Suchergebnisse

Aus südkoreanischer Sicht

There is an understandable tendency to think that the first overt action taken by the British Government in respect of colonial education in Africa was the setting up of an Advisory Committee on Native Education in the British Tropical African Dependencies in 1923. This is not in fact true. There was for instance a Privy Council memorandum of 1847 on 'industrial schools for coloured races', in many ways a remarkable document, setting forth a number of ideas that were to be later accepted in colonial provision for education in Africa—ideas such as the interdependence of moral and physical training, the need for the school to make an impact on the local community in respect of agricultural development and improved sanitation, the need to adapt the content of the curriculum to local needs, and the advisability of the teacher being familiar with the local culture. And of course British experience in education in India provided some terms of reference for educationists in other parts of the world ruled by Britain. Often they tended to treat the Indian experience as a warning of what to avoid: for instance, it was believed that the use of English as a medium of instruction, as recommended in Macaulay's minute of 1833, might have contributed to the Mutiny of 1857; and also the structure of Indian education was considered rather top-heavy, following the establishment of universities whose students became leaders in the movements of political discontent. These "lessons' were to be incorporated in British thinking about education in Africa in the following century.

The author paid attention to the importance of small cities in the country, the mechanisms of implementation of educational policy in the state-public management of general secondary education in such cities of Ukraine, the management of the department of education in small cities was modernized, the legislative acts regulating its activities were submitted, as well as strategic documents, which define the conceptual guidelines for the development of general secondary education. The peculiarities of cooperation between the two components of the state and public administration for its development are considered, there were proposed some mechanisms for the implementation of educational policy at the local level.Звернено увагу на значущість малих міст в країні, розкрито механізми реалізації освітньої політики при державно-громадському управлінні загальною середньою освітою в таких містах України, модернізації управління відділу освіти в громадах малих міст, подано законодавчі акти, що регулюють його діяльність, а також стратегічні документи, що визначають концептуальні орієнтири розвитку загальної середньої освіти. Розглянуто особливості співпраці обох складових державно-громадського управління її розвитком, а також запропоновано певні механізми щодо реалізації освітньої політики на місцевому рівні.

This paper discusses the change of educational governance by developing and using a theory of policy instrumentality. It is based on the policy instruments approach in political studies and on the cultural-historical activity theory. It is used to study the relationships and changes of policy instruments and objectives of a major school development program in Taiwan launched in 2007. The group in charge of the program evaluated and changed both the objectives and instruments of the program in 2010. The direction of this transformation was from an approach based on competition and control towards an approach that emphasizes school autonomy, quality of curriculum and collaboration and learning between schools. The paper distinguishes three dimensions of policy instruments to analyze how the new orientation became embedded in the instruments used in the program implementation. The paper further suggests that policy learning can be analyzed in terms of remediation, that is, collective redesign of the system of instruments. ; Peer reviewed