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| 1 |
ID:
118939
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| 2 |
ID:
030892
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| Publication |
New York, Praeger Publishers, 1981.
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| Description |
xxi, 518p.hbk
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| Standard Number |
003060298X
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 022875 | 951.249/HSI 022875 | Main | On Shelf | General | |
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| 3 |
ID:
130633
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2014.
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| Summary/Abstract |
Configurations of citizenship are often reflected in school knowledge which contains normative and pedagogical discourses. Changes in the citizenship curriculum also capture the socio-political transition of a society. Drawing on textual and content analysis, this article presents a comparative analysis of the relevant textbooks at the junior high level in Mainland China and Taiwan in the late 1990s with regard to the portrait of a good citizen. It is concluded that the mainland's materials, combining socialist and republican models of citizenship, tend to teach their students to be patriots with good psychological quality, legal compliance, moral integrity, lofty ideals, an enterprising spirit and a distinguished sense of social responsibility for "socialist modernization construction" and national revival, while Taiwan's materials, more in a manner of liberalism and communitarianism, emphasize personhood, human rights values, public spiritedness, and civic competence, which lay a foundation .for sustaining a budding democracy and civil society
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| 4 |
ID:
107450
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| 5 |
ID:
148901
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| 6 |
ID:
176933
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| Publication |
Singapore, Palgrave Macmillan, 2021.
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| Description |
xv, 266p.hbk
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| Standard Number |
9789811591723
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 059986 | 379.2/QUA 059986 | Main | On Shelf | General | |
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| 7 |
ID:
155518
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| 8 |
ID:
133720
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2014.
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The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers (n = 6, male = 1, female = 5) were purposively selected to participate. The literacy intervention was developed with phonetic acquisition as the basis to develop reading skills. It became evident that implementing English (additional language) as teaching and learning language in the school may have contributed to barriers to learning. Limited resources and reading instruction training exacerbated the problems. However, once the teachers acquired new skills and the children received the needed support, the improvement in overall academic achievement was significant.
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| 9 |
ID:
091448
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2009.
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The goal of education is thus clearly charted namely resource-formation through inclusion and integration. This the historians have been doing for many years past, at least since the time the concept of unity in diversity evolved to suit the nationality-formation of a plural society.
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| 10 |
ID:
093937
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2010.
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| Summary/Abstract |
The sense of being used, abused, and discarded now constitutes a central theme in Pakistan's ties to America. . . ."
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| 11 |
ID:
183994
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This article discusses the image of the ‘good Hebrew teacher’ as perceived by the leading Hebrew teachers in Eretz Israel. The discourse, which began with the establishment of modern schools, developed in professional meetings of the leading Hebrew teachers and was reflected in teachers’ articles in the press and the professional journal Hahinuch, where they discussed the characteristics of the teacher’s personality and knowledge and of the teacher as a professional. Along with this profile, the article presents the educational work performed to realise it.
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| 12 |
ID:
138576
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There is no doubt that India will have to change; literally pull itself up by its boot laces. A changed India would imply transformation in the way things function in this country. It will imply accountability of those in authority; transparency in all functions of the government; on time delivery; a great measure of responsibility by those in authority and answerability for failure in providing service. Finally, it will imply the demolition of the VIP culture and the ushering in of a consultative format by the people’s representatives for inclusion of the voters in the national decision making process.
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| 13 |
ID:
121742
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2013.
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This paper reviews the key theories relating to the role of education in economic development and social change and how education, as a critical component of total factor productivity, contributes to sustained economic growth. It examines how China's education policy reflects the country's unique dual economy. Focusing on the post-reform period, the paper contends that while progress has been made, there are risks to China's future growth prospects from failing to reap the benefits of sound education policy. It argues that if the Chinese education system is to continue to be a driver of rather than a drain on economic growth, and if China is to successfully manage its transition towards more inclusive, sustainable and equitable growth, reforms will be needed to improve the quality of education at all levels and to create an environment in which China's extensive human capital is duly recognized and respected. Crucially, the education system should be transformed to ensure it promotes a comprehensive range of human capabilities, including those that go beyond the part humans play in augmenting production possibilities.
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| 14 |
ID:
000515
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| Publication |
London, UCL Press, 1997.
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| Description |
xvi, 208p.hbk
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| Standard Number |
1857287746
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 041899 | 952.04/ALL 041899 | Main | On Shelf | General | |
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| 15 |
ID:
160268
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India and China send out the largest number of students for education abroad. To amplify the point, between the years 2000 and 2014, the number of students going out from China increased about twelve times, while it increased about four times from India. This outflow has become a major source of brain and capital drain for both countries. Although, both Push and Pull factors contribute to this massive exodus, each country has adopted separate strategies to address this issue. China opened up its education sector and as a result is gradually emerging as a major hub for education; India on the other hand adopted a rather inward looking approach for a long time and is still grappling with some basic issues in its education sector. Consequently, it is yet to make its education sector competitive and attract foreign students in large numbers despite having some inherent advantages.
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| 16 |
ID:
121553
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2013.
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This article examines whether increasing global confidence in Brazil is well founded and, if so, what the implications might be for the global community. Landmark political, economic, and social achievements in contemporary Brazil are reviewed as well as the obstacles to raise human welfare to developed country standards within the next decade. The paper concludes that Brazil's growing influence in the global community is based on sound empirical evidence, a diverse economy, and an emerging society; it is not the result of passing good fortune. At the same time, the crushing legacy of past problems in areas that are vital to human welfare, including the education system and deficiencies in innovation and technological advance, continues to weigh heavily. Depending on how well its leadership deals with the legacy of the past, Brazil could become a more important actor in the international community over the next ten years. Brazil's rising use of "soft power" will contribute to addressing global issues such as clean forms of energy, sustainability, food security, and social inclusion. Even for this possibility alone, Brazil merits much close attention from a global community not yet fully aware of Brazil's transformation.
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| 17 |
ID:
129931
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| Publication |
2014.
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| Summary/Abstract |
According to Romina De Angelis, Lidiya Gomboeva and HugoNovotny, the field of education is in deep crisis throughout the world and affects the youth and hence the future of mankind, which the former embodies. As a result, the need for radical change in educational paradigms has become increasingly evident.
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| 18 |
ID:
092292
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| 19 |
ID:
127801
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| Publication |
2013.
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| Summary/Abstract |
This paper is concerned with the development of national primary education regimes in Europe, North America, Latin America, Oceania, and Japan between 1870 and 1939. We examine why school systems varied between countries and over time, concentrating on three institutional dimensions: centralization, secularization, and subsidization. There were two paths to centralization: through liberal and social democratic governments in democracies, or through fascist and conservative parties in autocracies. We find that the secularization of public school systems can be explained by path-dependent state-church relationships (countries with established national churches were less likely to have secularized education systems) but also by partisan politics. Finally, we find that the provision of public funding to private providers of education, especially to private religious schools, can be seen as a solution to religious conflict, since such institutions were most common in countries where Catholicism was a significant but not entirely dominant religion.
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| 20 |
ID:
105263
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