Suchergebnisse

World Bank strategies for reforming and rehabilitating higher education and research systems in Eastern Europe are examined in the context of its world-wide lending experience in higher education. Information is presented on the kinds and distribution of Bank higher education investments from 1963 to 1991. Attention is given to recent projects in Brazil, China, and Hungary that have significantly influenced the way the Bank has understood key issues involved in restructuring higher education and research systems in Eastern Europe. The importance of creating the right incentives for institutions and researchers is emphasized as well as the fragility of economic and political systems in the region. RÉSUMÉ Les stratégies de la Banque Mondiale au titre de la réforme et de la revalorisation de la recherche et de l'enseignement supérieur en Europe de l'Est sont examinées sous l'angle des prêts internationaux qu'elles concèdent dans le domaine de l'enseignement supérieur. Des données sont fournies sur la nature et la répartition des placements effectués par la Banque Mondiale dans l'enseignement supérieur entre 1963 et 1991. L'auteur centre son attention sur les projets récents au Brésil, en Chine et en Hongrie qui ont considérablement influencé la manière dont la Banque a saisi les problèmes clés liés à la restructuration de la recherche et de l'enseignement supérieur en Europe de l'Est. La nécessité de créer des mesures d'incitation appropriées pour les établissements et les chercheurs y est mise en valeur au même titre que lafragilité des systèmes politiques et économiques de cette région du globe.

This research on Caribbean students in the Montreal schools was conducted by Don Carlos Keizer. It is summarized here in an address given by Professor Thomas Owen Eisemon, Professor, in the Department of Administration and Policy Studies, McGill University, and was presented as the Don Carlos Keizer Memorial Lecture, on November 28, 1985. RÉSUMÉ Ce projet de recherche sur les étudiants antillais dans les écoles de Montréal a été dirigé par Dom Carlos Keizer. Il est ici résumé dans une conférence donnée par le professeur Thomas Owen Eisemon, professeur au départemenet d'administration et d'études politiques de l'université McGill et il a été présenté dans le cadre de la conférence Dom Carlos Keizer le 28 novembre 1985.

This paper analyzes how western academic and intellectual traditions are being transformed at two African universities, the University of Ibadan (Nigeria) and the University of Nairobi (Kenya). It is argued that the academic and intellectual culture of these universities must be understood in terms of the accommodation of conflicting influences on African academic life: authority and autonomy; individualism and collectivism, and, finally, cosmopolitanism and specificity. While Ibadan and Nairobi are described as faithful to the traditions of Western universities in many ways, these traditions are influential selectively. Moreover, the academic and intellectual culture of these universities is shown to comprise traditions which are indigeneous and unreconciled with their colonial inheritance.

Analyzed is how Western academic & intellectual traditions are being transformed at two African Us, the U of Ibadan (Nigeria) & the U of Nairobi (Kenya). It is argued that the academic & intellectual culture of these Us must be understood in terms of the accommodation of conflicting influences on African academic life: authority & autonomy, individualism & collectivism, & finally, cosmopolitanism & specificity. While Ibadan & Nairobi are described as faithful to the traditions of Western Us in many ways, these traditions are influential selectively. Moreover, the academic & intellectual culture of these Us is shown to comprise traditions that are indigenous & unreconciled with their colonial inheritance. HA.

Reading product labels is a common and important use of literacy and numeracy skills in daily life. Instructions for commercial oral-rehydration-therapy salt solutions were examined. The products are widely available in rural Kenya, where they are purchased for alleviating the symptoms of life-threatening diarrheal dehydration. Many features of these texts do not facilitate comprehension. Information about preparation, dosage, administration, storage, and precautions is difficult to locate, few discourse conventions are used to enable readers to efficiently process information, and much tacit knowledge is presumed—including knowledge of English even when a Kiswahili translation is provided. Numeracy tasks associated with compliance with the treatment regime cannot be easily performed with school-learned mathematical algorithms. Measuring and teaching functional literacy and numeracy skills necessitates a better understanding of the kinds of texts that readers will encounter and analyzing the comprehension and problem-solving skills they require.