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教育发展国际杂志
2005/08/14 幻想的边疆
Journal Name:牋 INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT (ISSN:
0738-0593)
Issue:牋牋牋牋?Vol. 25 No. 4
IDS#:牋牋牋牋牋 949XU
Alert Expires:?15 SEP 2005
Number of Articles in Issue:?15 (15 included in this e-mail)
Organization ID:?b69ab6d87c5e672f3fafb34c395becd6
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Note:?Instructions on how to purchase the full text of an article and Help
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*Pages: 368-380 (Article)
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Title:
Targeting education: The politics of performance and the prospects of 'education
for all'
Authors:
Jansen, JD
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 368-380; JUL 2005
Abstract:
This article offers a critical examination of the public claims about the
potential, reach and impact of "target setting in education" within the context
of developing countries. The argument is made that the target-setting enterprise
is undermined by three fallacies-conceptual, methodological and
organizational-with negative consequences for the achievement of education
quality in poor countries. While acknowledging the logic of targets on the part
of international development agencies, the article nevertheless suggests that
target setting could be seen as a transnational system of surveillance that
takes measures of control, measurement and accountability beyond the confines of
national borders. (c) 2005 Elsevier Ltd. All rights reserved.
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*Pages: 381-394 (Article)
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Title:
Is there a 'fast-track' to achieving education for all?
Authors:
Rose, P
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 381-394; JUL 2005
Abstract:
The Education for All Fast Track Initiative (FTI) has evolved since the 2000
World Forum on Education for All at Dakar in recognition that, without support,
some countries would not achieve the Millennium Development Goal (MDG) of
Universal Primary Completion by 2015. A key question that emerges is whether the
FTI can help the achievement of the goal. While it is evident that some progress
has been made, the analysis suggests that problems remain. These include the
omission from the FTI process of those countries most off-track; inappropriate
choice of benchmarks used to allocate resources; and inadequate analysis of key
demand-side issues. Importantly, despite considerable momentum surrounding the
FTI, it is not yet evident that donors have met their side of the bargain of
coordinating their activities and providing additional funds to ensure that no
country will not be thwarted in the achievement of the MDG due to insufficient
resources. (c) 2005 Elsevier Ltd. All rights r!
eserved.
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*Pages: 395-407 (Article)
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Title:
Gender equality in education: Definitions and measurements
Authors:
Subrahmanian, R
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 395-407; JUL 2005
Abstract:
International consensus on education priorities accords an important place to
achieving gender justice in the educational sphere. Both the Dakar 'Education
for All' goals and the Millennium Development goals emphasise two goals, in this
regard. These two goals are distinguished as gender parity goals [achieving
equal participation of girls and boys in all forms of education based on their
proportion in the relevant age-groups in the population] and gender equality;
goals [ensuring educational equality between boys and girls]. In turn these have
been characterised as quantitative/numerical and qualitative goals respectively.
In order to consider progress towards both types of goal, both quantitative and
qualitative assessments need to be made of the nature of progress towards gender
equality. Achieving gender parity is just one step towards gender equality in
and through education. An education system with equal numbers of boys and girls
participating, who may progress evenly!
?through the system, may not in fact be based on gender equality. Following
Wilson (Human Rights: Promoting gender equality in and through education.
Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in
education therefore needs to be understood as the right to education [access and
participation], as well as rights within education [gender-aware educational
environments, processes, and outcomes], and rights through education [meaningful
education outcomes that link education equality with wider processes of gender
justice]. (c) 2005 Elsevier Ltd. All rights reserved.
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*Pages: 408-422 (Article)
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Title:
Planning post-primary education: Taking targets to task
Authors:
Lewin, KM
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 408-422; JUL 2005
Abstract:
The Millennium Development Goals (MDGs) have shaped much educational target
setting by governments and their development partners to the extent that they
have focused on just two of the commitments-universal enrolment and completion
of primary schooling, and gender equality in primary and secondary school access
and achievement. A consequence is that many countries in Sub-Saharan Africa have
yet to develop coherent plans for the post-primary sub-sector. Yet without
expanded access beyond primary it is unlikely that the MDGs will be achieved.
Privileging investment in the enrolment and completion of the last primary child
over-investment at post-primary levels may satisfy a rights-based approach to
development; it may not be the best strategy to sustain gains in access to
educational services or to alleviate poverty through redistribution or growth.
Skews in investment unfavourable to post-primary are partly the result of target
setting that has been narrowly interpreted and !
which depends on assumptions that become questionable on close analysis.
This paper first summarises the case for reconsidering investment strategies for
post-primary education in general, and for secondary schooling in particular.
Second, it explores issues related to target setting and target getting in
relation to post-primary provision, many of which apply to target setting
generally. Finally, concluding remarks draw together the case to reconsider how
targets are defined and how they might be used in national planning more
productively. (c) 2005 Elsevier Ltd. All rights reserved.
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*Pages: 423-435 (Article)
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Title:
Re-targeting schools, skills and jobs in Kenya: Quantity, quality and outcomes
Authors:
King, K
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 423-435; JUL 2005
Abstract:
The article compares the setting of targets in three different domains in
Kenya-schools, skills development, and jobs. In political terms, the first of
these has proved the most immediately *do-able', and especially once free
primary education (FPE) became the target of the new government. The additional
numbers entering schools have been dramatic, but major worries remain about
sustainability and the impact on quality. In the domain of skills training,
target setting has proved much more elusive, as skills development covers
multiple ministries, and requires some substantial engagement with employers.
The result is that 2 years after the new government took over, there is still no
national strategy for skills development. Finally, the political pledge to
create half a million jobs a year for 5 years is examined. This proves much more
demanding than the offer of FPE to evaluate. In practice, it turns out that the
government did not intend to create jobs at all, but merely pr!
ovide an enabling environment in which they could be created by the private
sector. Nor were these to be found in the formal, urban sector of the economy,
but in the hitherto much neglected rural informal economy. (c) 2005 Elsevier
Ltd. All rights reserved.
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*Pages: 436-444 (Article)
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Title:
Promoting literacy: What is the record of education for all?
Authors:
Robinson, C
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 436-444; JUL 2005
Abstract:
The Education for All (EFA) goals aim to increase adult literacy levels by 50%
by 2015, and yet the number without access to literacy remains obstinately high
at over 800 million. This paper examines a number of initiatives, such as the
Millennium Development goals, EFA and the UN Literacy Decade, and assesses what
level of priority their discourse gives to adult literacy. In particular, the
EFA discourse since the Dakar World Education Forum in 2000 is tracked through
the meetings of the EFA Working Group and the EFA High Level Group, with the
conclusion that adult literacy can be observed in the rhetoric, but was not a
focus of action. The position of the World Bank, in particular with regard to
the Fast Track Initiative is also examined. The paper concludes by suggesting
three areas that will require consideration and which may also explain the
neglect of adult literacy hitherto in the EFA agenda. (c) 2005 Elsevier Ltd. All
rights reserved.
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*Pages: 445-455 (Article)
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Title:
Ownership and capacity: Do current donor approaches help or hinder the
achievement of international and national targets for education?
Authors:
Smith, H
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 445-455; JUL 2005
Abstract:
Donor-initiated changes in aid delivery, to sector-wide approaches and direct
budget support, have coincided with the focus on global development goals.
Although intended to make funding more efficient and strengthen local ownership,
they can stretch limited capacity. Literature on implementation of large-scale
education reforms identifies three key sustainability factors related to policy,
capacity and infrastructure. Current donor approaches targeting policy and
budget may not adequately build the capacity required to improve quality and
create sustainable reform of education systems. Building capacity is likely to
be more critical than ownership; ignoring school-level capacity reduces the
likelihood that targets will be achieved. (c) 2005 Elsevier Ltd. All rights
reserved.
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*Pages: 456-469 (Article)
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Title:
Listening to local voices? International targets and decentralised education
planning in Nepal
Authors:
Caddell, M
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 456-469; JUL 2005
Abstract:
This article draws on a case study of district educational planning in Nepal to
explore how education for all priorities and targets impact on educational
practice at the sub-national level. It raises questions about the extent of
local ownership of education and development targets and highlights the
micro-politics of data collection exercises. Viewing targets from the
'bottom-up' allows a more contextualised understanding of their impact on
education reform to be developed. The article concludes by questioning the value
of target-driven initiatives in their current form. While targets may illuminate
some aspects of our understanding of education reform, they mask the diversity
of socio-political interests that intersect in the arena of schooling provision.
(c) 2005 Elsevier Ltd. All rights reserved.
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*Pages: 470-471 (Book Review)
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Title:
Changing patterns of teacher education in South Africa: Policy, practice,
prospects.
Authors:
Harber, C
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 470-471; JUL 2005
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*Pages: 471-472 (Book Review)
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Title:
Leadership and strategic management in South African schools.
Authors:
Schweisfurth, M
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 471-472; JUL 2005
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*Pages: 472-473 (Book Review)
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Title:
Education policy: Globalization, citizenship and democracy, thousand islands.
Authors:
Bates, R
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 472-473; JUL 2005
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*Pages: 473-474 (Book Review)
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Title:
Implementing sustainable development: From global policy to local action.
Authors:
Heyneman, SP
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 473-474; JUL 2005
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*Pages: 474-475 (Book Review)
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Title:
Globalization and marketization in education: A comparative study of Hong Kong
and Singapore.
Authors:
Husbands, C
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 474-475; JUL 2005
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*Pages: 361-361 (Editorial Material)
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Title:
International and national targets for education: Help or hindrance - Preface
Authors:
Watson, K
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 361-361; JUL 2005
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*Pages: 362-367 (Editorial Material)
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Title:
Transparency or tyranny? Achieving international development targets in
education and training
Authors:
King, K; Rose, P
Source:
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 25 (4): 362-367; JUL 2005
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