise schooling and to calibrate governance functions to accommodate diverse school contexts. Through an analysis of relevant sections in legislation, the author shows how the reform was structured to allow for representative democracy and partnerships. But, drawing on two recent studies, she contends that the governance reforms failed to include measures that prevent a re-enactment of traditional South African power relations of race, class and gender at schools, and apartheid-era inequalities continue to manifest in schools. The author concludes that in general democratic school governing bodies have fallen short of the transformation vision.
156 citations
TL;DR: This paper found that teachers in Taiwan enjoy a relatively higher occupational prestige and an overall greater satisfaction with their jobs than their international counterparts, which may be attributed to the favourable policies in teacher education and schooling operations adopted by the Taiwanese government over past decades.
Abstract: The social status of teachers is one of the indicators reflecting the significance attached to education in each culture. This study found that teachers in Taiwan enjoy a relatively higher occupational prestige and an overall greater satisfaction with their jobs than their international counterparts. These outcomes may be attributed to the favourable policies in teacher education and schooling operations adopted by the Taiwanese government over past decades. The roots of these policies are in the cultural, historical and political development of the Taiwanese society. The Chinese cultural tradition, Japanese colonisation and Nationalist rule have all played a role in forming the relatively high social status of teachers in Taiwan. However, as Taiwan has been undergoing major political and cultural transformations in recent years, the policies and public perceptions of teaching may change accordingly; therefore the social status of teachers in Taiwan remains to be closely observed.
124 citations
TL;DR: In this paper, external assistance and aid in Latin America in the context of a neo-liberal state with a prominent role played by neo-global international organisations is analyzed theoretically and the key dilemmas and tensions of external aid are also analyzed.
Abstract: This article discusses external assistance and aid in Latin America in neo-liberal times. A central component of external assistance in educational policy is the proposal for an ethos and model of privatisation in the context of a neo-liberal state though with a prominent role played by neo-liberal international organisations. The drastic changes from a liberal state to a neo-liberal state are analysed theoretically. Some of the key dilemmas and tensions of external aid are also analysed, touching on the roles of the World Bank and the key elements of its lending processes, particularly its research policies. The paper addresses in its last section key ethical and political dilemmas of educational research and planning in Latin America.
100 citations
TL;DR: In this paper, the political relationship between education and poverty reduction is explored and the authors argue that the achievement of greater levels of democracy will not be possible unless political culture and civil society in Africa become more democratic but this will depend on the spread of more democratic values and behaviours.
Abstract: This article explores the political relationship between education and poverty reduction. It argues that authoritarian rule in Africa has exacerbated levels of poverty and sets out six ways in which this has happened. However, the achievement of greater levels of democracy will not be possible unless political culture and civil society in Africa become more democratic but this will depend on the spread of more democratic values and behaviours. As democratic values and behaviours are socially learned and are not genetic, education must play a part in fostering greater democracy. The article then discusses three examples from Africa where education has not played a significant role in furthering democracy and provides some further examples of African countries where serious attempts are being made to try to change education systems in a more democratic direction.
93 citations
TL;DR: The authors made use of interviews with educational decision-makers in Lesotho and Zimbabwe to explore why, despite the considerable differences between the two contexts, much needed educational reforms have been implemented in neither.
Abstract: Analysis of the educational needs of rural girls in Lesotho and Zimbabwe suggests a number of shortcomings in the current form of secondary education, and ways in which it might be modified so as to serve this sizeable group of students better. Several of the shortcomings, notably in relation to curricular irrelevance and excessive focus on examinations, have long been recognised, including by politicians. Yet political pronouncements are seldom translated into policy, and even where policy is formulated, reforms are seldom implemented in schools. This paper makes use of interviews with educational decision-makers in the two southern African countries and a range of documentary sources to explore why, despite the considerable differences between the two contexts, much needed educational reforms have been implemented in neither.
76 citations
TL;DR: In this article, the authors compare the development since the 1980s of privatization of education services in the US and the UK and find that privatization at "glacial speed", with few opportunities for EMOs.
Abstract: This paper compares the development since the 1980s of privatization of education services in the US and the UK. In both countries Education Management Organizations have become institutionalized to some degree, with policy borrowing between the two countries and a common ideological predisposition toward market solutions. Despite this history, privatization remains small-scale and not especially lucrative to those entering the market. In the UK, the emphasis has been on Compulsory Competitive Tendering and the Private Finance Initiative: public sector structures to aid privatization within a governmental system. The result is privatization at 'glacial speed', with few opportunities for EMOs. In the US, it is the creation of capital markets and the roll-out of charter schooling which have sustained privatization - the activities of companies such as Edison and TesseracT are considered. Capital market growth and charter schooling represent much more general alternatives to public provision.
74 citations
TL;DR: The authors explored the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system.
Abstract: This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers.
54 citations
TL;DR: In this paper, the authors trace the history of education in South Korea in terms of various forms of control and their impact on democracy and rights, and argue for a change in school ethos, a change to school regulations and education laws, a wider spread of democracy to media and community and the publication of manuals on education for democracy.
Abstract: This paper traces the history of education in South Korea in terms of various forms of control and their impact on democracy and rights. Three periods are identified: pre-colonial, colonial (Japanese occupation) and post-colonial (dependent capitalism). Democracy and rights have been highly politicised and education to promote these is still part of a struggle by various teachers' and parents' movements. A history of abuses of student rights and the oppression of teachers has begun to be challenged since 1993. Nonetheless, teachers remain reluctant to use the terminology of democracy and human rights, and some corporal punishment is still in evidence. Korean teachers have little autonomy, as the system remains centralised, competitive and bureaucratic. To establish a culture of peace and non-violence, the paper argues for a change in school ethos, a change to school regulations and education laws, a wider spread of democracy to media and community and the publication of manuals on education for democracy ...
49 citations
TL;DR: In this paper, the authors investigate the causality governing the relation between the use of vouchers in education and an increased enrolment segmentation or student sorting, through a comparative analysis of the quasi-market reform in Chile and the quasi monopoly system in Argentina.
Abstract: Within the differentiated forms of education provision, this paper intends to inquire into the causality governing the relation between the use of vouchers in education and an increased enrolment segmentation or student sorting. It does so through a comparative analysis of the quasi-market reform in Chile and the quasi-monopoly system in place in Argentina. Although from a national perspective these two countries have faced very different decentralisation reforms, they have presently arrived at similar states of their education system in terms of their enrolments' socio-economic segregation. The paper shows that vouchers are not an independent variable but an intervening one within the determinants of socio-economic segmentation. The evidence from Chile and Argentina shows that enrolment segmentation is not a consequence of the introduction of vouchers, and the causal relationship between these two variables is not a clear one. That is, the family school choice decisions brought about by the introduction ...
44 citations
TL;DR: This paper used an ethno-historical method to identify both curriculum content and pedagogical strategy, determining the ideological provenance of these inputs, and indicates how the curriculum choices and pedagogic practices were influenced by the colonial ideology.
Abstract: Conscious manipulation of the curriculum in order to achieve the goals of colonialism was a principle in schooling in Trinidad and Tobago prior to independent rule. The approach was selective: the state identified and conveniently put into practice certain principles believed to have potential for servicing the colonial ideal. The curriculum domains which provided guidance in the process were mental discipline, child study, social efficiency and humanism, and the indicators gleaned from each of these ideological camps came together at the height of the colonial period and collectively informed curriculum choice and pedagogical practices. An amalgam of curriculum principles and approaches, therefore, rather than any one distinct operational ideology, underpinned practice. The study focuses on the teaching end of the schooling spectrum. It uses an ethno-historical method to identify both curriculum content and pedagogical strategy, determines the ideological provenance of these inputs, and indicates how the...
TL;DR: In this paper, the authors look at the connections between education and three dimensions of the social structure in a country: the political system and governance, wealth and poverty, and gender relations and conclude that education is necessary but not sufficient to achieve radical change in these areas.
Abstract: This paper aims to consolidate the major themes which emerge from the contributions to this special issue on democracy and education. It traces links between democracy in education and wider social formations, and charts possible directions for the processes of democratisation. It asks whether such moves are just a 'democratic face' to mask economic neo-liberalism, or represent real shifts towards social justice and equality. The paper looks first at the connections between democratisation of schooling and three dimensions of the social structure in a country: the political system and governance; wealth and poverty; and gender relations. It draws the obvious conclusion at this point that education is necessary but not sufficient to achieve radical change in these areas. Secondly, the paper synthesises nine of the emergent processes and avenues for democratisation in education: definitions of democracy; legislation and policy for democracy; decentralisation of education; teacher education; teacher unions a...
TL;DR: In this paper, the authors reflect on the processes and outcomes of a project which sought to develop knowledge and skills in democratic education among lecturers and students at the School of Education of The Gambia College.
Abstract: This article reflects on the processes and outcomes of a project which sought to develop knowledge and skills in democratic education among lecturers and students at the School of Education of The Gambia College. Over the course of the project, professional development workshops were conducted, and the impact of these was assessed in subsequent research. The research revealed a variety of responses in terms of the degree of impact that the workshops had had on participants, but also inspired questions about local interpretations of democracy, and about the ethics and effectiveness of interventionist projects of this kind.
TL;DR: In this article, the authors explored the experiences and actions of young adults who have had difficulties in entering and sustaining a place in the labour market and explored how, in different ways, choice and uncertainty can be important dimensions in young adults' biographies in the current moment.
Abstract: This paper explores the experiences and actions of young adults who have had difficulties in entering and sustaining a place in the labour market. The research was carried out in selected localities undergoing economic transformation in England and the new Germany, as part of the project 'Taking Control' in the ESRC's Youth Citizenship and Social Change Programme. The 18-25 age group has been newly 'targeted' for interventions through programmes such as 'New Deal' and 'JUMP'. Through a combination of questionnaire survey and group interviews the research has explored how, in different ways, choice and uncertainty can be important dimensions in young adults' biographies in the current moment. Their experiences and actions are not exclusively determined by socialising and structural influences, but also involve elements of subjectivity, choice and agency. The article discusses findings on the lives and perspectives of 300 young people affected by unemployment. The sample is drawn from a wider questionnaire ...
TL;DR: In this paper, the Nordic tradition for adult education is defined as different ways to create empowered citizens, to provide enlightenment on the people's culture, and to educate the underenlightened and marginalised.
Abstract: The keyword in the Nordic tradition for adult education is 'people' (folk). But the term 'people' is used in three different ways: people as a political category, a cultural category and a social category. Therefore, the term 'people's enlightenment' ( folkeoplysning ) has been defined as different ways to create empowered citizens, to provide enlightenment on the people's culture, and to educate the underenlightened and marginalised. What kind of adult education is required in the current situation? Is a political, cultural or social interpretation of the term most needed? This question is discussed in light of the European integration process. ' Folkeoplysning ' is not, by definition, based on a specific interpretation of the concept 'people'. On the contrary, the concept constitutes a battlefield on which different interests attempt to leave their own imprint.
TL;DR: Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects, history and Chinese history, which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline as mentioned in this paper.
Abstract: Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects--'History' and 'Chinese History'--which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational elites.
TL;DR: In this article, the significance of Korean ethnic schools in light of socio-historical considerations is discussed, and a strong case can be made for recognizing the legitimacy of Korean minority schools in Japan.
Abstract: Internationally, the simple assimilation of minority students is gradually being replaced by an emphasis on pluralism and multiculturalism, reflecting increased awareness of the value of cultural diversity. How to allow for cultural diversity, however, remains largely undetermined and controversial in various respects. Japan in particular is experiencing the challenge of cultural diversity, even though the country has often been portrayed as ethnically homogeneous. This paper focuses on the situation of Korean residents, one of several long-time minority groups in Japan, and discusses the significance of Korean ethnic schools in light of socio-historical considerations. Factors affecting the bicultural identity of Korean residents in Japan, and minorities in general, are considered. It is concluded that, although separate schooling for cultural minority students is not usually favoured in western societies, a strong case can be made for recognising the legitimacy of Korean ethnic schools in Japan.
TL;DR: The authors discusses the AIDS pedagogy and democratic education in Ugandan schools by examining possibilities using three illustrations derived from action research: pupil participation in curriculum formulation, pupils setting the agenda for AIDS education education delivery and individual choice of AIDS education.
Abstract: Education remains the effective way of preventing the spread of HIV/AIDS. Drawing on a study of AIDS education in Uganda, data showed an exclusive curriculum characterised by denial of knowledge, marginalisation of young people (especially girls), lack of straight means for questioning the subject content, and the failure to inform. Possible pedagogies emerge to address the problem of the spread of AIDS in young people. This article discusses the AIDS pedagogy and democratic education in Ugandan schools by examining possibilities using three illustrations derived from action research: pupil participation in curriculum formulation, pupils setting the agenda for AIDS education delivery and individual choice of AIDS education. The realities of teenage sexuality were being addressed with positive responses to the AIDS curriculum. Action research offered the opportunity for a democratic pedagogy and learning--fundamental to young people's response to the AIDS curriculum and adoption of safer sexual practices.
TL;DR: In this paper, the authors argue for the need to adopt a more participatory and research-based approach to teacher development in India and discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation.
Abstract: This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical reflexivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education.
TL;DR: A former employee both of the World Bank and the Inter-American Development Bank, as well as a civil servant and consultant at the receiving end of the loans is described in this article.
Abstract: To some, the World Bank is the all-powerful arm of imperialism. Others regret that it is powerless, incapable of influencing policies in the countries in which it operates. This paper discusses these issues, as seen by the author, a former employee both of the World Bank and the Inter-American Development Bank, as well as a civil servant and consultant at the receiving end of the loans. This experience provides an inside view but the reader has to be warned of the biases that might have resulted from it.
TL;DR: In this paper, the authors describe the effect of the curricular reforms introduced in Latin America in the 1990s, with an emphasis on the Argentine experience, and discuss the concrete effects that the reform policies have had in the Argentine case, concluding that far from a decentralisation of decision-making responsibilities in terms of curriculum, the system is hyper-regulated as a consequence of the interaction of several factors, many of which are the issues treated in this section.
Abstract: The purpose of this article is to describe the effect of the curricular reforms introduced in Latin America in the 1990s. Special emphasis is placed on the Argentine case. Therefore, this work initially makes a historical synthesis of the curricular policies in the region, from the creation of modern education systems by the end of the nineteenth century, up to the present. Secondly, the proposals for education reforms during the 1990s are put forward, with an emphasis on the Argentine experience. The search for some degree of decentralisation of the curricular policies and, at the same time, the emergence of centralised systems of educational assessment, are the issues treated in this section. Lastly, the work discusses the concrete effects that the reform policies have had in the Argentine case. The central hypothesis is that far from a decentralisation of decision-making responsibilities in terms of curriculum, the system is hyper-regulated as a consequence of the interaction of several factors, many o...
TL;DR: In this paper, the issues of academic freedom and autonomy in different systems of higher education in Latin America, with an emphasis on the Brazilian case, are explored and an interpretation is offered of the current debate on higher education and the consequences for academic freedom in the new millennium.
Abstract: This article explores the issues of academic freedom and autonomy in different systems of higher education in Latin America, with an emphasis on the Brazilian case [1] It starts with a broad historical view that permits the location of the tensions between the academic community and the State in relation to academic freedom and autonomy These issues are then analysed in three different moments of higher education in Latin America: the early framing (the 1920s to the 1950s), the middle framing (the 1960s and the 1970s), and the contemporary framing (the 1980s and the 1990s) In the conclusion, an interpretation is offered of the current debate on higher education and the consequences for academic freedom and autonomy in the new millennium
TL;DR: In this paper, the authors offer an interpretation of the processes of construction of "Latin American discursive space" and the similarities in the principles that dominated the latest educational reforms in the region and the main perspectives that 'explain' these similarities in literature.
Abstract: Through an account of eight contemporary books that refer to Latin American education, this article offers an interpretation of the processes of construction of 'Latin American discursive space' The similarities in the principles that dominated the latest educational reforms in the region and the main perspectives that 'explain' these similarities in the literature are taken as the starting point The article then suggests another interpretation, based on the analysis of discourse, to understand limitations for thought and action in Latin American education
TL;DR: The role of comparative education in the structure and agency in education has been discussed in this article, with a focus on the role of the teacher and the teacher's role in comparative education.
Abstract: (2002). Structure and agency in education: The role of comparative education. Comparative Education: Vol. 38, No. 1, pp. 5-6.
TL;DR: In this paper, the authors investigate how "comparative argument", namely references to the educational policies and practices of other countries, was used by Greek politicians in the framework of the 1997-1998 educational reform.
Abstract: The purpose of this study is to investigate how 'comparative argument', namely references to the educational policies and practices of other countries, was used by Greek politicians in the framework of the 1997-1998 educational reform. Employing the method of quantitative and qualitative content analysis, we attempted, on the basis of original sources (parliamentary minutes/debates) both to count and interpret the comparative references. Our research questions were: do politicians in Greece use the comparative argument and in what way? Which specific countries, issues and practices is comparative argument centred on? What is the form, the role and the quality of the comparative argument?
TL;DR: In this paper, a comparative analysis of the take-up and usage of National Vocational Qualifications within two constituent countries in the UK (Scotland and England) is provided, based upon the use of the quarterly Labour Force Survey for spring 1998 and extensive case study material.
Abstract: The paper provides a comparative analysis of the take-up and usage of National Vocational Qualifications within two constituent countries in the UK (Scotland and England). The methodology of the study is based upon the use of the quarterly Labour Force Survey for spring 1998 and extensive case study material. The research suggests that Scotland under-performs in the take-up of national vocational qualifications in comparison with England. However, the paper argues that this is not a cause for concern and that it should be seen as a positive outcome indicating a higher level of educational achievement and a better mix between job opportunities and labour market skills. The research evidence also suggests that social class, gender and spatiality largely determine participation levels in work-based, post-16 education and training. Finally, it is argued that intra-national comparisons between nation states in the UK can be misleading in arriving at meaningful policy measures in vocational education. A regional analysis both within a constituent country of the UK and across such constituent countries may be more helpful in arriving at a broader socio-economic solution to what are perceived as local problems.
TL;DR: The authors assesses the perception that Japanese political and educational practices are not fully "democratic" and concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers.
Abstract: How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere.
TL;DR: In this article, the authors present a comparative perspective of educational policy in comparative perspective, focusing on comparative education in the context of comparative education: Vol. 38, No. 2, pp. 133-135.
Abstract: (2002). Educational policy in comparative perspective. Comparative Education: Vol. 38, No. 2, pp. 133-135.
TL;DR: In this article, the role of education as an allocatory device changes and major elements of social control are altered once the system itself is modified and the transition towards a model of liberal democracy is now underway.
Abstract: The purpose of this article is to look at and raise questions about the role assigned to and played by education within such a corporativist political configuration and how a corporativist state conditions educational systems and practices. On a somewhat more practical level it is of equal importance to understand how the role of education as an allocatory device changes and major elements of social control are altered once the system itself is modified. As the transition towards a model of liberal democracy is now underway our purpose is to reflect upon the system, the elements leading to its demise and finally to speculate upon its port of arrival. However, this analysis is speculative and exploratory rather than based upon an array of empirical information.