Welfare Reform on the Web (October 2002): Education - Overseas
ACCOUNTABILITY IN EDUCATION: THE CASE OF GERMANY
H P Füssel
Education and the Law, vol. 14, 2002 p.127-132
This article discusses Germany's move towards a new structure for the governance and accountability of its schools. Each individual school is to assume greater responsibility for the fulfilment of its tasks.
ACQUISITION OF EMPLOYABILITY SKILLS BY HIGH SCHOOL STUDENTS
H Krahn, G S Lowe, and W Lehmann
Canadian Public Policy, vol. 28, 2002, p.275-296
Paper examines Alberta high school students' self-reports of the employability skills they have acquired in high school courses, formal work-experience programmes, paid part-time employment and voluntary work. Most students do not see the labour market relevance of analytic skills or of a basic high school education. In addition; the skills that employers say they are seeking are not the same as the skills that students believe employers want. Educators and employers need to demonstrate more clearly to students the link between the core secondary school curriculum and employment outcomes.
AN AMERICAN PERSPECTIVE ON EQUAL EDUCATIONAL OPPORTUNITIES
C Russo
Education and the Law, vol. 24, 2002, p.25-32
Article reviews the Supreme Court's ruling on Brown v Board of Education and school desegregation in 1954 before looking at the two most contentious educational areas today, namely special education and sexual harassment. "The concept of equal educational opportunity in which a child's chance to learn is not a function of race, gender, social standing or socio-economic status has been extended to all school environments".
THE CHANGING ROLE OF THE SUPPORT TEACHER AND THE CASE OF CYPRUS: THE OPPORTUNITY FOR A COOPERATIVE TEACHING APPROACH
S Symeonidou
European Journal of Special Needs Education, vol. 17, 2002, p.149-159
Traditionally the support teacher provides individualised help to children with special needs. With the implementation of inclusive education, the role of the support teacher is changing to one of working in collaboration with the classroom teacher to make the curriculum accessible to all pupils. Article goes on to discuss the implementation of these changes in Cyprus.
CORPORATE UNIVERSITIES VS HIGHER EDUCATION INSTITUTIONS
J C Nixon and M M Helms
Industrial and Commercial Training, vol. 34, 2002, p.144-150
Corporate universities have experienced rapid growth over the past ten years and it is predicted that they will soon out-number traditional higher education institutions. Article discusses the feasibility and benefits of partnerships between traditional and corporate universities.
DELIVERING LEARNING ON THE NET: THE WHY, WHAT AND HOW OF ONLINE EDUCATION
M Weller
London: Kogan Page, 2002
Exploring the reality of online education, book presents a detailed global picture of issues, values and experiences. It demonstrates how to approach the development and use of the net for learning.
DIVERSITY, DOCTORAL EDUCATION AND POLICY
R Neumann
Higher Education Research and Development, vol.21, 2002, p.167-178
Paper argues for the importance of diversity in research and doctoral education in a knowledge society which needs to be able to innovate. It considers the impact of higher education policy on diversity in doctoral education in Australia through the three themes of cost control, concentration to improve quality and relevance.
A DIVERSITY OF DOCTORATES: FITNESS FOR THE KNOWLEDGE ECONOMY
R Usher
Higher Education Research and Development, vol. 21, 2002, p.143-153
There is now an increasing diversity of doctoral education in Australian universities. As well as the traditional PhD by thesis, there are professional doctorates, PhDs by project and doctorates by publication. PhDs by project are the most significant development since they are entirely work-based with minimal formal disciplinary input. They are arguably the most appropriate programmes for fitting doctoral research to the needs of the knowledge economy but pose serious problems of accreditation and assessment.
DOCTORAL EDUCATION, DANGER AND RISK MANAGEMENT
E McWilliam, P Singh and P G Taylor
Higher Education Research and Development, vol. 21, 2002, p.119-129
Paper considers specific effects of risk management on the work of developing, maintaining and evaluating programmes of doctoral education, drawing attention to unprecedented rules and practices that are an outcome of the meeting of academic knowledge and risk management expertise. Takes the issue of "soft marking" as a case of risk management in action in the production of new knowledge in the academy.
ENROLMENTS IN HIGHER EDUCATION: DO ECONOMIC INCENTIVES MATTER?
C Lauer
Education and Training, vol. 44, 2002, p.179-185
Article analyses the determinants of participation in higher education in Germany, with particular focus on the role of expectations regarding its cost and return. Results suggest that although social origin is a strong determinant of participation in higher education, individuals do also consider economic motives, in particular the labour market outcome they may expect from education. They also respond to some extent to financial incentives, such as policies of financial support to students.
EQUAL EDUCATIONAL OPPORTUNITY: THE CASE OF GERMANY
H Füssel
Education and the law, vol. 14, 2002, p.33-38
The constitution of Germany requires the Federal Republic to be a 'social state'. One way of promoting social equality is through the educational system. This article provides a legal background to promoting equality in education and discusses the practicalities at school level.
EXTERNAL EVALUATION AND THE ORGANIZATIONAL DEVELOPMENT OF SCHOOLS IN PORTUGAL: NEW CHALLENGES FOR THE GENERAL INSPECTORATE OF EDUCATION
A Ventura and J A Costa
The International Journal of Educational Management, vol. 16, 2002, p.169-175
Providing an analysis of the external evaluation model of schools in Portugal, this article focuses on the current role of inspection. It looks at the "integrated evaluation of schools" as a vital component of the new policy and practice of the IGE (General Inspectorate Education).
NEW LIFELONG LEARNING PROPOSALS
Anon
European Industrial Relations Review, no. 342, 2002, p.30-31
The Swedish government has issued a Bill introducing a new scheme to finance skills development. The scheme takes the form of individual savings accounts into which employees and employers will be encouraged to save, supported by tax incentives.
PLUS ÇA CHANGE: THE WORLD BANK GLOBAL EDUCATION POLICY AND THE POST-WASHINGTON CONSENSUS
X Bonal
International Studies in Sociology of Education, vol. 12, 2002, p.3-21
For the last two decades the World Bank has increased its economic and ideological influence on the education policies of less developed countries. The direct and indirect effects of World Bank policies in the educational field have had a negative impact on a number of indicators, hitting especially the poorest sectors of society. This has led to some reconstruction of the Bank's economic and educational policies. Changes in the role allocated to the state, new strategies for attacking poverty and new alliances with civil society can be seen as evidence of policy change. Article argues that, while there is some movement in the World Bank's agenda, the theory, principles and expected outcomes of its education policy remain unaltered.
PRIVATIZATION OF EDUCATION: THE CASE OF GERMANY
L R Reuter
Education and the law, vol. 14, 2002 p.91-98
Article looks at the current state of privatization of educational institutions and services in Germany. It discusses the legal framework for privatization and restrictions on it. It explores legal measures against the privatization of educational institutions and the responsibilities and interventional powers of public authorities with regard to private institutions.
PRIVATIZATION OF PUBLIC ELEMENTARY AND SECONDARY EDUCATION IN THE UNITED STATES OF AMERICA
F Brown
Education and the Law, vol. 14, 2002, p.99-115
Addressing issues central to privatization of education in the United States, this article discusses experiments with privatisation of educational services, legal issues around privatization and support for privatization initiatives. It also looks at the politics of privatization and privatization as political symbolism.
PRODUCING PHD GRADUATES IN AUSTRALIA FOR THE KNOWLEDGE ECONOMY
G Harman
Higher Education Research and Development, vol. 21, 2002, p.179-190
Paper evaluates the success of Australian research-intensive universities in producing PhD graduates for the knowledge economy. Results of a social survey show low student satisfaction levels due to poor quality supervision and lack of working space and specialised equipment. Only 54.6% of respondents intended to follow research careers. There was disillusion with academic life in Australia due to funding cuts and perceptions of increased workload. On the other hand student views about university-industry research links were positive with students with industry research funding reporting higher levels of course satisfaction than others.
SPANNING THE ACADEMY-PRACTICE DIVIDE WITH DOCTORAL EDUCATION IN BUSINESS
J C Lockhart and R E Stablein
Higher Education Research and Development, vol. 21, 2002, p.191-202
To date, doctoral education in business has focused on the needs of future academic staff. One response to the growing demand for practitioner-oriented doctoral education is the rise of Doctorate of Business Administration (DBA) programmes, which focus on both the application and development of knowledge. Paper provides a brief history of doctoral education in business and a case study of the development of a DBA course at Massey University, New Zealand.
TEACHERS' ATTITUDES TOWARDS INTEGRATION/INCLUSION: A REVIEW OF THE LITERATURE
E Avramides and B Norwich
European Journal of Special Needs Education, vol. 17, 2002, p.129-147
On the assumption that the successful implementation of any inclusive policy is dependent on educators being positive about it, a large body of research has examined teachers' attitudes towards the inclusion of children with special educational needs in the mainstream school. A review of this literature shows that teachers' attitudes to inclusion are generally positive, but there is no evidence of support for a "zero reject" approach to special educational provision. Teachers were found to be more willing to accept students with mild disabilities or physical/sensory impairments than those with more complex needs. Availability of adequate resources and support also encouraged positive attitudes to inclusion.
VALUE ORIENTATION IN GERMAN SCHOOLS
H Avenarius
Education and the Law, vol. 14, 2002, p.83-90
This article discusses the development of educational policy in Germany, in which diverse and controversial beliefs, ideas and ideologies struggled with one another in order to determine the value orientation of schools in general and of state schools in particular.
VALUES ORIENTATION IN AMERICAN PUBLIC SCHOOLS
R D Mawdsley
Education and the Law, vol. 14, 2002, p.77-82
This article looks at the place of religion in public education in the United States.