29 research outputs found
Analysis on the Legislations for 15 Chinese Pilot Area for Innovation of Service Trade in Korea-China FTA Era
5-6ไธ็ด ้ซๅฅ้บ ้ตๅจ่ฃฝไฝๆๆณ์ ๅฐํ ไธ่ๅฏ : ๆผขๆฑไธๆตๅ ่ณๆ๋ฅผ ไธญๅฟ์ผ๋ก
ํ์๋
ผ๋ฌธ(์์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :๊ณ ๊ณ ๋ฏธ์ ์ฌํ๊ณผ ๊ณ ๊ณ ํ์ ๊ณต,2002.Maste
์ผ๋ ๋ณดํธ์ด๋ฑ๊ต์ก ๋ถ์: ๊ตญ๊ฐ์ ์ฑ ํ๋ํฐ์ค์์์ ๊ตญ์ ๊ฐ๋ฐ์์กฐ ์์ ์ํฅ๋ ฅ
ํ์๋
ผ๋ฌธ (๋ฐ์ฌ)-- ์์ธ๋ํ๊ต ๋ํ์ : ๊ต์กํ๊ณผ, 2013. 8. ๊น๊ธฐ์.The research presented here is a study of the global educational development discourse in national policy practice of universal primary education (UPE) in Kenya. This study provides an opportunity to identify and analyze the effects of global development agenda and national response in policy practice in Kenya with a focus on primary education.
In Sub-Saharan Africa, education policy for universal primary education has long been a popular policy choice for many countries although lacking continuity due to global and domestic constraints. Yet, much debate on the challenges and shortcomings on similar UPE policies driven by the international development agencies pushing the millennium development goals (MDGs) as the ultimate goal continued when simple and numerate expression of the MDGs became dominant development agenda in global development society. Decline in the quality of education, vicious cycle of overcrowded classrooms and high dropout rates, and questionable sustainability resulted from financial constraints are common outcomes of impromptu policy implementation in most countries in the Sub-Saharan Africa (SSA) region that introduced UPE including Kenya.
Suffered from the British colonial rule for a long time, Kenya endeavored to expand educational opportunity through the introduction of UPE policy. In order to rise above the initial setting of colonial education system from the onset of independence, education system reform was conducted for the introduction of UPE policy. Political, economic and social changes in the society, in turn, affected the segmental development of the UPE policy in Kenya. The expansion of UPE in the 1970s, decline in the 1980s, and the new emergence from the 2000s, particularly with the 2003 UPE initiative supported by the international development community through the Kenya Education Sector Support Program (KESSP).
Among many developing countries in the SSA region adopted UPE policy as a major strategic plan for national educational development, Kenya has achieved notable progress with regards to the MDGs and Education for All (EFA) targets and indicators with the substantial aid from major international development agencies in the implementation process. Despite the quantitatively progress toward the attainment of universal primary education, this progress is not reaching the marginalized. Kenya still confronts many challenges in enhancing access, equity, quality and relevance of education including regional disparities, low capacity and weak governance in education, lack of human and financial resources, and ineffective and uncoordinated monitoring and evaluation systems.
The UPE policy in Kenya has been underpinned by the dominant global educational development agenda promoted by international development agencies where the global-national dynamics prescribed in embracing universal primary education into national policy practice. As observed in the case of Kenya, the national educational development policy in developing country is often swayed by the direction of hegemonic international agenda. Lacking financial stability and state accountability for sustainable implementation may alter the goal of universal primary education to the outcome of universal poor education. Therefore, the UPE in Kenya provides a good case study to examine the global-national dynamics in the educational development practice and challenges in the course of interaction, representing a developing country responding to powerful global educational development agenda in its national policy practice.ABSTRACT i
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER 1.
INTRODUCTION 1
1.1 Overview 1
1.2 Statement of the Problem 8
1.3 Research Questions 13
1.4 Conceptual Framework 15
1.5 Methodology 18
CHAPTER 2.
BACKGROUND OF THE STUDY 24
2.1 Global Discourses on the Educational Development 24
2.1.1 Education for All (EFA) 24
2.1.2. The Millennium Development Goals (MDGs) 33
2.2 Universal primary education in Sub-Saharan Africa 40
CHAPTER 3.
THE CONTEXT OF EDUCATION IN KENYA 46
3.1. History of Educational Development in Kenya 46
3.2. Education System and Reforms in Kenya 51
3.2.1. Colonial education system before the Independence 51
3.2.2. The 7-4-2-3 education system between 1964-1985 53
3.2.3. The 8-4-4 education system from 1985 onwards 56
3.2.4. Recent development in education system: Kenya Vision 2030 and
the Constitution of Kenya 2010 59
3.3 Issues in Education in Kenya 65
3.3.1. Characteristic of current education system 65
3.3.2. Challenges and concerns in education 67
CHAPTER 4.
UNIVERSAL PRIMARY EDUCATION PRACTICE IN KENYA 71
4.1 The Expansion of UPE: 1970s-mid-1980s 71
4.1.1. The first UPE initiative in 1974 71
4.1.2. The second UPE initiative in 1978 81
4.2. The Decline of Free Primary Education Policy: mid-1980s-1990s 89
4.2.1. The socio-economic context in Kenya 89
4.2.2. Consequences of the structural change in education system 94
4.2.3. The World Bank and the cost-sharing scheme for education 97
4.3. The New Emergence of UPE: 2000s-present 103
4.3.1. The third UPE initiative in 2003 103
4.3.2. Support from the international development community through
KESSP 108
CHAPTER 5.
DISCUSSION 115
5.1. Global Educational Development Discourse and Agenda Setting 115
5.1.1. The shift of the global development discourse toward social and human
development 115
5.1.2. Globalization and its impact on international educational development
agendas 119
5.1.3. International development agencies and agenda setting 124
5.2. National Response through UPE Policy Practice in Kenya 132
5.3. Challenges in the Implementation of Global Agendas in National UPE
Policy Practice 140
CHAPTER 6.
CONCLUSION 146
6.1. Summary 146
6.2. Re-examining the global-national power dynamics in educational
development practice 153
Reference 161
Appendices 176
1. Kenya at a Glance 176
2. Millennium Development Goals, Targets and Indicators 177
LIST OF ACCRONYMS 181
Abstract in Korean 183Docto
Effects of the instructional strategies and program types on the cyber university contents satisfaction supported by the government
๋ณธ ์ฐ๊ตฌ์ ๋ชฉ์ ์ 2006๋
์ ๊ฐ๋ฐ๋ ์๊ฒฉ๋ํ ๊ตญ๊ฐ ์ง์ ์ฝํ
์ธ ๋ค์ ํ์ฉ๋ ๊ต์-ํ์ต์ ๋ต, ๋ฉํฐ๋ฏธ๋์ด ์ ํ, ๊ทธ๋ฆฌ๊ณ ํ๋ก๊ทธ๋จ ์ ํ์ ๋ฐ๋ผ ๋ถ๋ฅํ๊ณ , ๊ต์-ํ์ต ์ ๋ต์ ์ ๊ณต ์ฌ๋ถ์ ํ๋ก๊ทธ๋จ ์ ํ์ด ๊ต์ก ํจ๊ณผ๋ก์์ ํ์ต์ ๋ง์กฑ๋์ ์ด๋ ํ ์ํฅ์ ๋ฏธ์น๋๊ฐ๋ฅผ ๋ถ์ํ๋๋ฐ ์๋ค. ๋ณธ ์ฐ๊ตฌ๋ 2006๋
๊ตญ๊ฐ ์ง์ ์๊ฒฉ๋ํ ์ฝํ
์ธ ๋ก ๊ฐ๋ฐ๋ 10๊ฐ ์ฝํ
์ธ ์ ์ ํ์ ๋ถ๋ฅํ๊ณ , ์ด๋ฅผ ์๊ฐํ 4๊ฐ ๋ํ ํ์ 63๋ช
์๊ฒ ํ์ต์ ๋ง์กฑ๋๋ฅผ ์กฐ์ฌํ์๋ค. ์ฐ๊ตฌ ๊ฒฐ๊ณผ๋ก, ๊ต์-ํ์ต ์ ๋ต์ ์ ํ์ ๋ถ๋ฅํ๋ฉด ๋ฌธ์ ์ค์ฌํ์ต/ํ๋ก์ ํธ์ค์ฌํ์ต๊ณผ ๋ชฉํ์ค์ฌ์๋๋ฆฌ์ค ์ฝํ
์ธ ๊ฐ ๊ฐ๊ฐ 2๊ฐ, ์ฌ๋ก๊ธฐ๋ฐํ์ต๊ณผ ๊ฒ์๊ธฐ๋ฐํ์ต ์ฝํ
์ธ ๊ฐ ๊ฐ๊ฐ 1๊ฐ๋ก ๋ํ๋ฌ์ผ๋ฉฐ, ๋ฉํฐ๋ฏธ๋์ด ์ ํ ๊ตฌ๋ถ์ ๋ฐ๋ผ ํ๋์ ์ ๋๋ฉ์ด์
์ ์์ฃผ๋ก ํ ์ฝํ
์ธ ๊ฐ 5๊ฐ, ํ๋์๋ ๋์์์ ํผํฉํ ์ฝํ
์ธ ๊ฐ 5๊ฐ๋ก ๋ํ๋ฌ๋ค. ํ๋ก๊ทธ๋จ ์ ํ์ ๋ฐ๋ฅธ ๊ตฌ๋ถ์ ์ํ๋ฉด ํํ ๋ฆฌ์ผ์ด 5๊ฐ, ๋ฐ๋ณต์ฐ์ต์ด 2๊ฐ, ์คํ ๋ฆฌํ
๋ง์ด 3๊ฐ๋ก ๋ํ๋ฌ๋ค. ๋ค์์ผ๋ก ๊ต์-ํ์ต ์ ๋ต์ ์ ๊ณต ์ฌ๋ถ์ ํ๋ก๊ทธ๋จ ์ ํ์ ๋ฐ๋ผ ๋ง์กฑ๋๋ฅผ ๊ตฌ์ฑํ๋ 8๊ฐ ์ข
์๋ณ์ธ์ ๋ํ ํจ๊ณผ๋ฅผ ์์๋ณด๊ธฐ ์ํด ๋ค๋ณ๋๋ถ์์ ์ด์ฉํ์ฌ ๋ถ์ํ์๋ค. ์ ํฉํ ๊ต์-ํ์ต ์ ๋ต์ ํ์ฉํ์ฌ ์ฝํ
์ธ ๋ฅผ ์ค๊ณํ์ ๋๊ฐ ๊ทธ๋ ์ง ์์ ์ฝํ
์ธ ์ ๋นํด ํ์ต์ ๋ง์กฑ๋๊ฐ ์ ์๋ฏธํ๊ฒ ๋์๊ณ , ํ๋ก๊ทธ๋จ ์ ํ์ ์์ด์๋ ๋ฐ๋ณต์ฐ์ตํ ์ฝํ
์ธ ๊ฐ ์คํ ๋ฆฌํ
๋ง ์ฝํ
์ธ ๋ณด๋ค ๋ง์กฑ๋๊ฐ ๋์๋ค. ์ด ๊ฒฐ๊ณผ๋ก ์คํ ๋ฆฌํ
๋ง์ ๋น๋กฏํ์ฌ ํฅํ ์ฝํ
์ธ ๋ฅผ ๊ฐ๋ฐํ๋๋ฐ ์์ด ๊ตฌ์ฒด์ ์ธ ์ค๊ณ ๊ธฐ๋ฒ์ ์ฝํ
์ธ ์ ๋ชฉ์ ์ ๋ง๊ฒ ํจ๊ณผ์ ์ผ๋ก ๊ตฌํํ๋ ๊ฒ์ด ์๊ตฌ๋๋ค๊ณ ํ ๊ฒ์ด๋ค.
The purposes of this study are to classify the contents types of 10 cyber university contents supported by the Korea government in 2006 and to investigate the effects on the student's satisfaction. This study was a part of the 'Support to Develop the Cyber University Contents' project launched at 2003 to promote quality, strength, and competitiveness of the cyber universities in Korea. The contents types were classified into 3 categories as instructional strategies, multimedia types, and program types. Contents as instructional strategies classified in this study were 2 of Problem/Project based learning, 2 of Goal based scenario, 1 of Case based learning, and 1 of Game based learning. Contents as multimedia types in this study were 5 of Flash animated instruction and 5 of Flash-VOD mixed instruction. Finally, Contents as program types were 5 of tutorial, 2 of drill and practice, and 3 of story-telling. Main effects were found as instructional strategies and program types. The results showed contents applied effective instructional strategies effects on the students satisfaction. And evidence showed the drill and practice typed contents were more effective than story-telling typed contents. This research suggests that efforts are needed to apply the effective instructional strategies as contents objectives