scholarly journals Indirect Coercive Transfer and Educational Copying Under Dictatorship: The Case of Tunisia

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Tavis D. Jules ◽  
Donia Smaali Bouhlila
Keyword(s):  
Educational Reforms ◽  
Educational Borrowing

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia

الإمام المصلح عبد الحميد بن باديس: حياته وجهوده التربوية Reformer Imam Abdal-hamid ibn Badis: His Life and Educational Reforms

2015 ◽  
Vol 12 (1) ◽  
pp. 105-152
Author(s):  
باي زكوب عبد العالي ◽  
سوهيرين محمد صوليحين
Keyword(s):  
Twentieth Century ◽  
Educational Reforms ◽  
Daily Routine ◽  
Journalism Education ◽  
Negative Effects ◽  
Educational Approach ◽  
Political Economic ◽  
Difficult Times

الملخّصيعدّ عبد الحميد بن باديس أحد العلماء الجزائريين المبرزين بالإصلاح الاجتماعي والدّيني والسّياسي والتربوي، عاش خمسين سنة في القرن العشرين الميلادي، حيث كانت ولادته سنة 1889م، وكانت وفاته سنة 1940م، ولقد فرض الواقع الجزائري إبّان فترة الاحتلال الفرنسي الذي كان يسعى إلى طمس ثوابت الأمّة الجزائرية، وخرق تاريخها، وهُويّتها، وثقافتها، ووحدتها الدينيّة، واللّغوية على ابن باديس أن يسلك نهج التربية والتعليم، قاصداً بذلك مواجهة الاحتلال الفرنسي الغاشم من خلال عدّة جبهات ومجالات كمثل مجال الصحافة، ومجال التربية والتعليم، ومجال الجمعيات، ومجال السياسة وغير ذلك، يهدف هذا البحث إلى إبراز دور عبد الحميد بن باديس في النّهوض بالأمّة الجزائريّة نحو تربيّة أفضل، وحياة أسعد، فيبدأ أوّلاً وبشكل موجز، بالتعرّف على الفترة الصعبة التي عايشها ابن باديس والمتمثلة في فترة الاحتلال الفرنسي الغاشم، وآثاره السلبية على الصعيد السياسي والاقتصادي والاجتماعي والثقافي والديني الجزائري وقتذاك، ثم يقوم ثانياً بتسليط الضّوء على حياة ابن باديس وتكوينه العلمي ورحلاته الداخلية وأسفاره الخارجية؛ ثم يسعى ثالثاً وبتعمّق، التعرّف على أعمال ابن باديس الاجتماعيّة وجهوده التربويّة التي أخذت حظّاً وافراً من حياته اليومية، والتي تركّزت على منبرين رئيسين، هما: منبر الصّحافة، ومنبر التربيّة والتعليم.الكلمات المفتاحيّة: الإمام عبد الحميد بن باديس، الاحتلال الفرنسي، التربية، الجزائر، الإصلاح.             AbstractImÉm ‘Abd al-×amÊd ibn BÉdÊs is an Algerian scientist, and eminent social, religious, political and educational reformer. He lived fifty years in the twentieth century. He was born in 1889 and died in 1940, and lived during the French occupation that attempted to distort and undermine the foundations of the Algerian nation by destroying its history, identity, culture, and religious and linguistic unity. Ibn BÉdÊs pursued an educational approach to face the brutal French occupation on several fronts, including journalism, education, civil associations, politics, etc. This paper highlights the role of ‘Abd al-×amÊd ibn BÉdÊs in the advancement of the Algerian nation toward better education and a happier life. The paper begins with a brief canvas of the difficult times in which Ibn BÉdÊs lived, and the negative effects of the brutal French occupation from political, economic, social, cultural and religious angles, besides highlighting the life of Ibn BÉdÊs, his education and his local and international travels. The focus of this research is an in-depth examination of Ibn BÉdÊs’ social and educational efforts that consumed much of his daily routine: journalism, and education.Keywords: ImÉm ‘Abd al-×amÊd ibn BÉdÊs, the French Occupation, Education, Algeria, Reform.

Полиязычие в образовании как кондиция развития Кыргызстана

2019 ◽  
pp. 24-26
Author(s):  
Гүлия Эрмат кызы
Keyword(s):  
Economic Growth ◽  
Key Words ◽  
Communication Skills ◽  
Language Skills ◽  
Local Population ◽  
Foreign Languages ◽  
Educational Reforms ◽  
Key Words And Phrases ◽  
Kyrgyz Republic ◽  
General Overview

Аннотация: В статье предлагается общий обзор двуязычия в Кыргызской Республике и необходимости изучения иностранных языков для развития толерантной личности. Особое внимание уделяется языковым навыкам обучающихся как одному из важных условий развития страны в целом. Соблюдение координации в преподавании иностранного, русского и родного языков является одним из главных стимулов поддержания и повышения интереса к изучению языков. Владение несколькими языками дает человеку способность осуществлять коммуникативную деятельность и стремиться к расширению лингвистического мировоззрения. Многоязыковая коммуникативная способность населения также может рассматриваться как одно из условий экономического роста в республике. Ключевые слова: Двуязычие, полиязычие, культура, национальность, конкурентоспособность, стратегия, образовательные реформы, коммуникативные навыки, лингвистическое сознание, гражданская интеграция Аннотация: Макалада Кыргыз Республикасындагы орун алган билингвизм боюнча жалпы сереп сунушталып, коомдогу толеранттуулукту илгерилетүүдө чет тилдерди үйрөнүү зарылчылыгы баяндалат. Өлкөнүн бүтүндөй өнүгүү жолунда, маанилүү шарттардын бири – бул англис, орус жана кыргыз тилдерин окутуудагы болгон координациянын сакталышы эсептелинет. Адамдын бир нече тилдерди билүүсү, ага болгон кызыгуу менен гана чектелип кала бербестен, жеке коммуникативдик жөндөмдү андан ары кеңейтүүгө өбөлгө түзөт. Жергиликтүү калктын коммуникативдик потенциалы өлкөнүн экономикалык өсүүсүнө түздөн-түз таасирин тийгизип, жарандык интеграцияга мүмкүнчүлүк түзүлөт. Түйүндүү сөздөр: Билингвизм, полилингвизм, маданият, улут, атаандаштык, стратегия, билим берүү реформасы, коммуникативдик аң-сезим, жарандык интеграция. The article offers a general overview of bilingualism in the Kyrgyz Republic and the need to learn foreign languages for advancing tolerance in a society. Special attention is paid to the language skills of people as one of the important development conditions of the country itself. Compliance with coordination in the teaching of the English, Russian and Kyrgyz languages is one of the main ways to maintain and increase interest in the study of languages. Knowledge of several languages gives a person an ability to carry out communicative activities and strive to expand own linguistic worldview. Multilingual communicative capacity of the local population can also be considered as one of the conditions for economic growth in the country. Key words and phrases: Bilingualism, polylinguism, culture, nationality, competitiveness, strategy, educational reforms, communication skills, linguistic consciousness, civil integration.

Making Africa Legible

2016 ◽  
Vol 33 (3) ◽  
pp. 61-78
Author(s):  
Caitlyn Bolton
Keyword(s):  
Public Schools ◽  
Generation Gap ◽  
Educational Reforms ◽  
Colonial Era ◽  
African Languages ◽  
Language Standardization ◽  
Children And Parents ◽  
British Colonial ◽  
European Colonialism ◽  
Local Languages

European colonialism and missionization in Africa initiated a massive orthographic shift across the continent, as local languages that had been written for centuries in Arabic letters were forcibly re-written in Roman orthography through language standardization reforms and the introduction of colonial public schools. Using early missionary grammars promoting the “conversion of Africa from the East,” British colonial standardization policies and educational reforms, as well as petitions and newspaper editorials by the local Swahilispeaking community, I trace the story of the Romanization of Swahili in Zanzibar, the site chosen as the standard Swahili dialect. While the Romanization of African languages such as Swahili was part of a project of making Africa legible to Europeans during the colonial era, the resulting generation gap as children and parents read different letters made Africa more illegible to Africans themselves.

Standardized Education With Free Textbooks

2020 ◽  
Author(s):  
Eugenia Roldán Vera ◽  
Susana Quintanilla
Keyword(s):  
Historical Context ◽  
Previous History ◽  
State Intervention ◽  
Teaching Quality ◽  
The State ◽  
Educational Reforms ◽  
Social Equality ◽  
Production And Distribution ◽  
History Of

The Mexican policy of state provision of standardized textbooks for all was instituted in 1959 and still ongoing. This is an overview of the previous history of state intervention in the production and distribution of school textbooks, an examination of the particular circumstances in which the 1959 policy was figured and implemented, and a description of the characteristics of the different generations of textbooks that have since been published, corresponding with several educational reforms. The arguments for and against standardized textbooks mobilized by different sectors of society throughout sixty years are discussed in their historical context. Far from this being a debate about the authoritarian intervention of the state in education, issues of social equality and teaching quality have been central.

scholarly journals Do educational reforms increase or decrease health inequalities: a matter of methods?

2021 ◽  
pp. 114003
Author(s):  
Joost Oude Groeniger ◽  
Márta K. Radó ◽  
Frank J. van Lenthe
Keyword(s):  
Health Inequalities ◽  
Educational Reforms

Fear of Brain Drain: Russian Academic Community on Internationalization of Education

2021 ◽  
pp. 102831532110310
Author(s):  
Dmitry Lanko
Keyword(s):  
Brain Drain ◽  
Academic Community ◽  
Educational Reforms ◽  
Academic Journals ◽  
Internationalization Of Education

Emigration of skilled and able from Russia markedly increased in mid-2010s, thus pushing multiple Russian scholars to reassess the phenomenon, its definition, scope, consequences, and causes. This article found that the nexus between brain drain and internationalization of education plays an important role in the debate. By means of analysis of the texts of scholarly articles in Russian academic journals and of the transcripts of interviews with Russian educators directly involved in internationalization of education, this study found that despite most representatives of Russian academic community perceive emigration as a concern for the nation, they simultaneously view it as a perfect choice for an individual, who is skilled and able. The ambivalent perception of brain drain creates the situation, when some Russian academics justify their resistance to internationalization with assumption that it causes brain drain, whereas some others by word and deed support internationalization as a means to curb emigration. In the context of controversial educational reforms underway in Russia since 1990s, such perception helped internationalization survive as a target of the reforms, despite their overall course reversed in 2010s compared with 1990s.

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