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Subramanian, Vidya K. – Contemporary Education Dialogue, 2018
The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public-private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and…
Descriptors: Governance, Educational Change, Social Networks, Network Analysis
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Bansal, Deepika – Contemporary Education Dialogue, 2018
The 'liberal' feminist perspective on science problematises the presence of fewer women than men in science and believes that increasing their number would qualify as social change. On the other hand, 'radical' critics of modern science argue that science has been deeply involved in the creation, strengthening and subversion of gender…
Descriptors: Foreign Countries, Science Education, Feminism, Criticism
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CMoloi, Kholeka; Makgoba, Malegapuru W.; Ogutu Miruka, Collins – Contemporary Education Dialogue, 2017
South Africans live in one of the most unequal societies in the world where squalor and abject poverty live side by side with abundant wealth. The challenge of inequality is captured eloquently in the National Development Plan (NDP), the government's roadmap of South African economic future. It has become obvious that the new generation of student…
Descriptors: Foreign Countries, Higher Education, Social Influences, Educational Change
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Gupta, Snehlata; Ahmad, Firoz – Contemporary Education Dialogue, 2016
The discourse around public education in recent times presents an abysmal picture of failing public schools delivering low levels of learning. The key constituent held responsible for this failure is the permanent teacher of government schools who is supposedly taking undue advantage of "high salaries" paid according to the…
Descriptors: Foreign Countries, Public Education, Transformative Learning, Public Schools
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Srinivasan, M. V. – Contemporary Education Dialogue, 2015
The evaluation of students' learning has been the central focus in Indian schools for a very long time. Teachers and school administrators in most schools train students from the very beginning to sit for the examinations conducted at the end of Classes X and XII. The Right of Children to Free and Compulsory Education (popularly known as RTE) Act,…
Descriptors: Ethnography, Indians, Educational Quality, Educational Legislation
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Setty, Rohit – Contemporary Education Dialogue, 2014
This article presents evidence from a linguistic analysis conducted on the National Curriculum Framework for Teacher Education (NCFTE) 2009, and explores the dialogic characteristics of the document driving the current reform of teacher education. I address one orienting research question: in what ways and to what extent are the aims and…
Descriptors: Teacher Education, Indians, Foreign Countries, National Curriculum
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Madan, Amman – Contemporary Education Dialogue, 2014
In this commentary, the author discusses the critique by Max Weber and his views on bureaucratisation of education. The modern school, said Max Weber (1864-1920) over a hundred years ago, has as its educational ideal the bureaucrat and no longer the cultivated elite of older times. The shift to modernity and to its characteristic institution, the…
Descriptors: Criticism, Teacher Effectiveness, Power Structure, Educational Administration
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Sayed, Yusuf; Vellanki, Vivek – Contemporary Education Dialogue, 2013
1994 is an important year in South African history. It brought about significant socio-political changes in an attempt to undo the unjust practices perpetuated during the apartheid regime. The apartheid government had severely impacted all spheres and institutions of society, including education. In this interview, Vivek Vellanki asks Doctor Yusuf…
Descriptors: Foreign Countries, Educational Policy, Social Justice, Equal Education