タイ中等教育の普遍化と進路選択の多様化への政策的対応に関する研究

平成9年度においては、タイの中等教育普遍化政策の結果を、タイのフィールドにおいて調査することと、研究総括のためワークショップを開催することがのが主たる活動であった。フィールド調査は、タイ東北部のロエット県とナコナラチャシマ県(別名、コラート県)において行なわれるた。平成8年度においても両県で調査が行なわれたが、これらの調査は主として中等教育普遍化達成状況の評価に関わるものであった。これに対して平成9年度においては、普遍化政策の成果として生じた中学校卒業生の進路問題について、調査票及びインタビューによる調査を行なわれた。加えて、近年のタイにおける就業構造の実態や、若年労働者の雇用に関する統計的資料の収集も行なわれた。次に、にこれらの研究を基に、リサーチ・ワークショップが平成9年10月28日ー30日の期間で、名古屋大学大学院国際開発研究科で開催された。このワークショップにおいては、チュラロンコン大学より本プロジェクトの研究分担者及び関係者4名が出席し、日本国内より研究担当及び間連研究者・院生合計32名参加し、多様な観点からタイ及びアジアの中等教育普遍化の実情と、それに伴う政策的課題について討論が行われた。この研究集会の成果として、研究報告書が刊行された。結論として、タイの中等教育普遍化はほぼ計画通り進行しているが、中等教育修了者に対する進路指導体制がほとんど確立されていないこと、進路の多様性が不十分であること(希望の普通科及び職業科の高校、特に後者に進めない)、前期中等教育が、進学コースと就職コースに分化しつつあることが指摘された。科学研究費補助金 研究種目:国際学術研究 課題番号:08045010 研究代表者:潮木 守一 研究期間:1996-1997年度research repor

Mainstreaming HIV/AIDS in development sectors: have we learnt the lessons from gender mainstreaming?

Drawing on an international literature review, two international workshops and primary qualitative research in Uganda this paper reviews experiences of mainstreaming HIV/AIDS in development sectors (such as education, health and agriculture) in developing countries. The extent to which HIV/AIDS mainstreaming strategies and associated challenges are similar to or different from those of mainstreaming gender in the health sector is also explored. The paper details the rationale for HIV/AIDS mainstreaming through illustrating the wide reaching effects of the pandemic. Despite the increasing interest in mainstreaming HIV/AIDS there is little clarity on what it actually means in theory or practice. This paper presents a working definition of HIV/AIDS mainstreaming. It is argued that all too often processes of ‘mainstreaming’ emerge as too narrow and reductionist to be effective. The paper then considers four key challenges for mainstreaming HIV/AIDS and explores how and to what extent they have also been faced in gender mainstreaming and what can be learnt from these experiences. These are: (1) the limited evidence base upon which to build mainstreaming strategies in different country contexts; (2) the role of donors in mainstreaming and implications for sustainability; (3) who should take responsibility for mainstreaming; and (4) how to develop capacity for mainstreaming. The conclusion argues for more joined up thinking and sustainable approaches to mainstreaming both HIV/AIDS and gender

Analysis of the Career Patterns of Vocational Educators

155 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1975.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Development of a dissertation quality value-added model for humanities and social sciences programs for private higher education institutions in Thailand

AbstractThe purposes of this study were: (1) to evaluate the quality of dissertations in the humanities and social sciences of private higher education institutions, (2) to analyze factors affecting the quality at the student, advisor, and institute levels, and (3) to develop a quality, value-added model of the dissertations. Samples consisted of: (1) 750 student dissertations in the humanities and social sciences and (2) 753 questionnaire responses consisting of 633 students, 108 dissertation advisors, and 12 senior administrators in the participating institutions. A 5-point rating dissertation evaluation scale was developed for use by the researcher and her assistants. Three sets of a dissertation attribution questionnaire used by the students, advisors, and senior administrators were also developed and administered. Descriptive statistics were used with the 5-point rating data. The 3-level HLM package was used to analyze the quality, value-added model of the dissertations. The findings of the study were: (1) the overall quality of the 750 dissertations was at the standard level; (2) there were 5 factors at 3 different levels influencing the dissertation quality with 1 student factor (favorable characteristics in conducting research), 3 advisor factors (experience in research, up-to-date knowledge in research, and the advisor-student ratio), 1 institutional factor (close monitoring and management system); and (3) the quality value-added model was able to predict the variance of the dissertation quality at 36 percent