共查询到20条相似文献，搜索用时 15 毫秒
1.
王雅静 《伊犁师范学院学报》2008,(1):54-57
国发[2007]32号文件中提出以新疆为基点,面向中亚国家的扩大对外开放战略,这就要求新疆高校的中亚研究机构要以科研合作和教育交流为两翼,与中亚国家、俄罗斯开展形式多样的国际交流、社会合作活动,这对培养新疆和西北地区的中亚研究力量、加强与中亚国家的社会联系起着重大作用。新疆高校中亚研究机构站在我国向西开放的最前沿,必须大胆走出新疆、走进中亚国家、走进俄罗斯,积极开展面向中亚国家的各种交流活动,进一步加强对中亚各国国情国力和市场潜力的调查研究,注意观察,掌握新动向、新变化,不断提高新疆高校中亚研究机构的社会作用,丰富中亚研究内容,为我国西部大开发战略的实施,新疆经济的快速发展发挥更为实际的作用。 相似文献
2.
中亚五国是我国西部近邻,在苏联加盟共和国时期,部分区域的教育发展已经达到发达国家水平。历经20世纪90年代经济社会转型的曲折前进,近年来,随着国际国内经济社会的发展,中亚教育又呈现出新的改革与发展走向。 相似文献
3.
在英国基础教育改革政策的制定与实施过程中，可以清楚地看到时代发展需要、国际教育潮流、优质教育提供、市场理论应用、两党政治参与等诸因素的影响。其中，既有社会和政治方面的因素，也有经济和教育方面的因素。在战后英国基础教育改革政策上，这些因素的影响无疑得到了具体的反映，而且它们也凸现出英国基础教育改革政采的特点。 相似文献
4.
《Critical Studies in Education》2013,54(3):253-271
In the education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers’ accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame education reforms in European countries.This article analyses the way NPM has been constructed as a global education policy, and its adoption and re-contextualization into the Spanish education context. This article shows that the reasons for adopting NPM are not so different from those prevailing in other countries where these policies have been implemented before. Counter-intuitively, although NPM is a reform programme traditionally initiated by conservative governments, in the Spanish education field, as also happened in other Central and Northern European countries, it has been adopted and regulated with social democratic governments. In all these countries, social democrats have tended to embrace NPM as an attempt to address the legitimacy crisis of the welfare state and of public services in particular.Nonetheless, in Spain, the NPM reforms have been re-contextualized and regulated in very uneven and paradoxical ways. For a combination of political, institutional and economic reasons, the final form adopted by the NPM approach is far from the model advocated by the international community and is deeply contradictory.Our arguments are based on intensive fieldwork that include, on the one hand, interviews with key education policy-makers and stakeholders and, on the other, document analysis of policy briefings, press releases and legal documents. 相似文献
5.
Private tutoring in Eastern Europe and Central Asia: policy choices and implications 总被引：1，自引：0，他引：1
Iveta Silova 《Compare》2010,40(3):327-344
Private tutoring has become increasingly visible in Eastern Europe and Central Asia since the collapse of the socialist bloc in the early 1990s. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. Based on the data from the cross‐national studies of private tutoring in 12 countries, this explorative study examines factors driving the demand for private tutoring and discusses government responses to private tutoring in Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Lithuania, Mongolia, Poland, Slovakia, and Ukraine (research conducted in 2004–2005) and Kazakhstan, Kyrgyzstan, and Tajikistan (research conducted in 2005–2006). The article analyzes various policy contexts and examines challenges that confront education stakeholders and policymakers as they formulate their responses to the rapidly‐spreading and constantly‐changing phenomenon of private tutoring. Finally, the article discusses whether, and to what extent, the existence of regulatory mechanisms influences the scope, nature, and implications of private tutoring across the countries of Eastern Europe and Central Asia. 相似文献
6.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. 相似文献
7.
对外经济政策选择的研究在国际政治经济学框架内取得了重要的进展,已经成为国际政治经济学和国际关系研究最重要的领域之一.本文分析了对外经济政策选择作为一个研究领域产生和发展的理论背景以及近30年来的理论进展,比较了从国际和国内两个层次研究对外经济政策的不同视角,概括了两种视角下的主要研究问题和关注焦点,认为目前对外经济政策选择的研究已经在打通国际和国内界限,结合经济和政治要素的学术方向上做出了重要贡献,我们可以借鉴这些研究成果来分析和认识国际政治经济问题. 相似文献
8.
Higher education and the economic and social empowerment of women -- the Asian experience 总被引：1，自引：0，他引：1
Jayaweera S 《Compare》1997,27(3):245-261
This paper examined the degree of socioeconomic empowerment of Asian women due to higher education (HE). Examples illustrate different cultural contexts and stages in development. Colonial administrations established the first modern educational institutions. These schools trained Western-oriented elites in Western and gender values. Uneven development led to increased socioeconomic differences and disparities by region, ethnicity, religion, and gender. The international focus on women's rights has helped with promotion of education for gender equity. But, the international economic climate has led to adverse outcomes for education. Educational mobility is restricted by exclusion or lack of access to HE. Most of the 15 countries with strong educational systems have minimal gender disparities in primary and secondary education, but even Japan has gender disparities in HE. In 9 South Asian countries, most girls are disadvantaged from birth through the school years. Women are not a homogenous group. Socioeconomic factors affect access to HE. Women are channeled into gender appropriate jobs. Gender division of labor and gender tracking in education limit course and occupational choices. Changes in labor market structures further affect the economic empowerment of female graduates. Demand for female labor migrants siphons off females. Access of women to positions of authority is limited. Women who do reach the top are viewed as role models. Gender based division of labor in the household has changed little. Only India and the Philippines have explicit, conscious policies to promote gender equity. 相似文献
9.
SWARNA JAYAWEERA 《Gender and education》1997,9(4):411-424
ABSTRACT Education is widely perceived as an indicator of the status of women and even more importantly, as an agent for the empowerment of women. This article examines the relationship between education and several facets of empowerment, using the macro statistics on countries in Asia presented in the United Nations Human Development Report, 1995, which attempts to compute country specific 'Gender Empowerment Measures', as well as data from qualitative studies in selected representative countries. The study concludes that there is no positive linear relationship between education and the economic, social and political empowerment of women, as a consequence of the interface of gender ideologies and social and economic structural constraints. It further examines factors that surface from within education structures and content and from social and economic structures and gender relations within the family that constrain the role of education as an agent for the empowerment of women. 相似文献
10.
11.
Gábor Halász 《European Journal of Education》2015,50(3):350-371
This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social-economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes. 相似文献
12.
Vocational education and training (VET) can contribute to the attainment of the United Nations Millennium Development Goals. A key to economic and social progress is the training of better-qualified individuals and skilled enterprise staff who will be more productive, improving goods, increasing incomes and adapting to changing markets. Experts from international cooperation agencies see VET projects as suitable instruments for poverty alleviation in target groups working in the informal sector and rural economy. The recent shortages and high prices of rural products in many developing countries support this position. For the past two years a skills development for poverty reduction (SDPR) project has been running in rural areas of Central Asia to address rural poverty. The approach and findings of the project are discussed against the background of the international debate on VET in the context of poverty alleviation. It is hoped that the conclusions will contribute to optimising the design, implementation, monitoring and evaluation of similar VET projects. 相似文献
13.
从地缘政治的视角来看,中国西部民族地区的政治稳定具有重要的地缘政治意义。维护中国西部民族地区的政治稳定是我国中亚、南亚以及东南亚地缘政治战略顺利实施的基础。在新的国内和国际形势之下,中国西部民族地区的政治稳定面临诸多挑战和威胁。应对这些挑战与威胁,维护西部民族地区社会政治稳定的根本思路在于通过西部民族地区服务型政府建设来巩固并提升政府的合法性。当务之急还是要更新思路,健全制度,完善机制以及采取恰当的外交策略。 相似文献
14.
随着国际政治、经济、文化的全球化,男女之间的非语言交际越来越受到人们的重视。论文叙述了男女性之间在空间使用上的具体差异并揭示了形成这些差异的五个原因,即生理差异,男女社会化,性吸引,定势和支配-服从。 相似文献
15.
澳大利亚职业教育的市场化 总被引：6，自引：0，他引：6
受西方新自由主义思潮、国际和国内政治与经济发展、劳动力就业市场和经济全球化等因素的影响,澳大利亚政府将市场法则引入职业教育领域,运用市场化机制建立多元职教经费体系,较好地解决了经费不足问题;以市场需求为导向设置专业,促使职教逐渐形成主体与方式的多元化格局;充分挖掘市场潜力,利用社会力量来招聘职教师资;提供政策与法律保障,推动了职教市场化发展. 相似文献
16.
17.
《History of education》2012,41(1):9-24
This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in History of Education since its publication. It discusses how social, women’s, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, and the construction of the archive, are informing the production of new knowledge around gender. The article argues that History of Education has contributed to ways in which gender has been imagined in historical reconstruction and analysis. As the gendered politics of history has been treated in the journal, gender analysis has contributed to the development of history of education as discipline. The article concludes that in re-writing and re-theorising traditional educational history, the radical openness of the future of gender analysis lies in the continuing transformation of gender analysis itself. 相似文献
18.
This article highlights factors that either facilitated or hampered the work of a local Safe Schools Coalition in advocating adoption and implementation of their school district’s policies that include sexual orientation. Non‐discrimination policies that include sexual orientation and gender identity are needed to help stop anti‐gay peer abuse directed at gay, lesbian, bisexual, transgendered and queer/questioning students. However, community opposition to the inclusion of sexual orientation and gender identity in school policies frequently arises from morally conservative parents. Findings of this case are compared with a model of gay rights policy adoption that illustrates strategies the local Safe Schools Coalition used to effectively communicate their message, garner support and effect change, as well as factors in the political and cultural climates of the community that either facilitated or impeded the adoption and implementation of the policies. A group of morally conservative parents opposed the policies and saw them as the school’s promotion and legitimization of homosexuality. Advocates for the policies argued they were simply intended to ‘enhance safety.’ Opponents’ claims are analyzed within a democratic and social justice framework. 相似文献
19.
李南 《鹭江职业大学学报》2014,(6):34-39
选取东亚11个经济体亚洲开发银行（ ADB）亚洲区域一体化中心的季度GDP增长数据,采用皮尔逊相关系数分析法、 BP滤波法和主成分分析法提炼东亚共同经济周期。实证分析显示：东亚各经济体的经济周期相关性在增加,波动比较一致,同步性程度较高,受区域外因素影响较大。从2001年到2011年,东亚各经济体逐步形成5次共同经济周期趋势;在世界经济收缩的2001年、2008年都有同步的收缩,之后在经济企稳、政府采用扩张性政策等因素的影响下,又有同步的复苏与繁荣。 相似文献
20.
Nelly P. Stromquist 《Higher Education》1988,17(5):581-601
This study reviews the nature of politics within Peruvian universities, seeking to identify the extent to which they have considered gender issues. Since university students have traditionally been active in politics and have sought to address national issues involving democracy and the protection of human rights, the article focuses on student politics. Student politics have been controlled by men and their various outcomes, ranging from demonstrations to guerilla warfare, have occured in the context of an analytical framework that gives predominance to economic forces to the exclusion of ideological influences. The students have wanted, therefore, to defend and ally themselves with workers and peasants, and assumed that women's issues are secondary to the promotion of social and economic justice. The universities in Peru have undergone a tremendous expansion in the last two decades. Despite this growth, the faculty continues to be mostly male. The growing presence of students from low-income sectors has contributed to radicalizing the university, yet the prevalent Marxist analysis subsumes gender within class issues. Although one of the most radical departments in the university - education - has also a large number of women, this has not yet led to the adoption of a feminist agenda. In the meantime, the feminist movement in Peru is growing outside the university and becoming very effective in the promotion of women's rights. The article proposes a number of measures that could facilitate the university's adoption of a stronger position regarding women's concerns. 相似文献