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Journal ArticleDOI

A generic model of "the" education system for the purpose of making critical comparison and policy

28 Dec 2015-Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje (Faculty of Teacher Education)-Vol. 17, Iss: 4, pp 1131-1158
TL;DR: In this article, a model explaining the structure of the education system which shows the components of “the” education system and their interrelationships has resultantly not been developed.
Abstract: The education system per se, despite its central position in the field of study proclaimed by the scholarly community of Comparative and International Education, has never taken a central stage/role in Comparative and International Education scholarly enquiry. Through the various stages of its history, Comparative and International Education research has either focused on the societal-contextual forces (geography, demography, social system, economy, political system, religio-philosophical viewpoints) shaping education or on the societal outcomes/effects of education, to such an extent that the education system has always remained the blind spot in the centre of the field. A model explaining the structure of the education system which shows the components of “the” education system and their interrelationships has resultantly not been developed. This article attempts to address this shortcoming by discussing and outlining the structure of the education system on the basis of recent epistemological developments. Four components of the education system, along with their elements, are identified: education system policy, organisation and administration, structure for teaching, and support services. Key words: Comparative Education; education; education system; post-modernism. --- Obrazovni sustav per se, usprkos svojoj sredisnjoj ulozi za koju se zauzimaju strucnjaci unutar Komparativne i međunarodne edukacije nikada nije bio u žaristu znanstvenih istraživanja u spomenutom podrucju. Istraživanja unutar Komparativne i međunarodne edukacije do sada su, u razlicitim razdobljima svoje povijesti, bila usredotocena ili na drustveno-kontekstne snage (geografiju, demografiju, drustveni sustav, ekonomiju, politicki sustav, religijsko-filozofski svjetonazor) koje oblikuju obrazovanje ili na ishode/ucinke obrazovanja na drustvo do te mjere da je obrazovni sustav uvijek ostajao nejasan u odnosu na glavni dio toga podrucja. Stoga jos uvijek nije razvijen model koji bi objasnio strukturu obrazovnog sustava prikazujuci komponente ,,obrazovnog sustava“ i njihove međusobne odnose. U ovom se radu nastoji istaknuti taj nedostatak putem rasprave i prikaza strukture obrazovnog sustava na temelju novijih epistemoloskih razvojnih ideja. Identificirane su cetiri komponente obrazovnog sustava, kao i njihovi elementi, a to su: politika obrazovnog sustava, organizacija i administracija, struktura potrebna za nastavu i službe podrske. Kljucne rijeci: komparativna edukacija; obrazovanje; obrazovni sustav; postmodernizam

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Citations
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Book ChapterDOI
01 Jan 2014
TL;DR: An advertisement in Gadget Universe for a “God helmet,” which promises to get you in touch with your god within, reduce your blood pressure, and help you lose 20 pounds of unwanted fat is found.
Abstract: Imagine surfing the net and stumbling upon an advertisement in Gadget Universe for a “God helmet,” which promises to get you in touch with your god within, reduce your blood pressure, and help you lose 20 pounds of unwanted fat. Results are guaranteed within the safety of your own home— no need to get up early on Sundays for church and no need to give alms to the poor (although the God helmet is $1795, “a bargain at any price but if you act now, you can get it for three easy payments of $595 plus $39.95 shipping/handling”). Ignoring the “snake oil salesman” sign going off in your head, you order your own God helmet. Quivering with excitement when it is finally delivered, you tear the box open, place it on your head, and plug it in. Very soon you fall into a deep, relaxing trance where, for the first time in your life, you feel at one with the universe.1

54 citations

01 Jan 1987
TL;DR: In this article, the authors investigated the influence of the national educational ideals of Bophuthatswana and Botswana on their respective educational systems with regard to their educational policy, legislation execution and the school system.
Abstract: By way of introduction to this dissertation, the following issues were addressed: - The problem issue underlying the research is: * What is the origin of the national educational ideas of Popagano and Kagisano? * What is the content of the national educational ideals of Bophuthatswana and Botswana educational systems respectively? * What is the influence of the national educational ideals of Bophuthatswana and Botswana on their respective educational systems with regard to their educational policy, legislation execution and the school system? - Aims of the research The purpose of this study is: * to further the understanding of the educational systems of Bophuthatswnna and Botswana by determining the origin, content and influence of the national educational ideals as determinants of the two systems of education in question * The purpose of this study is threefold: ** to determine and describe the origin of the national educational ideals of Popagano and Kagisano; ** to determine and describe the content of the national educational ideals of Popagano and Kagisano, and ** to determine the influence of the national educational ideals on the respective educational systems of the two countries concerned with regard to their educational policy, control, legislation, execution and the school systems - Methods of research The following methods of research have been employed: general literature survey, personal interviews, interpretation of data, evaluation of data and writing up of findings - Demarcation of the field of study This study is confined to the national educational ideal as a determinant of the educational systems of Bophuthatswana and Botswana The other aspect of the demarcation of the field of study is based on the explanation of terms used in the title of this study, namely: the national educational ideal, determinant, educational system, and Bophuthatswana and Botswana The theoretical structure and the determinants of the educational system have also been discussed in chapter 2 The four structural moments of the educational system are looked into under the theoretical structure of the system of education The following are those structural moments of the educational system: • the religious structural moment, which refers to the ground motif of the community which is fundamental in all the systems of education of the world This is the religious ground motif • the temporal structural moment, which refers to the fact that educational systems of the world are time-bound • the modal structural moment, which refers to the 15 modal aspects of reality in terms of Dooyeweerd and which exercise an influence on the structure and the content of the educational system • the individual structural moment, which refers to the individual identity of all educational systems of the world and to the idea of the uncommonness of the common All other relevant aspects of education have been discussed in this chapter An exposition of the educational system of Bophuthatswana is given in Chapter 3 The…

9 citations

01 Jan 2017
TL;DR: In this paper, the transformations undergone since the early 1990s by Serbia, Croatia and South Africa were examined, particularly with respect to how the respective authorities transformed the control of education in their systems.
Abstract: Since comparative educationists and education systems experts are expected to advise governments and departments of education regarding the transformation of education in their countries and also because they have an intrinsic scholarly interest in political transformation and its effects on the education system, an investigation was launched into recent experiences in this regard concerning one pivotal aspect of education systems, namely education control. The transformations undergone since the early 1990s by Serbia, Croatia and South Africa were examined, particularly with respect to how the respective authorities transformed the control of education in their systems. The study yielded a number of insights that could be fruitfully applied in similar situations in future. Key concepts: education system, education control, transformation, Transitiology, Serbia, Croatia,

3 citations

Journal ArticleDOI
TL;DR: Examining how women's health care providers influence reduces unintended pregnancies includes examining how new patients seeking contraceptive care are handled; availability and accessibility of services; patients' decisions regarding family size and spacing; and patients' education.
Abstract: PIP: Women in the US experience high rates of unintended pregnancy compared with women from other countries. It is estimated that nearly 50% of pregnancies are unintended. About 66% of these pregnancies occur in adult women and 30% occur within marriage. In considering this fact, it is reasonable to explore how women's health care providers? influence reduces unintended pregnancies. This includes examining how new patients seeking contraceptive care are handled; availability and accessibility of services; patients' decisions regarding family size and spacing; and patients' education. Traditional health education often implies that if a woman has sex without using a method of birth control she will become pregnant. Such does not apply for the majority of the population, and the dissonance between the educational message and the reality leads to questions on fertility, failure, and risking unintended pregnancies. Moreover, advocates should voice out their stance in negotiations undertaken in legislative decisions and insurance contracts.

2 citations

References
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Book
01 Jan 1995

737 citations


"A generic model of "the" education ..." refers background in this paper

  • ...…pages: 1131-1158 Post-foundationalists and post-postfoundationalists tend to reject universal(istic) claims –in this case with regard to “the” education system – because of their renouncement of the so-called grand narratives that do not take into account contingent contexts (Wilber, 2000, p. xi)....

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Journal ArticleDOI
TL;DR: The field of comparative education is a multidisciplinary field that looks at education (not necessarily limited to schools or formal educational institutions) in a cross-cultural context as mentioned in this paper, and it is not a discipline, in any case, not a ''discipline,'' but rather a multi-disciplinary field.
Abstract: The political economy of comparative education has not attracted much attention. This article describes and analyzes factors that influenced the development of comparative education in the postwar period and provides an overview of the field and its infrastructures.' Its purpose is to relate societal trends as well as developments in the social sciences to the emerging field of comparative education. It is particularly appropriate to place comparative education in this context as the field has achieved a measure of stability after a half-century of postwar growth. The focus is on the United States, which has by far the largest community of researchers in the field, although worldwide trends are also considered. This is not an analysis of methodology or of the philosophy of knowledge in comparative education but rather a discussion of the interplay between societal and academic developments as they affect the field. I am convinced that comparative education is, in any case, not a \"discipline,\" but rather a multidisciplinary field that looks at education (not necessarily limited to schools or formal educational institutions) in a cross-cultural context. A formal methodology for such a hybrid field is impossible.2 Rather, the various methodologies in the social and behavioral sciences can be applied to the study of comparative education. The focus here is to elucidate some of the structural, institutional, and intellectual currents that affect the field of comparative education at present. Comparative education looks in many directions at once, and this has helped to shape a field that at the same time is left without a clearly defined center. Most often, comparative education has analyzed educational problems by providing a needed international perspective to what are generally national discussions and debates. The comparative studies of educational achievement done by the International Association for the Study of Educational Achievement are among the best examples of comparative research having an impact on national educational debates.3

88 citations

Journal ArticleDOI
TL;DR: This paper explored the various transitions in epistemology, advocated by the scholars mentioned in brackets: • modern to postmodern • secular dualism to postsecular holism (Cornel du Toit) • structural to poststructural • positivistic to relativistic • rational-argumentative to narrative • proposisionalistic to cultural-linguistic (Lindbeck) • fundamentalist to postfoundationalist (Schrag and Van Huyssteen) • maintenance to missional.
Abstract: In reflection on the question as to in what sense is our time a time of transition, the article explores the various transitions in epistemology, advocated by the scholars mentioned in brackets: • modern to postmodern • secular dualism to post-secular holism (Cornel du Toit) • structural to poststructural • positivistic to relativistic • rational-argumentative to narrative • proposisionalistic to cultural-linguistic (Lindbeck) • fundamentalist to postfoundationalist (Schrag and Van Huyssteen) • maintenance to missional.

74 citations

Book ChapterDOI
01 Jan 2014
TL;DR: An advertisement in Gadget Universe for a “God helmet,” which promises to get you in touch with your god within, reduce your blood pressure, and help you lose 20 pounds of unwanted fat is found.
Abstract: Imagine surfing the net and stumbling upon an advertisement in Gadget Universe for a “God helmet,” which promises to get you in touch with your god within, reduce your blood pressure, and help you lose 20 pounds of unwanted fat. Results are guaranteed within the safety of your own home— no need to get up early on Sundays for church and no need to give alms to the poor (although the God helmet is $1795, “a bargain at any price but if you act now, you can get it for three easy payments of $595 plus $39.95 shipping/handling”). Ignoring the “snake oil salesman” sign going off in your head, you order your own God helmet. Quivering with excitement when it is finally delivered, you tear the box open, place it on your head, and plug it in. Very soon you fall into a deep, relaxing trance where, for the first time in your life, you feel at one with the universe.1

54 citations


"A generic model of "the" education ..." refers background or methods in this paper

  • ...We are critically aware of the danger of the education system being used as a tool of social control wielded by the powerful for self-aggrandizement, a tool that might even numb the less powerful to be aware of how they are being exploited (Wright, 2009)....

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  • ...Prema takvom stajalištu obrazovni bi sustav trebao služiti interesima i edukacijskim potrebama svih članova zajednice u kojoj sam funkcionira; on mora težiti društvenom dobru, čineći društvo kao kolektiv snažnijim, podižući društvenu vitalnost (Wright, 2009)....

    [...]

  • ...According to this, an education system should serve the interests and education needs of all the members of the community in which such an education system functions; it must strive at the social good, at making society collectively stronger, at raising social vitality (Wright, 2009)....

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  • ...Kritički smo svjesni opasnosti da bi se moćnici mogli koristiti obrazovnim sustavom kao alatom za društvenu kontrolu kako bi povećali svoju moć, alatom koji bi čak mogao omamiti manje moćne da uopće budu svjesni toga kako su iskorištavani (Wright, 2009)....

    [...]

Journal ArticleDOI
TL;DR: In this paper, a journal analysis of articles published in the Comparative Education Review during the first 50 years of its existence is presented, revealing a remarkable resilience/constancy amidst a broadening.
Abstract: The aim of this article is the explication of the identity of Comparative Education and a critical reflection thereon, by means of a journal analysis of articles published in the Comparative Education Review during the first 50 years of its existence. The 1157 articles were analyzed under the following rubrics: levels of analysis of articles; number of units covered by articles; geographical area which articles deal with authors: numbers, countries and institutional affiliation; research methods; paradigmatic affiliations; phase of education articles cover; mode of education articles deal with; and themes/topics focused on. The analysis revealed two equally strong trends – a remarkable resilience/constancy amidst a broadening. For example, the hermeneutic paradigm continues to be the most frequent paradigm, although there has been a significant diversification of paradigms recently. Comparative Education still has the ‘black box’ character, whereby things outside educational institutions (i.e. shaping for...

52 citations


"A generic model of "the" education ..." refers background in this paper

  • ...Kelly, Arnove i Altbach, 1982; Wolhuter, 2008)....

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  • ...…conclusion that we drew was that education tends to be provided in both the national, provincial and regional public system and in the private school system provided, amongst others, by religious denominations and commercial companies (Meyer, 1989; Steyn & Wolhuter, 2008; Van Nieuwenhuizen, 1993)....

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  • ...…the past among scholars in the field to show a preference for focusing on what goes on outside of the education system rather than attending to the development of knowledge about the system as such, as a researchable phenomenon in its own right (cf. Kelly, Arnove, & Altbach, 1982; Wolhuter, 2008)....

    [...]

  • ...The term “black box syndrome” refers to the fact that the phenomenon the education system as such seems to be suffering from the tendency in the past among scholars in the field to show a preference for focusing on what goes on outside of the education system rather than attending to the development of knowledge about the system as such, as a researchable phenomenon in its own right (cf. Kelly, Arnove, & Altbach, 1982; Wolhuter, 2008)....

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  • ...…se nastoji omogućiti obrazovanje ne samo unutar nacionalnog, županijskog i regionalnog javnog sustava nego i unutar sustava privatnih škola, dostupnih zahvaljujući, između ostalih, religijskim denominacijama i komercijalnim tvrtkama (Meyer, 1989, Steyn i Wolhuter, 2008; Van Nieuwenhuizen, 1993)....

    [...]