Critical world educational issues of the next two decades

Coombs, Philip H.

doi:10.1007/bf00598443

Cited by 29 publications

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“…Equality of educational opportunities, labelled by Coombs (1982) as the "stubborn issue of inequality" (Coombs 1982, p. 153), and first examined in comparative education research by Kandel in 1957(Kandel, 1957) is "still with us", according to Jennings (2000, p. 113). Furthermore, the prospect of widening inequalities in education, due to market-oriented schooling, and substantial tolerance of inequalities and exclusion, are more than real.…”

Section: Prefacementioning

confidence: 99%

“…Furthermore, a lack of emphasis on the relationship between policy, poverty and schooling, and the 'withdrawal of the state as a major provider in the field of education in many parts of the world' raise serious human rights and ethical questions (Soudien and Kallaway, 1999;and Zajda, 2005). The growth of global education policy hegemony defining accountability, standards, quality assurance, and assessment fails to respond to the changing relationships between the state, education and social justice in the global economy.Equality of educational opportunities, labelled by Coombs (1982) as the "stubborn issue of inequality" (Coombs 1982, p. 153), and first examined in comparative education research by Kandel in 1957(Kandel, 1957) is "still with us", according to Jennings (2000, p. 113). Furthermore, the prospect of widening inequalities in education, due to market-oriented schooling, and substantial tolerance of inequalities and exclusion, are more than real.…”

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Comparative and Global Pedagogies

Zajda¹,

Davies²,

Majhanovich³

2008

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Book series overviewThe Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as:• Developing new internal strategies (more comprehensive, flexible and innovative modes of learning) that take into account the changing and expanding learner needs • Overcoming 'unacceptable' socio-economic educational disparities and inequalities • Improving educational quality • Harmonizing education and culture • International cooperation in education and policy directions in each country No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper 9 8 7 6 5 4 3 2 1 By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research dealing with equity and access, the editors aim to provide a comprehensive picture of the intersecting and diverse discourses of globalization, education and policy-driven reforms. The impact of globalization on education policy and reforms is a strategically important issue for us all. More than ever before, there is a need to understand and analyse both the intended and the unintended effects ...

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Section: Prefacementioning

confidence: 99%

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confidence: 99%

Comparative and Global Pedagogies

Zajda¹,

Davies²,

Majhanovich³

2008

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“…Oxford University reformer Benjamin Jowett argued in the mid-nineteenth century that students who had taken studies with no connection to any profession, but merely served to open and enrich the mind, would be found to be much better in professional life than those who specialised at an early age (cited in Sanderson 1975, p. 98). More recently Coombs (1982), in a paper which has provided some impetus for the theoretical development oflifelong learning, suggests that one of the critical educational challenges for the next century is the development of closer ties between learning and day-today life: the integration of education and culture, and linking education to peace and the preservation of the earth's ecosystems. Furthermore, as Sherrington (1983, p. 31) has discussed, during the 1980s higher education was seen to include a new moral aim, whereby the new professional was expected to have not only the skills of their particular trade, but also a wider understanding of the world, and the social role of their profession.…”

Section: The Current Convergence Of Educational Ideologiesmentioning

confidence: 99%

Environmental Progressivism: A Framework for a Sustainable Higher Education

Thomas

1999

Aust. J. environ. educ.

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The underlying ideologies which support higher education have received only limited attention in relation to our desired goals of social and ecological sustainability. This paper examines the current ideologies which drive higher education, and proposes a different ideological framework which can be used to support a sustainable higher education. Firstly, a criticism of the current convergence of utilitarian and neo-liberal ideologies is presented from the perspective of sustainability. Secondly, building upon the educational theory of John Dewey, an alternative perspective termed “environmental progressivism” is outlined as a possible ideological framework for a sustainable higher education. The paper concludes with some preliminary remarks as to the practical implications of environmental progressivism.

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“…Hem gelişmiş hem de gelişmekte olan ülkeler eğitim yatırımlarının sonuçlarına ilişkin daha iyimser olmaya başlamışlardır. Özellikle de, gelişmekte olan ülkelerin daha donanımlı insan gücüne gereksinim duymaları, eğitimin ekonomik kalkınmaya katkıda bulunan bir yatırım harcaması olarak kabullenilmesi, iyi bir yaşama ulaşmanın temel belirleyicilerinden biri olarak bir diploma ve iyi bir mesleğe sahip olmanın önemsenmesi, eğitimin planlanmasında etkili olmuştur (Coombs, 1966;1970;1982;) Temel eğitimin önceliği olan ve onu bütünleyen eğitim süresinin uzunluğu ve niteliği, aynı zamanda toplumda o derecede büyüklükte verimlilik artışı sağlama olasılığı da yaratmaktadır (Behram,1990). Herkes için temel eğitimi sağlamanın olurluğu, Güney Kore, Japonya , Tayvan, Hong Kong, Tayland ve Çin gibi birçok gelişmekte olan ülkede ekonomik büyüme öncesi ve büyüme süresince eğitime erişimi yaygınlaştırma çabaları görülmektedir.…”

Section: Introductionunclassified

Taşımalı Eğitim Programındaki İlköğretim Öğrencilerinin Durumları: Silopi Köyleri Örneğinde Bir Sosyal Değerlendirme

Kaya¹

2006

Ankara Üniversitesi Dil Ve Tarih-Coğrafya Fakültesi Dergisi

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Social Assessment of the Students in Bussing ProgramThe subject of this study is a Social Assessment of the students who are in the bussing school program. Students, who continue their 8-years compulsory basic education within the bussing school program in rural area, constitute the target group of the research.* Doç. Dr., Ankara Üniversitesi, Dil ve Tarih-Coğrafya Fakültesi, Sosyoloji Bölümü.

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Critical world educational issues of the next two decades

Cited by 29 publications

References 0 publications

Comparative and Global Pedagogies

Comparative and Global Pedagogies

Environmental Progressivism: A Framework for a Sustainable Higher Education

Taşımalı Eğitim Programındaki İlköğretim Öğrencilerinin Durumları: Silopi Köyleri Örneğinde Bir Sosyal Değerlendirme

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