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Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualizing the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.

This report, produced with the help of Madagascar’s national education team in 2006-07, is designed to contribute to ongoing education reform discussions. It analyzes the constraints to system expansion and presents possible next steps for an appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar’s stakeholders in education. We hope this report will contribute to improved implementation of the secondary education reform in Madagascar.This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training.

'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

هدفت الدراسة الحالية إلي التعرف علي أسباب عدم مواءمة مخرجات المرحلة الثانوية للإلتحاق بالجامعة وسوق العمل من وجهة نظر أعضاء هيئة التدريس بجامعة الملك سعود أستخدمت الدراسة المنهج الوصفي وأستخدمت الأستبانة كأداة لها، وتكونت عينة الدراسة من (100) من أعضاء هيئة التدريس بجامعة الملك سعود وتوصلت الدراسة إلي مجموعة من النتائج أهمها: أن أهم أسباب عدم موائمة مخرجات المرحلة الثانوية للالتحاق بالجامعة انخفاض المستوي الأكاديمي لخريجي المرحلة الثانوية، ألغاء الاختبارات الوزارية وأستبدالها بالاختبارات علي مستوي المدرسة بناء المناهج في ضوء المواد المنفصلة أن من أهم أسباب عدم مواءمة مخرجات المرحلة الثانوية لدخول سوق العمل عدم تركيز العملية التعليمية في المرحلة الثانوية علي الجانب التطبيقي، حاجه خريجي المرحلة الثانوية إلي نوع من التدريب قبل الالتحاق بسوق العمل عدم وجود شراكة بين المدارس الثانوية ومؤسسات سوق العمل، وفي ضوء نتائج الدراسة تم تقديم مجموعة من التوصيات.

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second, it must improve how teachers are prepared. And third, it must encourage stronger classroom performance. The book contains detailed recommendations under each policy pillar and provides the platform for Cambodia to undertake its next generation of educational reform.

Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows' conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom.

This book has three main recommendations. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured, a clear system of accountability should be implemented based on these standards and quality goals. The clients will play a central role in these systems by demanding their rights to quality services; this will only become possible once there are standards and goals that clarify clients’ rights. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity of the providers.

هدفت الدراسة الى تعرف دور الاسرة في تهيئة الطلبة لامتحان شهادة الدراسة الثانوية العامة في محافظة الاحساء تكونت عينة الدراسة من 2000 طالبا وطالبة منهم 1059 طالبا و 941 طالبة تم اختيارهم بالطريقة العشوائية وقد توصلت الدراسة الى ان دور اتلاسرة في تهيئة الطلبة لامتحان شهادة الدراسة الثانوية جاءت بدرجة كبيرة في حين كان لمجال المدرسة بدرجة متوسطة كما اشارت النتائج الى عدم وجود فروق ذات دلالة احصائية بين متوسطات الذكور والاناث على متغير دور المدرسة في حين وجدت فروق ذات دلالة احصائية تعزي الى متغير الفرع الاكاديمي ولصالح الفرع العلمي كما كان اثر للتفاعل بين جنس الطالب والفرع الاكاديمي فقد كان في الفرع العلمي لصالح الذكور وفي الفرع الادبي الاناث وفيما يخص دور الاسرة فقد اظهرت النتائج وجود فروق ذات دلالة احصائية بين متوسطات افراد عينة الدراسة تعزى إلى متغير الجنس لصالح الاناث وفي متغير الفرع الاكاديمي لصالح الفرع العلمي وفيما يخص دور المدرسة فلم تظهر فروق ذات دلالة احصائية بين متوسطات افراد عينة الدراسة تعزى الى متغير الجنس بينما وجدت فروق ذات دلالة احصائية في متغير الفرع الاكاديمي ولصالح الفرع العلمى.