Showing papers in "Compare in 1998"
TL;DR: In this paper, memories, models and mapping are used to study the impact of geopolitical changes on comparative studies in education, and the authors conclude that the impact on education can be summarized as follows:
Abstract: (1998). Memories, Models and Mapping: the impact of geopolitical changes on comparative studies in education. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 5-31.
52 citations
TL;DR: In this paper, the authors distinguish different "themes" of educational reform in developing countries, which can be classified as planning/management and efficiency reforms, quality reforms, and curricul...
Abstract: It is possible to distinguish different ‘themes’ of educational reform in developing countries. These can be categorised as planning/management and efficiency reforms, quality reforms, and curricul...
35 citations
32 citations
31 citations
TL;DR: The authors present outlines of participatory research projects to address this problem, where practitioners? own investigation will be used as a way of addressing the need for changes, rooted both in increased technical expertise and in their own belief systems.
Abstract: Assessment reform, in particular a move towards more school-based forms of assessment, has become a global phenomenon. Involving teachers more centrally in assessment has often been rationalised by claims derived from the literature on formative assessment, hinging on the enhanced validity of performance assessment and the potential of classroom assessment for improving the quality of learning. This paper draws on work in Ghana and England which suggests that in neither case are the potentialities for improvement being realised. Teachers? conceptualisation of assessment has been a significant barrier to improvement. We present outlines of participatory research projects to address this problem, where practitioners? own investigation will be used as a way of addressing the need for changes, rooted both in increased technical expertise and in their own belief systems. The divergent contexts for the projects may enable a deeper evaluation of the potential of this methodology than might have occurred in just one country.
24 citations
TL;DR: In this article, the implementation of political education into the primary curriculum is discussed, and a comparison of the two approaches can be found in A Journal of Comparative and International Education: Vol. 28, No. 1, pp 47-56.
Abstract: (1998). From Civic Education to General Studies: the implementation of political education into the primary curriculum. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 47-56.
20 citations
TL;DR: In this article, the authors make the case for a "mixed economy" of public and private providers of schooling as a public good in Macau, thereby building on the existing extensive private provision, with attention still needing to be given to quality control and increased governmental support.
Abstract: For centuries Macau has experienced extended market principles for schooling, with very limited state intervention in education, and only a recent history of regarding schooling as a public good. This paper suggests that laissez‐faire market principles have failed to provide high quality schooling in Macau and that considerable state intervention is required to ensure that education develops as a public good in Macau. The case is made for a ‘mixed economy’ of public and private providers of schooling as a public good in Macau, thereby building on the existing extensive private provision that exists there, with attention still needing to be given to quality control and increased governmental support. A state‐regulated market might be more effective than a genuinely open market. The case of Macau is used to demonstrate that public goods and private services are neither polar opposites nor mutually exclusive. The greater involvement of the state in education in Macau, with the impending handback of ...
18 citations
TL;DR: In this article, the authors present an overview of educational management in China and compare it with a Journal of Comparative and International Education: Vol. 28, No. 2, pp. 133-140.
Abstract: (1998). Educational Management in China: an overview. Compare: A Journal of Comparative and International Education: Vol. 28, No. 2, pp. 133-140.
16 citations
15 citations
TL;DR: In this paper, the authors highlight the effects of "school autonomy", decentralization, and privatization in the Latin American educational systems and demonstrate that "freer" forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity.
Abstract: The introduction of ‘freer’ forms of organization and financing into the Latin American educational systems about 20 years ago parallels similar developments in the contexts of neo‐liberal policies in the USA, Great Britain and, more recently, in Eastern Europe. This article will highlight the effects of ‘school autonomy’, decentralization, and privatization in the Latin American educational systems. In so doing, I will focus on the analysis of educational policy development in Chile and Argentina, based in part on my own research results. The results demonstrate that ‘freer’ forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity—and also not for the (difficult to measure) categories of ‘quality’ and ‘efficiency’ of education. These findings contribute to question whether the neo‐liberal forms of organization and financing of educational systems in Latin America are important factors in t...
15 citations
TL;DR: The Reflect Approach to Literacy: some issues of method as mentioned in this paper is a popular approach for teaching children to read and write in the English language, and it has been widely used in the literature.
Abstract: (1998). The REFLECT Approach to Literacy: some issues of method. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 75-92.
TL;DR: In this paper, a qualitative comparison of primary school management in the Shaanxi region of China and England is presented, with a focus on primary schools in China and the UK.
Abstract: (1998). In Search of Understanding: a qualitative comparison of primary school management in the Shaanxi region of China and England. Compare: A Journal of Comparative and International Education: Vol. 28, No. 2, pp. 171-182.
TL;DR: In this paper, a qualitative comparison of management processes and perceptions of kindergarten education in China is presented, based on a qualitative evaluation of the kindergarten education system in the US and China.
Abstract: (1998). Kindergarten Education in China: reflections on a qualitative comparison of management processes and perceptions. Compare: A Journal of Comparative and International Education: Vol. 28, No. 2, pp. 155-169.
TL;DR: The authors found that the use of sources and empathetic historical thinking do not form part of the Japanese historical curriculum, and Japanese students did not perform significantly worse than the English learners.
Abstract: Students in Cambridgeshire comprehensive schools and in Yamanashi junior high schools aged between 12 and 13 years were given the same questionnaires which explored their views on the nature of history and their experience of history teaching methods. They undertook a test on the creative use of four historical pictures dealing with life for black South Africans in the 1970s, a topic which none had studied at school. The English National Foundation for Educational Research non‐verbal test of intelligence was also administered. In spite of the fact that the use of sources and empathetic historical thinking do not form part of the Japanese historical curriculum, the Japanese students did not perform significantly worse than the English, for whom the interrogation of sources and the deployment of creative thinking are a normal part of the history curriculum. If Japanese teachers want to make a change in their students’ attainment in history, there will be no alteration until there is a change in att...
TL;DR: In this article, the authors assess the link between economic factors and the private demand for higher education through an investigation of the findings of relevant studies and conclude that the perceived rates of return to higher education are, for the most part, very realistic, indicating an accurate perception of the economic benefits of higher education on the part of students.
Abstract: The present paper attempts to assess the link between economic factors and the private demand for higher education through an investigation of the findings of relevant studies. After an examination of the various methodologies adopted by different authors in the estimation of the perceived rate of return to higher education, the main findings of available studies conducted in several countries (UK, the Philippines, Egypt, Hong Kong, and Cyprus) are discussed and compared. The main conclusions drawn from this comparison are the following: First, the perceived rates of return to higher education are, for the most part, very realistic, indicating an accurate perception of the economic benefits of higher education on the part of students. Second, non‐economic factors, such as gender, ability and socio‐economic background, appear to constitute strong influences on the private demand for higher education, which educational policy makers should take into account, along with the economic variables. Final...
TL;DR: Freinet and the Anglo-Saxons as discussed by the authors discuss Freinet's work in comparative and international education and compare it with the English-Anglo-Saxon educational system in the UK.
Abstract: (1998). Freinet and the Anglo‐Saxons. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 33-45.
TL;DR: The Olomouc and Durham curriculum project as mentioned in this paper is an interdisciplinary curriculum project that aims to improve the education of students in the Czech Republic and the United Kingdom through interdisciplinary learning.
Abstract: (1998). Olomouc and Durham: an interdisciplinary curriculum project. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 105-114.