Suchergebnisse

According to a recent paper by Fay Chung (1988), then the Minister of Primary and Higher Education in Zimbabwe, there have been many significant educational achievements since the country gained independence in 1980. While acknowledging gains that have been made, this Briefing argues that an imbalance exists between quantitative expansion and qualitative change in education. Noting an absence in the Zimbabwe case of the use of markers traditionally applied when assessing qualitative change, a number of such criteria are suggested, against which performance of the education system can be evaluated.

Vor der Unabhängigkeit Simbabwes war der Zugang zu den Schulen durch Rassengesetze geregelt, was zu extremen Restriktionen führte. Auch zehn Jahre später ist noch die Hälfte der Erwachsenen Analphabeten. Danach folgte eine Phase der quantitativen Ausweitung des Bildungswesens, wobei aber beachtlich qualitative Mängel festgestellt werden. Gefordert wird eine weitere demokratische Diskussion der künftigen Entwicklung sowie nicht zuletzt eine Reform der Lehrerausbildung. Die Lehrer sind zudem in ihrer Kreativität durch die hierarchische Verwaltungsstruktur eingeengt. (DÜI-Wsl)

The purpose of this study was to demonstrate the feasibility of conducting adaptive training by adapting primary-task difficulty on the basis of secondary-task performance. Sixteen subjects were adapted on the basis of primary-task performance, and 16 on secondary-task performance. These were matched by 32 fixed-training subjects, who were individually yoked to the adaptive-training subjects. Performance of subjects adapted on primary-task performance was superior to that of subjects adapted on secondary-task performance. However, the results show clearly that adaptation on secondary-task performance is practical and potentially useful. As in most previous studies, adaptive training was superior to fixed training.