Key photographs of the Congress 2008 conference held at the University of British Columbia were provided by Eugene Lin for UBC Public Affairs.

The CFHSS delegate's guide features local/UBC events and exhibits; panel discussions; association keynotes, joint sessions, and events; book fair and exhibitors' information; and, some of the many faces of Congress including those shown on page 46.

In the 1980's a dramatic increase in graduate and school leaver unemployment in Morocco, raised the question of the relevance of education. Education was often blamed by policy-makers and employers for graduate unemployment and for the mismatch between supply and demand observed in the labour market. In this context, the state launched a reform of vocational training aimed at developing the vocational and practical training supposedly needed by the private sector and the economy. But the reform has failed to meet its objectives. Why ? This general problem is explored through three broad research questions: 1. To what extent does vocational training policy address 1-ne problem of youth unemployment in Morocco? 2. What are the socio-economic factors which affect and determine employment/unemployment of vocationally trained graduates in Morocco? 3. To what extent does evidence from the Moroccan labour market confirm or modify a segmented approach to vocational training and labour market recruitment? The field work for this research consisted mainly of an extensive documentary search on the educational and vocational training systems and the Moroccan labour market, and two case studies using primary data on training systems and recruitment in two contrasting segments of the labour market. These were agricultural schools and employment in large-scale private sector farming and a training centre for educational planners and school advisors and civil service employment. Chapter 1 presents the problem and a literature review of the relationship between education and work. Chapter 2 proposes a segmented framework to the Moroccan Labour market. At this stage of building knowledge on the Moroccan labour market, the segmented framework suggested in this thesis appeared relevant to the employment of vocationally trained graduates. Chapter 2 also presents the rationale and working propositions for the research. Chapters 3 and 4 describe the educational and vocational training systems, and the labour market and employment in Morocco respectively. Chapter 5 presents the method and techniques used in the field work. Chapters 6 and 7 present case studies of graduates from agricultural schools and the agricultural segment of employment: and educational planners and school advisors and their related employment. Chapter 8 supplements the two case studies with a survey of recruitment agencies and newspaper announcements. Chapter 9 synthesises the findings of the research, and draws some theoretical implications. Overall the thesis suggests that job prospects are limited and that an adequate understanding of relations between education, training and the labour market requires an appreciation of the context within which those relations occur. Three aspects of that context are highlighted: (i) general economic trends affecting job creation; (ii) attitude of employers; (iii) variations between segments of employment in (i) and (ii).

No description available.

This thesis describes, analyses, and explains the problems of equality of access to, and provision of formal education, particularly higher education, in the Xinjiang Uighur Autonomous Region of China between 1949 and 1987. It contrasts the central governmenes constitutional assurances of equality in education for all ethnic groups, both the non-Han indigenous majority and the rapidly increasing immigrant Han-Chinese minority, with the reality of their implementation. This contrast and the inequalities in education resulting from it constitute the central theme of the thesis. The concepts of equality and inequality, ethnicity, assimilation and cultural diversity in education are first considered. The question as to where the root of the problem of access to higher education lies, whether in the outcome of higher education admission practices, or in the shortage of supply from lower down the system, is then examined closely. The question is addressed through the use of indicators of equal access to education; equal provision of educational facilities; equal prospects of survival; and success in progression from one level to another. These in turn are analyzed in terms of several dimensions including culture, religion, demography and geography. The investigative method followed is essentially a historical analysis of statistical data, supplemented by an analysis of policy documents, political statements, and literature, and informal interviews. The findings of the thesis are that, in spite of a nationally declared policy of equal access to education for all its ethnic groups, Xinjiang belies its official title of being Uighur and autonomous; and that attempts at assimilation to the Han through local language reforms, a nation-wide unified curriculum, political education, and the imposition of Standard Chinese have been to the detriment of the non-Han and have caused grave inequalities. The thesis concludes with suggestions on how these inequalities can be reduced and the interests and identities of the non-Han protected.

This thesis is concerned with post-primary education in West Ham 1918-39, with particular reference to secondary education. The realities of local educational experience are set against a background of educational acts an economies. The economic difficulties of the 1920s and the Depression of the 1930s were keenly felt in West Ham despite the efforts of the predominantly Labour council to mitigate poverty. A gap sometimes existed between the educational opportunities Labour councillors wished to provide and those they were able to provide. Generally a pragmatic approach was taken and certainly a secondary education was not seen as essential for all. Chapter One outlines West Ham's pre-1918 history and growth with reference to local politics and immigrant and religious groupings. West Ham's interwar history is told in greater detail. Chapter Two relates the difficulties encountered by the West Ham Education Committee in its decision to establish compulsory continuation schools, not least from the parents of West Ham. West Ham was one of the few areas in the country which succeeded in implementing compulsory continuation education albeit for a limited period. A section on technical education is also included in this chapter, although detailed treatment is hampered by a scarcity of records. Chapter Three examines West Ham's secondary school scholarships in the context of the national situation. West Ham's higher elementary/central school scholarships are subjected to the same scrutiny. Each of West Ham's secondary schools shared a broadly similar curriculum and ethos. Chapter Four highlights these similarities but also points out differences. Of the five interwar secondary schools, two catered for girls, one for boys and two were mixed. Two of the secondary schools were Catholic institutions, although both accepted non-Catholic pupils. Three of the schools were aided and two municipal. A section is included on West Ham's higher elementary/central schools but records are less full than those for the secondary schools. Chapter Five compares and contrasts West Ham's interwar secondary school system with that in East Ham, its sister borough. Chapter Six discusses both the economic and cultural factors underlying local attitudes to post-compulsory schooling. The main conclusions drawn relate to these attitudes which militated against any easy acceptance of such education as necessarily beneficial.

The 1829 Act of Emancipation was designed to return to Catholics the full rights of citizenship which had been denied them for over two hundred years. In practice, Protestant mistrust and Establishment fears of a revival of popery continued unabated. Yet thirty years earlier, in Regency Brighton, the Catholic community although small seemed to have enjoyed an unprecedented degree of tolerance and acceptance. This thesis questions this apparent anomaly and asks whether in the century that followed, Catholics managed to unite across class and nationality divides and establish their own identity, or if they too were subsumed into the culture of the time, subject to the strict social and hierarchical ethos of the Victorian age. It explores the inevitable tension between 'principle' and 'pragmatism' in a town so heavily dependent upon preserving an image of relaxed and welcoming populism. This is a study of the changing demography of Brighton as the Catholic population expanded and schools and churches were built to meet their needs, mirroring the situation in the country as a whole. It explains the responsibilities of Catholics to themselves and to the wider community. It offers an in-depth analysis of educational provision in terms of the structure, administration and curriculum in the schools, as provided both by the growing number of religious orders and lay teachers engaged in the care and education of both the wealthy and the poor. The evidence for this is based on evidence drawn from on a wide range of primary sources material relating to Catholic education in the nineteenth century. It shows, too, how this disparate Catholic body, both religious and secular, was subject to a number of significant ii national and international influences which had a profound effect in formulating a distinctive Catholic presence.

There is a consensus of academic opinion that for approximately 100 years stretching from 1688, the date of the 'Glorious Revolution', to the onset of industrialisation England enjoyed relative stability, the condition being attributed to political pragmatism. The purpose of this thesis is twofold; to document the educational developments that characterized the period and to examine their effect, nature and scope, about which historians sharply disagree. The principle that in any age education is a social tool whose practical possibilities rest on people's assumptions determined the strategy of pursuing four main lines of enquiry. These form thematic chapters, the contents of which are briefly summarized as follows: 1. Provision; the Church of England's supervisory role; incidental management of schools. 2. The curriculum and teaching methodology employed in the various scholastic institutions. 3. A survey of scholars in attendance at elementary schools, grammar schools and academies. 4. A consideration of the teaching force with sections on religious attitudes, financial standing and professionalism. Although the study has a national dimension its distinct regional focus is intentional because the bulk of surviving records relate to a locality, enabling its educational system to be largely reconstructed. The Peterborough diocese proved to be an eminently suitable choice being both the setting for educational diversity and extremely rich in source material. The evidence which accrued was not used merely to illustrate what is already known; rather, it made possible more realistic interpretations of the macro situation than hitherto. It is argued in the conclusion that education neither stagnated nor regressed. The principal finding is that the classical tradition of the grammar schools and the universities gradually lost ground to Dissent with its insistence on science and 'the relief of man's estate'. Consequently, new ideas were enterprisingly translated into commendable practice.

This research explores the concept of race in the construction and penetration of educational arrangements for Afro-Caribbean children. Existing research during the 1960s and 1970s on multiculturalism fails to acknowledge the educationai mandate offered by the coercive power of race in the construction of Afro-Caribbean children's identity ln schools. In this thesis, the concepts of disconnection, reconstitution, affirmation and contested legitimacy provide a theoretical framework for understanding the educational marginalisatlon of Afro- Caribbean pupils. Part I establishes the context of marginalisation through competing conceptions of race. The concept of disconnection Is applied to review formulations of race which endow it with an all-embracing power so that it neutralises all other ideological forces. Part I provides the framework for examining the scope of race in defining the educational agenda and the mechanisms for disseminating racial forms of education. Part II and Part III trace the mechanisms which promote the objectification of race in education. It examines the early context of the racial objectification in education policy for children of New Commonwealth origin drawing upon the literature on race and official government reports to assess the impact of the politicization of race in education. The concept of reconstitution is used to analyse the dominant cultural deficit models which serve as an explanation of the position of Afro-Caribbean pupils in the education system. Reconstitution refers to the process by which race is converted into culture and the stigmatisation of culture is used to explain the under achievement of Afro-Caribbean children in school. In Part III the concept of affirmation is also developed in an empirical analysis of LEA policy documents in the early 1980's, which aim to institutionalise particular racial forms of education. Part IV addresses the nature of the consensus, contestation and legitimation of racial forms of education. The politics of LEAs are examined in terms of their attempts to structure new modes of consensus through multiculturalism and anti-racism. The debate between multicultural and anti-racist education and the challenge of the New Right are analysed using the concept of contested legitimacy.

This thesis examines the implementation of the policy for English-medium education in government-run schools in Bhutan, a small multilingual developing country in the eastern Himalayas. It identifies factors influencing its effective implementation, plus policy and practice measures to improve learning outcomes for students. It takes as a theoretic framework an approach known as ‘content and language integrated learning’ (CLIL). This involves integration of language and subject teaching. The study addresses the following research question: How can implementation of Bhutan’s policy of English-medium education be enhanced? Data to address these questions were gathered through a literature review, key informant interviews, focus group discussions and classroom observations. The study also draws on personal experience. The findings reveal that implementation of Bhutan’s policy of English-medium government-run education could be significantly enhanced. Students are not attaining control over English at desired levels of schooling; classroom practices favour didactic teaching-learning approaches; teachers’ tend to teach toward terminal examinations and adhere to traditional teacher and student roles; and subject teachers do not consistently support students’ English language development. The study also found that many stakeholders, including policy-makers, teachers, curriculum developers and teacher trainers lack awareness of the concept of language-related disadvantage in education and approaches for more effective second language-medium teaching and learning. This includes a lack of language-sensitive classroom practices in both language and subject classes. These findings highlight the need for teachers to make different methodological choices inside classrooms. To do this, teachers should become skilled and confident in the use of classroom practices which support students’ English language learning. Key stakeholders, particularly policy-makers, teachers and teacher educators, must understand and accept the need for further policy and practice measures to support language-sensitive teaching-learning approaches for English-medium education in Bhutan. The implications of these findings for policy, practice and future research are further elucidated.