Citizenship Pedagogies in Asia and the Pacific: 28 (CERC Studies in Comparative Education)
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Different methods — vignettes, student surveys, case studies and literature reviews — are used to portray these experiences, from both macro- and micro-analytic perspectives.
The wide array of case studies provides rich information and insights into the realities and possibilities of pedagogies for citizenship across the region. Log in to Your Account. Advanced Search Browse by author or subject Tag Cloud. Rotterdam: Sense Publishers Wang, Y. Cheng and N. Liu eds. Republished by Springer. Peters and Tina Besley Eds. Shin and B. Khem eds. Bastedo ed. The Organization of Higher Education , pp. Baltimore: Johns Hopkins University Press Saarinen, Kannattaako Korkeakoulutus? Artikkelikokoelma Korkeakoulututkimuksen XI symposiumista Jyvaskyla: Jyvaskylan Yliopistoc Deardorff, H.
Heyl and T. Adams eds. Los Angeles: Sage Greenway, The Globalization of Higher Education , pp. Houndmills: Palgrave Macmillan Mobile students in a nationally bordered world, in S. Sovic and M. Blythman eds. London: Routledge In Yen Jun and Shi Xiaoguang eds. Higher Education in the Globalized Knowledge Economy , pp. Beijing: Peking University Press Published in Chinese.
Citizenship Pedagogies in Asia and the Pacific
Snyder and J. Nieuwenhuysen eds. Clayton: Monash University Publishing Rostan and M. Vaira, Questioning Excellence in Higher Education: Policies, issues and challenges in comparative perspective. Rotterdam: Sense Publishers, pp. In Holden, C. Liu, Q. Wang and Y. Cheng eds. Rhoten and C. Calhoun, Knowledge Matters: The public mission of the research university, pp. New York: Columbia University Press Blackmore, M. Brennan and L. Zipin Eds. Kaur, Morshidi Sirat and W. Tierney eds.
Penang: Universiti Sains Malaysia Press Kehm, J. Enders and E. Volume 2: Globalisation , pp. Paris: OECD Trilokekar, G. Jones and A. Shubert eds. Simons, M. Peters eds.
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The discussion surrounding these issues are relatively new, with much priority of post- independent Fiji covering issues of access, resources, finance, bridging the gap between indigenous students and Indians, up-skilling teachers, localizing curriculum materials and examinations and the like. These are disseminated to the periphery schools for implementation.
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With a centralized system that emphasizes examinations as its major form of assessment, it is no wonder that the Education Commissions of and called into question the purpose of education in Fiji. The Education Commission , which to date provides the most comprehensive review of the Fiji Education system, is the first document to scrutinize the needs and challenges of society in depth.
It presents an important shift in thinking about the role that education plays in social and political development. In it Bacchus postulates: To a large extent, the future economic and social development of Fiji depends on its success in creating a truly multi-cultural society.
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Such a society could help to ensure the maintenance of a democratic political and social order, which respects the human rights of all its citizens p This paradigm shift, marks an important point in educational history as prior to this review, it can be argued that the main agenda schooling appeared to serve was economic; accentuating examinations and results. They argue a re-rethinking of education; that is culturally-inclusive and tailored to suit the Koya, C.
Thaman says the cultural-gap which often exists in the schooling experience is exacerbated when the very foundation of education is non-Pacific Thaman, She comments, Because human societies, including Pacific nations, believe in the transforming capacity of education, they have accepted its elevation to a human right and need. It is the institution through which individuals develop the basic knowledge, attitudes, values and skills that they must have to become fully functional members of their societies …these roles [of education] usually relate to the furtherance of economic and intellectual development.
The other main roles of education assigned by societies, which are cultural and moral development, are often ignored or neglected within the formal education system but are critical to the achievement of social cohesiveness and political stability, the pre-requisites for development including economic and intellectual development p And what are its intended outcomes?