Showing papers in "Compare in 1997"

National Forces, Globalization and Educational Restructuring: Some European Response Patterns.

Abstract: (1997). National Forces, Globalization and Educational Restructuring: some European response patterns. Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 19-41.

Higher Education and the Economic and Social Empowerment of Women—the Asian experience

Abstract: This paper examined the degree of socioeconomic empowerment of Asian women due to higher education (HE). Examples illustrate different cultural contexts and stages in development. Colonial administrations established the first modern educational institutions. These schools trained Western-oriented elites in Western and gender values. Uneven development led to increased socioeconomic differences and disparities by region ethnicity religion and gender. The international focus on womens rights has helped with promotion of education for gender equity. But the international economic climate has led to adverse outcomes for education. Educational mobility is restricted by exclusion or lack of access to HE. Most of the 15 countries with strong educational systems have minimal gender disparities in primary and secondary education but even Japan has gender disparities in HE. In 9 South Asian countries most girls are disadvantaged from birth through the school years. Women are not a homogenous group. Socioeconomic factors affect access to HE. Women are channeled into gender appropriate jobs. Gender division of labor and gender tracking in education limit course and occupational choices. Changes in labor market structures further affect the economic empowerment of female graduates. Demand for female labor migrants siphons off females. Access of women to positions of authority is limited. Women who do reach the top are viewed as role models. Gender based division of labor in the household has changed little. Only India and the Philippines have explicit conscious policies to promote gender equity.

Mapping Visual Culture in Comparative Education Discourse

Abstract: It would be fascinating to map out the political implications of scopic regimes, but it can't be done too reductively The perspectivalist regime is not necessarily complicitous only with oppressive political practices Under certain circumstances it may be emancipatory; it really depends on how it is used [1] [1] M Jay (1988) Scopic regimes of modernity, in: H Foster (Ed) Vision and Visuality, pp 3‐28 (Seattle, WA, Bay Press)

Education for All: Literacy in Vietnam 1975-1995.

Abstract: (1997). Education for All: literacy in Vietnam 1975‐1995. Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 43-61.

Environmental Education in Hong Kong and Guangzhou: one purpose, two systems?

Abstract: (1997). Environmental Education in Hong Kong and Guangzhou: one purpose, two systems? Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 63-74.

Education and the marginalisation of girls in post-GATT Mauritius.

Abstract: This paper describes the history and geography of Mauritius and its elitist colonial educational system; presents a literature review of female education development and position in the labor market; discusses the economy in the post-GATT era and wasted potential; and calls for a new educational order. Mauritius has a multiplicity of cultures and a complex cultural socioeconomic and political context. French colonialism is characterized as limiting expansion of education on the island. Education was expanded under British colonial rule; mass education was promoted but not much changed in the nature and role of schooling. The elites of today are those descendants of diverse ethnic people who managed to become educated. Mauritians are marginalized today due to the lack of implementation of its official policy of equal opportunity. About 6% of primary school children leave the system illiterate. About 20% are functionally illiterate. Many leave primary schools without passing the Certificate of Primary Education tests. A 1994 survey indicated that female labor force participation rates were higher among persons with lower levels of education. Women have a subordinate role in the labor market due to a long history of a subordinate role gender inequity a large concentration of women in the clothing sector of the Export Processing Zone and gender segregation in managerial and professional occupations and advancement. Some associate development with marginalization of women. Teachers and textbooks reinforce gender roles. Mauritius needs to retain students gender sensitize the educational system and eliminate job discrimination.

Girls' access to education in a developing country.

Abstract: This article provides an overview of girls access to education in Papua New Guinea (PNG). PNG is a nation state formed by groups speaking over 800 languages. In 1990 population except in the North Solomons numbered about 3.5 million. Life expectancy is about 56.1 years. 43% are aged under 15 years. PNG has one of the highest rates of subsistence living in the world. Most live in villages. Fees are charged for schooling. European style education was brought by the missionaries and was directed mainly to boys. Girls could be included in Bible studies. In 1906 Australia began building schools for boys to work in colony administrative jobs. Colonial control was expanded through development of schools. PNG is mountainous and has few roads bus routes or trains. Secondary schools must offer dormitories. In 1988 at least 50% of children were in primary school in all 19 provinces and the area comprising the National Capital District. The government became independent in 1975. Statistical data were unreliably collected. North Solomons was known for having high female primary school enrollments high status for women and limited data. Physical location of schools depends on availability of land and resources. Tribal fighting interferes with access. Lotteries determine entrance to secondary school. There are bottlenecks in advancing from one grade to the next. Girls in remote villages may not see women role models and have little desire to obtain any education. Parents may prevent female schooling. Cultural and historical factors are key obstacles to female schooling. Female schooling may not equate with job options.

Training for empowerment? A comparative study of nonformal education for women in small island countries.

Abstract: This article compares nonformal education (NFE) and training options for women among the small island countries of Fiji Kiribati Niue Tonga Barbados Grenada St. Lucia and St. Vincent. Data were obtained from 4 groups (the government agency for women the national womens organization a nongovernmental organization and the university extension center) that operated an NFE course during 1992-94. Interviews were conducted among the tutor and 5 women from the selected NFE programs who had attended research workshops. Over 200 women were interviewed. Caribbean country NFE programs included a varied program of instruction that included for example self-defense assertiveness training and women-in-trade programs. South Pacific training programs included for example training of trainers leadership training women and traditional medicine and women in development. Regional papers in preparation for the 1995 Beijing Conference included research findings on NFE including workshop findings. Facilitators from Niue and Tonga were more satisfied with womens status in their countries than those in Fiji and Kiribati but women in all 4 countries said things were changing. Women reported benefits from NFE programs such as new information acquiring new skills visiting new places and sharing experiences with other women. In Kiribati and Tonga women were disappointed in lack of follow-up. Caribbean women were self-aware but gained insight into their lack of rights and justice. Not all programs empowered women. NFE providers and participants were unable to identify significant outcomes.

Together yet Apart: perceptions of communication in the cross‐cultural context of a Papua New Guinean tertiary institution

Abstract: A genuine debate on the Melanesian Way ... is a debate that requires a systematic, reflective and intellectual rigour. It is a task which Melanesian scholars must live with .... The vital contribution that is yet to be made toward rational discussion of Melanesian world‐view in all its aspects, is being delayed by the almost non‐existence of the rigour of an academic forum which would conceptualise Melanesian values. (Olea in Narokobi, 1988, p. 185)