Yin Cheong Cheng
International Journal of Educational Management, vol. 14, 2000, p. 156-174
Paper delineates the nature of contextualised multiple intelligence's (CMIs) and illustrates their importance for the development of citizens and their society in both the local and global contexts of complicated technological, economic, social, political and learning environments. Proposes a pentagon theory of CMIs as the base for reforming, learning, teaching and schooling through which students can develop the necessary CMI. Then explains how new processes and concepts of globalisation, localisation and individualisation can together provide a novel paradigm of school education and can contribute to the development of CMI in students, teachers and schools. Finally discusses further the implications of the new paradigm of education for reforming curricula and pedagogy.
B. Levin and J. A. Riffel
Canadian Public Policy, vol. 26, 2000, p. 183-196
Paper looks at the way in which poverty is understood in school systems and the ways in which schools try to respond to it. Argues that although poverty is not created by schools, and the problems of poverty cannot be resolved by schools, there are steps which schools could take to understand the issue more fully and to cope with it more effectively.
Educational Review, vol. 52, 2000, p. 143-153
Curriculum changes in New Zealand have been characterised by a much tighter specification of what students are expected to learn, and extension of assessment programmes and related initiatives aimed at monitoring of students' learning and closer control by the state of teachers' performance.
E. B. N. K. Babyegeya
International Studies in Educational Administration, vol. 28, 2000, p. 2-10
After pursuing socialist policies that culminated in nationalisation of schools, Tanzania is now decentralising the management of public schools. This decentralisation aims to promote community participation in decision-making and cost sharing to ensure sustained effective provision of education and proper use and maintenance of school resources. The reform also aims to reinforce planning and management capabilities at all levels of the school system.
Guardian, Aug. 21st 2000, p. 20
As in Britain, US state schools flourish in prosperous areas and fail in the inner cities. However, unlike in Britain, America does not blame teachers for the failures of the school system. Both Democrats and Republicans want teachers on their side in educational reform, and both promise respect and cash rewards.
Educational Review, vol. 52, 2000, p. 131-142
Article analyses the ongoing and future changes in Finnish education policy in an international perspective. The neo-liberal model of the 1990s involves; competition between individuals and schools; diversification and stratification of the school system; deregulation and decentralisation; parental choice; use of private funding; managerialisation of administration; and evaluation of educational outcomes. This represents a radical shift from the former. Finnish model which emphasized educational equality. This was to be achieved through centralised state control, uniform curricula, total state funding and a uniform school system for all.
Canadian Public Policy, vol. 26, 2000, p. 226-240
Many Canadian provinces have introduced youth apprenticeship initiatives to facilitate transitions into the labour market. As the German dual system is often considered the model for such initiatives, paper attempts to introduce a critical perspective on issues affecting the system's future. Economic restructuring, work reorganisation, changing hiring practices and young people's increasing preference for higher education form the main challenges to the system.
I. Andersson and I. Nilsson
Educational Review, vol. 52, 2000, p. 155-174
Article traces changes in the governance of the Swedish school from 1842. Changes during the latter part of the twentieth century are characterized by the transfer of decision - making from a central authority to the municipality and the local school. Teacher shortages, especially in modern languages, maths and science, make it difficult for many local schools to reach standards laid down in the national curriculum. This may stimulate the growth of private schools.
J. M. Esteve
Educational Review, vol. 52, 2000, p. 197-207
The change of a system designed to educate an elite into one of mass education has not only increased the numbers of teachers and pupils, but has also brought perplexing problems related to quality. How to achieve high standards of education in these circumstances is a personal and social challenge that needs much creative thought and determination from teachers. Presents 12 basic indicators that characterise educational change over the past 20 years including the impact of the mass media and muliculturalism, changes in the social status of teachers, the escalation of violence in schools, underfunding and overcrowding, and role overload amongst teachers.