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Showing papers in "Compare in 2007"


Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: The authors explored the threefold "stress-adaptation-growth" intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other and values and worldview.
Abstract: In the context of increasing recruitment of overseas students by British higher education (HE) institutions, there has been a growing need to understand the process of students' intercultural adaptation and the approaches that can be adopted by British academic institutions in order to facilitate and support these students' learning experience in the UK. Drawing upon one‐year of in‐depth qualitative research investigating the experience of a small cohort of Chinese postgraduate students' in a British university, I explore the three‐fold ‘stress‐adaptation‐growth’ intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK. The key argument of this article is that intercultural adaptation is in itself a process of intercultural learning, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other, and values and worldview.

204 citations


Journal ArticleDOI
12 Jan 2007-Compare
TL;DR: In this article, a critical democratic pedagogy of citizenship education is proposed for Dutch society and educational policy, and the third and final part of the paper goes on to analyse the discourses and developing practices of Dutch citizenship education, and proposes a number of new possibilities.
Abstract: Dutch society and educational policy see citizenship education as being an important task of education. The first section of this paper discusses the concept of citizenship and citizenship education, and analyses educational developments in the Netherlands. Following on from this introduction the second part of the paper puts forward a critical democratic pedagogy of citizenship education. With this proposed democratic pedagogy in mind, the third and final part of the paper goes on to analyse the discourses and developing practices of citizenship education in the Netherlands, and proposes a number of new possibilities.

153 citations


Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: The authors argue that homogenizing the support needs of young refugees along with those of other minority ethnic students is both inappropriate and insufficient and the cont cont...The authors of The authors show that despite these multiple disadvantages many view higher education as a route out of poverty and discrimination and are highly aspirational and motivated.
Abstract: Refugee1 young people are an educationally diverse group. However, unlike groups such as Gypsy/Roma and Travellers, in the UK they do not attract targeted educational funding. In addition, neither the UK integration or refugee educational strategies nor the Higher Education Funding Council for England's strategic plan refer to higher education as a progression route for young refugees, as distinct from other minority ethnic young people. Our research with young refugees has shown that many have specific issues affecting their educational achievements, including interrupted education, experience of trauma, concerns about status and English language difficulties. Our findings also show that that despite these multiple disadvantages many view higher education as a route out of poverty and discrimination and are highly aspirational and motivated. We argue that homogenizing the support needs of young refugees along with those of other minority ethnic students is both inappropriate and insufficient and the cont...

138 citations


Journal ArticleDOI
12 Jan 2007-Compare
TL;DR: This article found that teachers in Hong Kong tended to only adopt those policies which they felt were beneficial for students' learning, whereas Shanghai teachers tended to conform more to the state's requirements.
Abstract: Beginning in the 1990s, the education departments of Hong Kong and Shanghai began to actively initiate reform with a focus on the quality of education. In reviewing the implementation of educational reform in these two societies, we found that Hong Kong teachers tended to only adopt those policies which they felt were beneficial for students' learning, whereas Shanghai teachers tended to conform more to the state's requirements. Teachers in Hong Kong strongly expressed their frustration over the intensification of their work, while teachers in Shanghai seldom expressed disagreement over the state initiatives. Concerning the meaning of teacher professionalism, teachers in Hong Kong were more able than their counterparts in Shanghai to develop their own interpretations. However, at the same time, teachers' work in Hong Kong was still being monitored by the emerging schooling market, while the work of Shanghai teachers was monitored by the state. Teachers' work in both societies can be interpreted as ‘confin...

63 citations


Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: In this article, the authors examined the career progress of female principals in Greek secondary schools and the under-representation of women in management positions and found that women are greatly underrepresented in secondary school management positions.
Abstract: This paper examines the career progress of female principals in Greek secondary schools and the under‐representation of women in management positions. Drawing on in‐depth interviews with six women principals in Athens, the paper considers the factors affecting women's participation in school management. The findings demonstrate that women are greatly under‐represented in secondary school management positions. The main reasons for this disadvantage are personal factors, covert discrimination, gender stereotypes and constraints experienced through their socially defined roles.

59 citations


Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this paper, the authors discuss the changes in Russian higher education policies and the role of international organizations in promoting education reforms in this country, and suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors.
Abstract: This article discusses the changes in Russian higher education policies and the role of international organizations—the World Bank and OECD—in promoting education reforms in this country. General and specific recommendations offered by the World Bank and the OECD expert teams to improve Russian higher education are analysed to determine if any of their suggestions have been considered and applied in recent government policies. We explore the mechanisms though which new policies are implemented at the institutional and national levels. Finally, we suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors.

57 citations


Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this paper, the World Conference on Education For All in Sub-Saharan Africa (WELF) was held in South Africa, focusing on youth unemployment and underemployment, particularly among the youth.
Abstract: Unemployment and underemployment, particularly among the youth, are serious concerns to governments across Sub‐Saharan Africa (SSA). Fifteen years on from the World Conference on Education For All ...

57 citations


Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: The authors examines the representation of Chinese identity in museums in the People's Republic of China, comparing this briefly with the portrayal of local and national identities in Hong Kong and Taiwan, and examines the implications for museums of the shift in emphasis within state ideology from socialism to patriotism.
Abstract: This article examines the representation of Chinese identity in museums in the People's Republic of China, comparing this briefly with the portrayal of local and national identities in Hong Kong and Taiwan. In particular, the article looks at the implications for museums of the shift in emphasis within state ideology from socialism to patriotism—a shift that has been particularly marked since the early 1990s. Museums in contemporary China are officially designated as ‘bases for patriotic education’, but the content of the ‘patriotism’ that they are meant to promote remains in many respects vague or problematic. One of the key tensions here is that between a deep‐rooted assumption of equivalence between ‘Chinese’ and ‘Han’ culture and history, and the multicultural reality of the contemporary People's Republic—including as it does a range of non‐Han groups such as Tibetans, Uighurs and Mongols. The progressive abandonment of socialism has in some ways exposed these contradictions more starkly in recent yea...

56 citations


Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: In this paper, the authors examined portrayals of Russia and the Russians in two generations of Ukrainian history textbooks and observed that the textbooks are highly condemning of Ukraine's main ethnic other in the guise of foreign ruler: the tsarist authorities and the Soviet regime are always attributed dubious and malicious intentions even if there is appreciation for some of their policies.
Abstract: This paper examines portrayals of Russia and the Russians in two generations of Ukrainian history textbooks. It observes that the textbooks are highly condemning of Ukraine's main ethnic other in the guise of foreign ruler: the tsarist authorities and the Soviet regime are always attributed dubious and malicious intentions even if there is appreciation for some of their policies. By contrast, the books, certainly those of the second generation, refrain from presenting highly biased accounts of the ethnic other as a national group (i.e. Russians). Instances where negative judgements do fall onto Russians are counterbalanced by excerpts criticizing ethnic Ukrainians or highlighting conflicting interests within the Ukrainian ethnic group. The negative appraisal of the ethnic other as foreign ruler is clearly instrumental for the nation‐building project as it sustains a discourse legitimating the existence of Ukraine as independent state. However, recent trends in history education, the paper concludes, sugge...

51 citations


Journal ArticleDOI
11 Jan 2007-Compare
TL;DR: The authors show that although schools are materially and symbolically well-positioned to serve as the institutional base to meet the needs of vulnerable children, schools are not accountable for these children and have not reorganised or built capacity to meet their special needs.
Abstract: The growing number of children made vulnerable by HIV/AIDS threatens the achievement of Education for All (EFA) and Millennium Development goals. Policy recommendations assign schools key roles in meeting the needs of vulnerable children, but there is a dearth of evidence about how vulnerable children and schools interact in AIDS affected communities. Case studies of schools and vulnerable children in Kenya, Malawi and Zimbabwe show that although schools are materially and symbolically well‐positioned to serve as the institutional base to meet the needs of vulnerable children, schools are not accountable for these children and have not reorganised or built capacity to meet their special needs. The Malawi and Zimbabwe cases show that elimination of fees, passive open door policies and exhortations are insufficient measures to bring and keep these children in school. The Kenya case study suggests that investments in long term, well‐resourced local partnerships can be effective.

47 citations


Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: The authors examined the new content of post-Soviet history textbooks used in Russian secondary schools that represent various transformations from communism to a western-style democracy and discussed the resultant issues of searching for a new national identity and citizenship during the present transitional period.
Abstract: This article examines the ideologically‐articulated shifts, and the images of transformation, and nation‐building process presented in the new generation of school history textbooks in Russia. The article analyses the new content of post‐Soviet history textbooks used in Russian secondary schools that represent various transformations from communism to a western‐style democracy. It discusses the resultant issues of searching for a new national identity and citizenship during the present transitional period. It critiques the new versions of Russia's post‐Soviet history taught in schools, and evaluates their officially defined status as instruments in the Russian process of ideological transformation and nation‐building, currently closely monitored by the State. In other countries, including Australia, these processes are still present but in less formal and more ad hoc ways.

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this article, access to education has become a focal point of national strategies and development assistance to reduce poverty in the developing world and commitment to the Millennium Development Goals (MDGs) (Uni...
Abstract: Access to education has become a focal point of national strategies and development assistance to reduce poverty in the developing world. Commitments to the Millennium Development Goals (MDGs) (Uni...

Journal ArticleDOI
11 Jan 2007-Compare
TL;DR: In this paper, the authors study the perceptions of GPA teachers in order to address two issues: how do GPA teachers who teach politics in schools construe "national identity" and "patriotism", and do the teachers believe studying politics through the subject GPA can enhance national identity and patriotism among the students.
Abstract: After reunification with the People's Republic of China in 1997, Hong Kong was turned into a special administrative region. The new government has repeatedly emphasised the development of national identity and patriotism. One of the locations where these issues might be expected to appear is in the teaching of Government and Public Affairs (GPA), an optional subject offered to secondary students aged 15–18. The aim of this paper is to study the perceptions of GPA teachers in order to address two issues. First, how do GPA teachers who teach politics in schools construe ‘national identity’ and ‘patriotism’? Second, do the teachers believe studying politics through the subject GPA can enhance national identity and patriotism among the students? The findings show that the teachers understand national identity and patriotism critically. They insist politics should be taught in a rational way. At the same time, they think teaching politics in a rational way, with no appeal to the emotions as is the current prac...

Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this article, the authors use the German dual system as a case for examining issues surrounding the adaptation of borrowed models and propose four approaches to cultural borrowing that conceivably can reduce the tensions.
Abstract: Culture impedes educational transactions between developed countries, and is often an area of tension when developing countries try to borrow models, or have models imposed upon them. This article uses the German Dual System as a case for examining issues surrounding the adaptation of borrowed models. Since attempts at borrowing models can fail for cultural as well as non‐cultural reasons, a contention here is that culture needs to be unpacked and laid bare, to avoid it becoming the too easy answer for failure. Borrowed models have a greater chance of taking hold, if the conditions that forged them are understood, and if conditions of the receiving country are likewise internalized. Limits imposed by culture have to be recognized. Four approaches to cultural borrowing that conceivably can reduce the tensions are proposed namely, partial borrowing, pilot borrowing, customization and conceptual borrowing.

Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: In this paper, the authors describe the role of the Vietnamese Communist Party as the midwife of Vietnamese modern nation and the history education system as a tool to justify the VCP's rule.
Abstract: The views in this paper are those of the authors and do not reflect the views of CERI and IIR. In 2006 Vietnam had experienced more than two decades of reform. However, while the reforms have transformed the entire Vietnamese economy and opened the country to globalization, the education system is still very much under the Vietnamese Communist Party's control. The schoolbooks are published under close supervision of the authorities. The national autobiography in which children are instructed has not changed much since the first conceptions of the Vietnamese revolutionaries and nationalists: as in many young nations, myths and legends have a fundamental place in the national history. Moreover the historical narrative youngsters are educated in serves the purpose of justifying communist rule and the leading role of the VCP in this process: the VCP is pictured as the midwife of the Vietnamese modern nation. Since the start of the reform process, the pressures and challenges on this system of history educatio...

Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: The authors examine the history texts used in Singapore schools, and compare the different contexts in which European and Asian values are embedded and used, and show that there is indeed a distinctive form of values and democracy that is taught.
Abstract: Where some of the papers in this volume deal with nation building in the democratising former East European states in the wider ideological context of liberal democratic thought, this paper aims to present a view of values and democracy from an alternative, ‘Asian’ perspective. South East Asian nations, such as Singapore, have attempted to articulate and practise forms of ‘Asian’ democracy as a response to, and in rejection of, Western liberal democratic models. In these countries, there is not so much a programme of reform and liberalization, as an attempt to evolve a form of democracy suited to an Asian society. To this end, efforts have been made by political leaders to articulate what ‘Asian’ values are, and some countries have also promoted sets of values that are considered to be congruent with their form of ‘Asian’ democracy. Singapore is an example of how a government has set about developing a form of ‘Asian’ democracy. By examining the history texts used in Singapore schools, and comparing the different contexts in which European and ‘Asian’ values are embedded and used, the paper shows that there is indeed a distinctive form of values and democracy that is taught. But, while this is referred to as ‘Asian’, there is in fact a lacuna in terms of the wider values framework and context, and children are in effect being socialised into accepting a rather passive conception of citizenship and a notion of democracy that are arguably distinctive to Singapore. What that Asia stands for is far too diverse, and perhaps there is also, on the part of Singapore and its political leaders, an inclination to make ‘Asian’ values in their own image, as it were.

Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: In this article, the authors focus on the relationship between a research problem and access to conduct research in a country, using data from an ethnographic study of primary education in a Northern Indian District.
Abstract: This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing...

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this article, the authors focus on the Cuban education system, which is well known for its focus on inclusion and equality of opportunity, but also for focusing on political and ideological conformity, and discuss the problem of ideological exclusion, despite the inclusiveness of the system.
Abstract: This article focuses on the Cuban education system, which is well known for its focus on inclusion and equality of opportunity, but also for its focus on political and ideological conformity. The economic crisis in Cuba has led to an educational crisis as well, both in terms of teacher shortages and a decrease in quality and in political/ideological commitment. In 2001 a comprehensive transformation of the education system in Cuba was introduced. This transformation followed in the wake of ‘the battle of ideas’, a campaign introduced to mobilize the youth for the defence of the revolution. The article critically examines the ideas and ideology behind the transformation policy and discusses the problem of ideological exclusion, despite the inclusiveness of the system (free education). Education in Cuba has not received a cent from the World Bank or the International Monetary Fund since the revolution, but is still reputed to have one of the best school systems (if not the best) in the developing world. The...

Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this paper, the authors examined the incidence and determinants of overeducation in the Belgian private sector and found that male workers and people employed in state-owned firms are less affected than women.
Abstract: This paper examines the incidence and determinants of overeducation in the Belgian private sector. Two different approaches are used to define overeducation by means of data on characteristics of employees and employers. Using the 1995 Structure of Earnings Survey, between 22% and 24% of the workforce is found to be overeducated. Results support the idea that employers view labour market experience as a substitute for formal education. They also show that male workers and people employed in state‐owned firms are less affected by overeducation. Further results suggest that the size of the establishment has a very weak (negative) impact on overeducation.

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this article, the integration of ethnic/religious populations in conflict is considered and a case study is used for educating together of Catholic and Protestant children and Palestinian and Jewish children in two troubled societies, Northern Ireland and Israel where children are normally kept segregated within the education system.
Abstract: This paper considers issues related to integration in education, specifically those related to the integration of ethnic/religious populations in conflict. The case study we will use is the educating together of Catholic and Protestant children and Palestinian and Jewish children in two troubled societies, Northern Ireland and Israel, where children are normally kept segregated within the education system. Using a multi‐theoretical approach the paper presents data collected in a parallel study of principals, policy makers and stakeholders in the two contexts. Whilst there are striking similarities between integrated education in Northern Ireland and Israel there are also clear differences around the management of pupil diversity which are critically teased out in the paper. It is argued that a cross‐fertilization of theoretical perspectives is necessary both to analyse integrated school settings and to support those involved in these ventures.

Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: In this article, the authors examined the rates of school violence and school factors associated with them and found that the rate of violence is higher in the US than South Korea, and studentreported violence rates are not associated with schoolreported violence in both nations.
Abstract: Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally‐representative data from eighth graders, their mathematics teachers and principals in 150 South Korean schools and in 216 US schools, the authors found that: 1) the rates of school violence are higher in the US than South Korea, 2) student‐reported violence rates are not associated with school‐reported violence rates in both nations and 3) South Korean schools with academic tracking and low‐achieving US schools are more likely to have higher rates of school violence. Policy and practical implications of these findings are discussed.

Journal ArticleDOI
22 Mar 2007-Compare
TL;DR: This paper analyzed issues pertaining to language policy in Zimbabwean education beginning with the establishment of formal education under colonial rule and concluded that the capacity to support the development of indigenous languages has declined in recent years.
Abstract: This article analyses issues pertaining to language policy in Zimbabwean education beginning with the establishment of formal education under colonial rule. English is the official language of business, government and education, and the dominant language in the media. Official policy, before and after independence, has been characterised by continuities, rather than change, providing limited support for the development of indigenous languages. Furthermore, the capacity to support the development of indigenous languages has declined in recent years. The curriculum policy has progressively served to provide avenues for engaging and locking into limited networks of opportunities within and outside the country.

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this paper, the authors investigate the reasons for gender inequality in British and German higher education and examine the social and epistemological aspects of gendered behaviour within the work situation of female academics.
Abstract: Gender inequality exists within higher education in the UK and Germany. In the UK only 15.3% of professors in pre‐ and post‐1992 universities were women (2003), whilst in Germany only 8.6% attained the highest grade of professorship (2003). The research uses existing data sets combined with theoretical constructs to investigate the reasons for gender inequality in British and German higher education. It examines and evaluates equality legislation in action, it teases out the social and epistemological aspects of gendered behaviour within the work situation of female academics and it investigates why female academics have a more difficult time gaining promotion in German than in British universities.

Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this paper, the impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood and it is evident that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic.
Abstract: The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues related to their work with farming families. Initially 45 rural development professionals from developing countries in the southern hemisphere were interviewed about these competencies, using case stories and questionnaires. Subsequently, 34 individual in‐depth interviews were conducted with rural development professionals from East Africa and Zambian government officials. A focus group discussion with 15 Zambian agricultural extension workers completed the empirical part of the research. The study reveals that there is an urgent need to complement the technical competencies of rural development professionals with more social competencies, such as counselling and ...

Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: For example, the authors showed that the communist states in Eastern Europe and East Asia were remarkably similar in terms of both their dominant ideologies and their economic structures, and that in both regions the Comm...
Abstract: Only twenty years ago the communist states in Eastern Europe and East Asia were remarkably similar in terms of both their dominant ideologies and their economic structures. In both regions the Comm...

Journal ArticleDOI
22 Aug 2007-Compare
TL;DR: In this paper, the authors make the case that HIV/AIDS clubs in Ugandan schools provide valuable information to students who may not have easy access to health services, and they conclude that innovative adaptation of the Ugandan model may complement other HIV/ AIDS educational programmes in Africa and beyond.
Abstract: The clubs will do peer education; the clubs will be a forum for affected students to share their experiences. (HIV/AIDS Technical Advisor, Ministry of Education, 4 October 2004) The clubs extend what we do in the communities. We train the leaders so that they can do peer education. (AIDS health official, 2 October 2004) In this article, we make the case that HIV/AIDS clubs in Ugandan schools provide valuable information to students who may not have easy access to health services. As one club motto suggests, the clubs ‘talk what others think you can't talk’. The innovative peer education methods, which include drama, popular culture and community outreach all have great appeal to youth, and provide unique opportunities for female students to raise gender issues and develop leadership skills. We conclude that innovative adaptation of the Ugandan model may complement other HIV/AIDS educational programmes in Africa and beyond.

Journal ArticleDOI
10 Jul 2007-Compare
TL;DR: In present-day Moldova there is a perpetuation and continuity of Soviet academic culture, in which history is viewed as "a science" and not subject to a multiplicity of interpretations as mentioned in this paper.
Abstract: In present‐day Moldova there is a perpetuation and continuity of Soviet academic culture, in which history is viewed as ‘a science’ and not subject to a multiplicity of interpretations. A relatively small and interconnected group of historians dominate the academy and subsequently the textbook writing. They wield a great deal of power in socializing national subjects. The special place of historians in society creates an obstacle for effective civic education in the Moldovan classroom because it creates educational hierarchy, which is detrimental to the development of those skills and virtues that are considered essential for democratic society

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this article, the authors analyze how formal education within a revolutionary setting can act as a "strategy-generating" institution in terms of enabling women to aspire to and achieve goals they would not even have envisaged pre-revolution.
Abstract: Based on the work of Bourdieu, this paper analyses how far formal education within a revolutionary setting can act as a ‘strategy‐generating’ institution in terms of enabling women to aspire to and achieve goals they would not even have envisaged pre‐revolution. In making its case, it draws on the examples of three revolutionary societies: Vietnam (since 1976), Nicaragua (1979–1990) and Eritrea (since 1991). It is argued that even though not eliminating gender as a discriminatory marker, education indeed creates room for personal emancipation. While this could equally be achieved by openings within a neo‐liberal setting, a strong focus on fostering social cohesion makes educational policies in revolutionary societies different. The paper ends by arguing that revolutionary states can offer valuable lessons for education as a source of social equity. It advocates to newly consider what type of state supports what kind of education system and for what purpose.

Journal ArticleDOI
12 Jan 2007-Compare
TL;DR: In this article, the authors compare and contrast the commercial apprenticeship systems of Switzerland and Germany, in order to analyse the process and results of modernisation of both vocational education systems, they are compared and contrasted.
Abstract: In both Switzerland and Germany, necessary reforms in vocational education have been taking place for the past few years. By taking a closer look at the commerce sectors of both countries and their reforms, one can better compare their systems of apprenticeship. While the necessity for change in the commercial sector was similar in both countries, the course of these changes has been quite different. A widespread reform of the Swiss commercial sector began in 2003. In Germany, a comparable sweeping change in commercial apprenticeships cannot be seen, although many reforms have been implemented. In order to analyse the process and results of modernisation of both vocational education systems, they are compared and contrasted. Finally, hypotheses are formed about the possible reasons for the differences in vocational education in these two countries.

Journal ArticleDOI
29 Oct 2007-Compare
TL;DR: In this paper, a cross-European study of family literacy programs in England, Ireland and Malta was carried out, and the authors concluded that disparate agendas characterizse policy and practice.
Abstract: Family literacy programmes have become increasingly popular with policy‐makers as a means of addressing low levels of adult literacy. It is believed that such initiatives will help to address social exclusion and aid greater economic participation by those in deprived communities or from disadvantaged sectors of society. The growing interest in such initiatives comes at a time of international concern over general levels of literacy, as highlighted by the United Nations literacy decade 2003–2012 and in Europe by the Lisbon Agenda. In this article, which draws on the findings from a cross‐European study of family literacy programmes in England, Ireland and Malta, we argue that disparate agendas characterizse policy and practice. We conclude by considering the implications for the future of family literacy programmes in promoting social inclusion.