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1.
法国教师教育大学化的传统与变革 总被引：2，自引：0，他引：2
谌启标 《集美大学学报(教育科学版》2008,9(2):8-12
法国是世界上教师教育机构建立最早的国家,教师教育具有悠久的历史和传统。20世纪60年代法国大学开始真正介入教师教育。1991年后,法国在各大学区创建大学教师培训学院,将之作为全国统一的大学水平的教师专业培养机构。法国教师教育大学化模式的基本特点在于：教师职前培养达成综合大学水准,教师职前教育与教师职后教育有机整合,从而努力实现教师专业化。面向21世纪,法国针对教师教育中存在的问题,采取各种措施不断改进大学化教师教育模式。 相似文献
2.
Sosten S. Chiotha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,8(1):287-298
In 2004, Mainstreaming Environment and Sustainability in African Universities (MESA) was formally launched by UNEP, UNESCO
and the Association of African Universities. This paper sets the stage for a critical analysis of ESD by reviewing historical
perspectives of conservation in Africa as a means of appreciating the need for African universities to mainstream both environmental
concerns and those relating to sustainability. Two case studies from Chancellor College, University of Malawi are discussed
to illustrate that good practice in mainstreaming environment and sustainability requires challenges to be refined and knowledge
to be extended on an ongoing basis. To analyse the reorientation of the curriculum for Education for Sustainable Development
(ESD), the paper examines the introduction of an Environmental Science Master’s programme at the college and notes how environmental
issues are covered. The article also looks at the college’s tree-planting programme in terms of the training, research and
outreach involved. 相似文献
3.
Blagovest Sendov 《Prospects》1997,27(3):415-426
Conclusions Educational reform needs the synergetic efforts of UNESCO, the EU, national and local governments, policy makers, educators,
business communities, public interest groups, parents, citizens, and non-governmental organizations, such as IFIP and the
International Association for the Evaluation of Educational Achievements (IEA). It is a matter of crucial importance that
countries in transition participate in the EU’s educational and training initiatives and programmes, such as PHARE (including
TEMPUS), COPERNICUS, SOCRATES and LEONARDO, as well as in all UNESCO initiatives and projects.
Original language: English
Blagovest Sendov (Bulgaria) Former speaker of the Bulgarian Parliament and vice-speaker of the present Parliament. Graduate in mathematics from Sofia
University, and specialist in numerical analysis from Moscow University and computer science from Imperial College, London.
He has held the posts of Dean of the Mathematical Faculty and Rector of Sofia University, and president of the Bulgarian Academy
of Sciences, the International Federation for Information Processing, the International Association of Universities, and vice-president
of the International Council of Scientific Unions. From 1979 to 1990 leader of the Bulgarian research group on new curricula
integrating school subjects with computers and information technology.
This is a slightly edited version of a paper presented at UNESCO’s second International Congress on Education and Informatics:
Educational Policies and New Technologies, Moscow, 1–5 July 1996. 相似文献
4.
A member of the programme staff of the International Institute for Educational Planning since 1988. Her principal research themes are education policy and the development of human resources, the role of examinations, and the administration and management of teachers. Main publications include:Stratégies d'innovations technologiques et politiques éducatives en France, en RFA et au Royaume-Uni [Strategies for innovative technology and educational policies in France, the Federal Republic of Germany and the United Kingdom] (1989) and (with F. Caillods and K. Lewin)Science education provision at secondary level: planning and policy issues [forthcoming]. 相似文献
5.
Armin Gretler 《Prospects》1999,29(3):379-392
Summary This article is divided into three parts. It begins with an overview of the historical background of educational research
as a scientific discipline which emerged in Europe towards the end of the nineteenth century and gives two definitions: the
first characterizes educational research as to its content, the second as to its functions. The second part deals, one by
one, with the national and international structures of educational research and development. The article ends with a series
of views on the prospects for educational research, deliberately looking beyond the European framework.
Original language: French
Armin Gretler Graduated in sociology at the University of Geneva and took post-graduate courses at the Bologna Centre of the Johns Hopkins
University, the Paul H. Nitze School of Advanced International Studies and at Pittsburgh State University. Vocational education
researcher at the International Labour Office (ILO) from 1963 to 1968. Independent researcher from 1968 to 1971. Director
of the Swiss Co-ordination Centre for Research in Education (CSRE) in Aarau since 1971. Member of Parliament for the Canton
of Aargau from 1979 to 1993, member of that canton's Education Council from 1977 to 1989. Founding member of the Société suisse
de recherche en éducation and of the European educational Research Association (EERA). He has published several books and
many articles on educational research. 相似文献
6.
The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web. 相似文献
7.
The paper presents the approach to complex training of managers and faculty staff for system modernisation of Russian engineering education. As a methodological basis of design and implementation of the faculty development programme, the CDIO (Conceive-Design-Implement-Operate) Approach was chosen due to compliance of its concept to the purposes and tasks of engineering education development in Russia. The authors describe the structure, the content and implementation technology of the programme designed by Tomsk Polytechnic University and Skolkovo Institute of Science and Technology with the assistance of Chalmers University of Technology and KTH Royal Institute of Technology and other members of the CDIO Initiative. The programme evaluation based on the questionnaire results showed that the programme content is relevant, has high practical value and high level of novelty for all categories of participants. Therefore, the CDIO approach was recommended for implementation to improve various elements of the engineering programme such as learning outcomes, content and structure, teaching, learning and assessment methods. Besides, the feedback results obtained through programme participants’ survey contribute to identification of problems preventing development of engineering education in Russia and thus serve as milestones for further development of the programme. 相似文献
8.
在对非教育援助中,英国政府将嵌入式评估作为一种有效问责手段,提高了经费的使用效能,完善了经费的分配方式,为英国政府提供了决策依据。同时,在开展对非教育援助的过程中英国政府也在努力完善、调整并改良评估模式,帮助非洲受援国提高中小学教育质量,激活受援国教育发展的内部动力。文章从英国对非教育援助的 PbR评估模式入手,以英国对卢旺达教育援助项目为例,分析了RBA评估模式的应用与改良,介绍了评估团队的竞标与对他们的要求,阐释了评估结果的使用。 相似文献
9.
Ingo Richter 《Prospects》1998,28(4):643-652
Summary Even though the EC-Treaty gives the impression of being unaware of multicultural societies, its regulations can still be interpreted
in such a way as to facilitate and even literally call for a European policy giving due consideration to the phase of adolescence
in multicultural societies.
Original language: English
Ingo Richter (Germany) Graduated from universities in Hamburg and Paris. First employed at the Max Planck Institute for Educational Research, then
as professor of political and administrative law at the Free University of Berlin, and as professor of public law at Hamburg
University. Teaching assignments in France, the United Kingdom and the United States. Editor of the journalRecht der Jugend und des Bildungswesens [Rights of youth and education] since 1977. Became director of the German Youth Institute in Munich in 1993. Since 1966,
honorary professor at University of Tübingen. His most recent publications co-authored with Gunnar Folke-Schuppert are:Casebook Verwaltungsrecht [Administrative law casebook] (1995);Casebook Verfassungsrecht [Constitutional law casebook] (1996). 相似文献
10.
《Journal of Higher Education Policy & Management》2012,34(1):85-90
Continuing education is the most universally accepted means of addressing the problem of professional obsolescence over a working lifetime. As presently practised in the majority of cases, it is not of proven effectiveness and the search for better methods continues. This paper describes the categories of formal and non‐formal continuing education, noting the role of professional societies and educational institutions in each. An alternative approach is proposed utilising the advantages of each category and the special expertise of both practitioners and educators. Joint endeavours between the two groups, through professional societies and educational institutions, offer a promosing approach, based on identified needs and structured, educationally sound activities, planned in response to those needs. The Western Australian Institute of Technology's Division of Health Sciences Centre for Advanced Studies is described as an example of the way such cooperation can be developed. It is through this sort of collaboration that problems in the implementation of continuing education can be addressed, and joint effort taken to develop effective solutions and achieve an effective programme of continuing education. 相似文献
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12.
A pilot programme on child abuse issues was introduced into the pre‐service teacher education curriculum at University College of Central Queensland in 1987. Queensland Department of Family Services personnel provided assistance in planning and provision of resources. Time was allocated in each of the three years so that students’ developing educational ideas could be paralleled with growth in attitudes, knowledge and thinking about child abuse. Student evaluation determined subsequent content and processes. Students involved in the programme now have completed their first year in the field and their perceptions of the programme are described together with survey results for entering students. Implications for reporting, continuing education and professional roles in prevention of child abuse are outlined. 相似文献
13.
《Africa Education Review》2013,10(1):180-198
Abstract This paper describes the participatory development of a new curriculum for an Advanced Certificate in Education (ACE) (Inclusive and Special Needs Education) programme in the Faculty of Education, University of Pretoria. Several challenges in the existing programme necessitated curriculum re-design and development. These challenges included responding to policies regarding inclusive and special needs education; responding to revised higher education frameworks; revisiting the structure and content of modules in order to improve articulation; addressing an anticipated increase in student enrolment and a changing student profile; and incorporating current trends in distance education service delivery. Partners in this collaborative curriculum initiative included the Unit for Distance Education, the Department of Educational Psychology, the Department for Education Innovation and the South African Institute of Distance Education (SAIDE). Insights derived from this paper could possibly inform similar curriculum development initiatives, as well as extend knowledge on open and distance learning service delivery, in particular for in-service teacher training. 相似文献
14.
David Nevo 《Prospects》1998,28(1):77-89
Conclusion Evaluation can play an important role in improving education within a school, but to make this possible it must change its
nature--and not merely in a technical way. So far the relationship between art evaluator and a client has been conceived essentially
as an asymmetric one. Such asymmetry goes against the principles of constructive dialogue and presupposes a distinction between
evaluator and client that has to be reconsidered. The distinction, suggested by prominent evaluators with the good intention
of developing client-oriented approaches to evaluation, stresses the importance of serving the information needs of identified
clients rather than the research interests of individual evaluators.
Original language: English
David Nevo (Israel) Ph.D. Professor of Education and Head, Department of Curriculum and Instruction, School of Education, Tel Aviv University.
Professional interest in evaluation theory, programme evaluation, school-based evaluation and student assessment. Current
research is focused on combining internal and external evaluation, and working with schools to improve evaluation. Author
ofSchool-based evaluation (1995). Editor-in-Chief ofStudies in educational evaluation. 相似文献
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16.
Laurence Parker 《教育政策杂志》2013,28(6):699-715
Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation. 相似文献
17.
There have been many studies of the socio-economic background of students in developed countries; but – apart from extensive commentary on the gender gap – far fewer in developing countries. In Africa, this is mostly because the University record systems do not record corresponding data; and because the international standard household surveys such as DHS only ask about educational attainment of household members which of course mainly excludes current students. This paper uses the record systems of the African Institute of Mathematical Sciences (AIMS) and specifically the Pre-Assessment form completed by all students on entry with information about their parental background.The combination of parents not having more than primary education, renting and not owning land identified only between 1 and 3 students a year. Taking the opposite extreme, the percentage of entrants reporting that their parents had a post-Secondary qualification is considerably higher (around 57% on average) than the norm at the time the parents would have been studying (around 7%). These students were certainly not poor, they are upper middle class. Further analysis identifies differences in the patterns for those at Anglophone or Francophone centres; and trends over the last four years.The paper then reviews the trends in inequality in access to higher education in the ‘mother’ countries – UK and France – from about sixty years ago until recently, to ask whether the social inequalities observed among AIMS students can be seen as ‘derived’ from those in the mother countries, with a nuanced positive conclusion. 相似文献
18.
结合社会评价,分析了当下高校毕业生的素质缺陷及就业瓶颈,从内因和外因两个方面.通过实际案例分析、古今教育理论对比等方法,围绕教育观念、教育体制、人才培养模式、教育内容、教育方法、实践性环节等方面,对我国高校艺术设计专业学生实践能力培养存在的问题进行深入剖析并提出策略和建议,时提高我国高校艺术设计教育人才培养质量具有现实... 相似文献
19.
段姣雯 《南昌教育学院学报》2013,(9):78-79
独立学院是高等教育大众化的产物,是普通高等学校按照新机制、新模式与社会力量合作举办的独立的教育组织机构。它是我国高等教育发展至今的一种多元化办学模式的具体体现。独立学院能否长久发展的关键在于独立学院的人才培养,而人才培养目标定位,即独立学院到底要培养出什么样的人才,是独立学院能够存在并进一步发展所要解决的中心问题,是确立独立学院的人才培养模式、专业设置与建设、课程设置与建设、师资队伍建设等必须首先解决的问题。 相似文献
20.
This text gives a structured overview of some of the courses for action that the participants in the UNESCO IBE project worked
out together as a group over several months. We went beyond identifying the barriers and difficulties together with the good
practices being developed in the several countries and tried to define a broad outline for the type of school we wanted to
build. We thus needed to sketch out a roadmap for action that would guide us in our work and overcome the feeling of helplessness
that many of us shared. It is quite normal when writing about education to begin by saying “we must” or “we ought to”, without
making it clear on whom those positive changes in education, or rather, in schools in different countries and contexts, depended
in order for us to work towards accomplishing the goals of Education for All (EFA). Yet together we can, at different levels
of power and responsibility, build a school for all that brings together quality and equity. This roadmap is a tool to guide
our action, which in turn is itself enriched by our action, that of systematizing and analysing the progress made and the
difficulties encountered.
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
| Christine PanchaudEmail: |
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献