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1.
Kenneth King 《Compare》2002,32(3):311-326
The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries. Beginning with its president's decision in 1996 to become 'the Knowledge Bank', different elements within the Bank went on to elaborate a knowledge discourse, most notably within the World Development Report on Knowledge for Development (1998), as well as a whole series of 'knowledge projects' and 'knowledge-based initiatives'. The article examines some of the tensions and debates that are at the very heart of the Bank's desire to become a knowledge agency. Amongst these, some of the more salient are the implications of the new knowledge discourse for the Bank's changing priorities towards education; the trade-off between knowledge sharing for the improved efficiency of Bank operations versus knowledge development by the Bank's clients; and the use of information and communications technology to create a global knowledge hypermarket, called the Development Gateway. 相似文献
2.
余一明 《九江职业技术学院学报》2012,(2):69-72
我国旅行社之间的参股、控股等购并行为日趋增多,旅行社网络扩张、集团化和跨国经营战略也在密锣紧鼓地推行,旅行社的组织形式必将呈现多样化态势。针对国有旅行社产权归属的特殊性,本文勾勒出旅行社实施组织扩张时应该遵循的五项基本原则,进而通过对广之旅控股之争事件（指岭南集团和易网通的控股之争）的回顾和反思,成功构建了旅行社＂稳健型＂组织扩张模式。 相似文献
3.
骈丽军 《三门峡职业技术学院学报》2013,(4):91-93
目前,我国旅行社产品同质化现象严重,要在激烈的竞争中生存和发展,应该采取旅游线路产品差异化策略、旅游服务差异化策略及营销差异化策略等,最终实现品牌化发展,促使旅行社核心能力的形成,以实现可持续发展. 相似文献
4.
Diane Stone 《Compare》2002,32(3):285-296
The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. These diverse perspectives will be categorised into three broad categories of explanation: (i) supply-side; (ii) demand-led; and (iii) policy currents. However, knowledge is part of the solution to many development problems but not of itself a panacea. 相似文献
5.
丁蕾 《商丘职业技术学院学报》2010,9(3):43-44
旅行社作为旅游行业中重要的因素,其发展状况直接关系到整个旅游市场的好坏与成败。面对当前旅游市场复杂的现状,旅行社的生存与发展已受到严重的影响。为此,旅行社为了自身规范健康的发展,为了促进整个旅游市场的稳定,应当从全局出发,结合自身的实际情况,坚持常规管理与战略管理并行的管理机制。 相似文献
6.
David Woodhouse 《Assessment & Evaluation in Higher Education》1995,20(1):15-24
Quality is not cheap, and the increasing pressure or legislative requirement for institutions of higher education (IHEs) to: (i) set up their own quality management systems (QMSs) and (ii) submit to external quality review has led to increased costs for institutions and for the whole higher education system. These costs arise from increased use of resources, but more especially from the time spent by staff both within and without the institutions. It is important to achieve the quality benefits as economically as possible. (Increasingly, institutions are being urged to be efficient: it is important to ensure that the quality system itself is also efficient!) Internally, an institution must ensure that its own quality system is efficient. External aspects of efficiency include both the cost and effectiveness of any external quality agencies themselves, and also the activities required within institutions to meet the requirements of these agencies. If external efficiency is to be achieved, consideration must be given not only to the nature of such agencies but also to their number and (if multiple) their interaction. The same government pressure that begets external review is conducive to the establishment of multiple agencies to permit a large quantity of review. While the multiple‐agency approach has advantages, it also has disadvantages, not least the increased difficulty of achieving an efficient system. An efficient way of obtaining the benefits of a multiple‐agency system is for institutions to establish internal quality systems that include reviews of parts of the institution. These reviews, whether internally or externally initiated, should have external input. The external system should then comprise a single agency that is publicly accountable, that may be owned jointly by the institutions, that operates in audit mode, and that coordinates with the institutions' internal systems by explicitly checking and integrating the results of these reviews. 相似文献
7.
This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that was organised around the definition of the last World Bank Education Strategy (WBES2020) and focuses on the participation of three European aid agencies, the Ministry of Foreign Affairs of the Netherlands, Germany's Federal Ministry for Economic Cooperation and Development and the Department for International Development of the UK. This paper acknowledges that a significant effort was made to promote the inclusiveness and transparency of the participatory process, yet it concludes that the conditions for promoting quality participation and substantive policy change were not provided. Furthermore, the way international aid agencies produce and use knowledge limits their role and influence in the context of the Bank's consultations. Hence, by not contesting the Bank's policy ideas substantially, the agencies contribute inadvertently to reproducing the Bank's predominance in the education for development field. 相似文献
8.
A key educational objective for the twenty-first century is developing students’ epistemic agency. Epistemic agency is the active process of choosing when, what, where one learns and how one knows, as well as the capacity to create knowledge in a community. The knowledge-building communities model developed by Scardamalia and Bereiter was used in a New Zealand Year 13 distance art history class to support the development of students’ epistemic agency in 2013. In this study, students were given more control in the learning process, and were able to exercise epistemic agency through identifying their knowledge gaps, sharing information and ideas, developing ideas and creating communal knowledge. A number of factors that increased students’ development of epistemic agency are also discussed in this article. 相似文献
9.
《International Journal of Educational Development》1994,14(2):143-157
In this paper a comparative analysis is presented on bilateral donor agency policy on education in Sweden, Holland and Denmark. The focus is on the agencies' general understanding of the role of education in development and the actual trends in their support to education since the 1960s. The perspectives for the 1990s are related to the newly formulated Education for All strategy. In the paper, the need to form a holistic view of the relative importance of the individual sub-sectors of education is emphasised together with policies which integrate education with other sectors of society. In addition, some of the possible risks of the Education for All strategy for developing countries are pointed out. 相似文献
10.
Marcie N. Desrochers Michael J. Pusateri Jr Herbert C. Fink 《Assessment & Evaluation in Higher Education》2007,32(5):527-539
Alternative methods of assessing student knowledge are useful since assessment is increasingly being emphasized by administrators, accrediting agencies and legislators. A game (team) format to assess students' knowledge of course material was experimentally compared with the traditional format of testing a student who answers individually. Team‐game scores were more often correct than individual scores in all comparisons. Team decisions, which involved cooperation within one's group while at the same time competing against other teams, were rarely the result of a single individual deciding on the team answer. Students preferred the game‐assessment condition more and also perceived it as a more accurate measure of their course knowledge. 相似文献
11.
合理调整养老机构的功能结构 总被引：12，自引：0，他引：12
桂世勋 《华东师范大学学报(哲学社会科学版)》2001,33(4):97-101
对养老机构功能分类的主要目的,在于方便政府主管部门的依法有效监管,目前我国绝大多数养老机构未进行功能定位,未来可将其分为重度护理养老院,中度护理养老院和轻度护理养老院等三类。根据我国的实际状况及海外的经验教训,21世纪上半叶我国应重点发展收养需重度护理老人的机构及其床位,近年来国际社会提出了“持续照顾”的新理念,据此未来我国城乡大多数养老机构应逐渐归并为两类,即复合型养老机构和单一型的重度护理养老机构。 相似文献
12.
Christopher Colclough Keith Lewin John Oxenham 《International Journal of Educational Development》1985,5(4):295-306
In recent years a number of donor agencies have increased their lending to primary education in developing countries. However, some characteristics of primary schooling make it unsatisfactory for capital aid support, and arguments to increase recurrent funding are always controversial in aid policy circles. Nevertheless, this paper argues that this support should be further strengthened. It briefly reviews the economic case for such an emphasis. It analyses the typical problems faced in primary education, and the policy choices facing national governments. The final section outlines the main opportunities and priorities for increased donor agency support to the primary sector. 相似文献
13.
14.
对旅行社行业两种服务方式进行比较,指出大众化旅游服务方式会导致产品的同质化,而产品的同质化、恶性的价格战势必造成三明市旅行社行业处于无序竞争的恶性循环;大规模定制化服务方式通过提供定制化产品可以促使旅行社行业形成良性循环,因而成为三明市旅行社开展服务创新、追求竞争优势的一种新选择。运用面谈访问和抽样调查相结合的方法对三明市20家旅行社及200位旅游消费者进行调查,通过对调查数据的整理、分析,提出三明市旅行社开展大规模定制化服务的对策:转变经营理念,实施以顾客为中心的战略;创建旅行社所需的定制化系统;发挥资源优势,塑造品牌形象;培养学习型、知识型员工;根据顾客的需求情况选择适当的定制方式;加强合作,提升供应链管理水平。 相似文献
15.
《Teaching and Teacher Education》1994,10(2):157-167
The study aims to explore the implications of constructivist theory to the teacher's education and development. A post-graduate course for students of Education—“A Teacher Thinking” seminar, was constructed for this purpose. Its knowledge base was the participants' own practical knowledge which they were willing to share in the group. Its main strategy was the “Dialectical process of reflection in the group” which was used as a means of enhancing the participants to investigate their own practice and construct their own theories-of-teaching. Four examples from the seminar are elaborated in the paper. They serve as illustrations for the teachers' personal professional development. 相似文献
16.
This paper examines the recent orientation of educational aid policy away from enclave projects managed and protected by special donor-controlled units to interventions which support locally developed education policies and which are implemented through local sustainable institutions. Structural adjustment involves the international agencies in encouraging and assisting national governments to create their own development priorities and establish institutions of governance which can effectively direct and control sectoral activities. The World Bank and other agencies have in recent years examined the educational needs of Africa in particular and have initiated programmes of local capacity building to encourage national policy and management development. The paper explores the meaning of capacity building and its relation with local capacity utilization. The anomaly of donor policies which set out to liberate governments from donor influences is pointed out, together with the need for donor agencies to define more clearly their own policies and to subject them to the same sorts of analysis which they are advising for recipient governments. 相似文献
17.
从黄石房地产中介发展的现状入手,分析其当前存在的问题,探索适合黄石特色的房地产中介发展模式. 相似文献
18.
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the article, we focus on the role that practitioner knowledge played in the development of school improvement policies across three state education agencies. We draw on interviews, surveys, and document analyses collected for a larger exploratory study of knowledge utilization. Contrary to earlier research showing weak or uneven connections between state agencies and practitioners, we found that practitioner advice networks were generally stronger than states' research advice networks. We found ample illustration of staff using this advice to make sense of research for their own contexts, and for their own approaches to school improvement. Agencies formed ties to practitioners in districts and schools, in professional membership associations, within their own agencies, or in other agencies wrestling with similar problems. Who they turned to differed depending on earlier improvement policies and institutional histories. 相似文献
19.
Deborah Chambers Joost van Loon Estella Tincknell 《British Journal of Sociology of Education》2004,25(5):563-576
This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination. 相似文献
20.
Kosovo emerged from a period of conflict with Serbia only after an extensive NATO bombing campaign against Serbia. While the
final political status seems settled with its declaration of independence in 2008, much remains to be determined. Preceding
the declaration of independence and following it, Kosovo is an emerging democracy which is actively developing its own distinct
institutions. In support of teacher development in Kosovo is the Kosovo Educator Development Program (KEDP) which was to act
as the lead agency for teacher training in the region. The KEDP was an $8 million development initiative funded by the Canadian
International Development Agency (CIDA). As the lead agency for teacher training promoted a major reform of preservice teacher
training, and in particular the establishment of a new Faculty of Education for the University of Prishtina (UP). By the end
of 2004, the consensus was that the new Faculty of Education seemed to be a success but that it was still in a very fragile
state. Fragile indeed – the reform process has been seriously challenged as the initial and reformed-minded Dean was replaced
in controversial (allegedly illegal) decanal elections which installed a more conservative and anti-reformist Dean and Pro-Deans.
Each side has strong views, but what are they? What are the issues of the antagonists and protagonists in this dispute? To
answer these questions the authors will discuss the changing context of Kosovo teacher education, and using a reflective narrative
as a methodology will frame the perspectives key sources and their views of the reform challenges facing to new Faculty of
Education. This is followed by a discussion seeking a greater understanding of these conflicting perspectives. 相似文献