共查询到20条相似文献，搜索用时 413 毫秒
1.
办学理念是学校的灵魂和旗帜，是学校办学的行为指南，办学水平的高低首先体现在学校有无明确的办学理念上。所谓办学理念是校长将一定的教育思想与学校具体教育实践相结合而形成的，带有体验性的，情感化的、用于指导教育行为的认识和观念。竹溪一中的前身是竹溪黉学（后称儒学），始建于明成化十二年（公元1476年），距今已有530年的办学历史。多年来，学校在“关爱学生，注重发展，奠基人生”的办学理念指引下，坚持以人为本，对教师和学实行人本化管理， 相似文献
2.
泉州六中 《福建教育学院学报》2007,(3):1-1
泉州六中，原名泉州泉中中学，创办于1916年。1926年，由著名侨领陈嘉庚先生担任首届董事长，是一所闻名遐迩的老牌名校。改革开放后，学校师生秉承和弘扬“毅”字校训的精神，坚持特色立校、教研兴校、创新强校的办学思路和“为每一个学生的成长和发展服务”的办学理念。经多年摸索，学校形成“一套班子，两块校牌，三种办学形式”并举的模式，义务教育（初中）、普通教育（综高）、职业教育（职专）浑然一体、优势互补、资源共享。现在学校师资雄厚，设备先进，设施齐全，环境优美（还毗邻美丽的中山公园），已形成一所文化底蕴深厚，校风严谨，自然环境和人文环境独具魅力的学校。 相似文献
3.
4.
《中国职业技术教育》2005,(32):I0012-I0012
王晋文把办学特色作为贯穿学校发展的一条主线紧抓不放，形成了“以市场求发展，以长线（专业）求稳定，以短线（专业）求灵活“的办学思想和”以服务为宗旨，以就业为导向，以质量为核心，以需求为生命”的办学原则， 相似文献
5.
一个学校的办学思想（亦称办学理念），是学校的灵魂之所在．它标志着学校的发展方向和奋斗目标。只有树立正确的办学思想，加之科学的、切合实际的教育管理，才能使学校得以健康、稳步的发展。作为学校的校长，如何调动全校师生的积极主动性，形成凝聚力，深入挖掘其内在的潜能，做到各尽所能，是办好一所学校的关键。 相似文献
6.
县级成人学校的办学方向张敦奎一、县（市）的经济发展水平决定了县（市）成人学校应以办中专为主教育一定要适应经济状况的客观规律告诉我们，办学必须适应经济发展对人才培养规格的要求，有多高的经济发展水平，必然有与之相适应的教育发展水平．县（市）经济状况对成人... 相似文献
7.
2005年2月28日，教育部在《关于加快发展中等职业教育的意见》（教职成[2005]1号）文中要求中等职业学校要进一步确立以服务为宗旨、以就业为导向的办学指导思想，面向社会、面向市场办学，解放思想、更新观念，大胆进行办学模式和办学机制的改革和创新。 相似文献
8.
9.
社会力量办学条例 总被引：3，自引：0，他引：3
《中国成人教育》1997,(9):5-6
第一章总则第一条为了鼓励社会力量办学，维护举办者、学校及其他教育机构、教师及其他教育工作者、受教育者的合法权益，促进社会力量办学事业健康发展，制定本条例。第二条企业事业组织、社会团体及其他社会组织和公民个人利用非国家财政性教育经费．面向社会举办学校及其他教育机构（以下称教育机构）的活动．适用本条例。第三条社会力量办学事业是社会主义教育事业的组成部分。各级人民政府应当加强对社会力量办学工作的领导，将社会力量办学事业纳入国民经济和社会发展规划。第四条国家对社会力量办学实行积极鼓励、大力支持、正确引导… 相似文献
10.
《云南师范大学学报(教育科学版)》2008,(1):20-22
云南师范大学把国际化办学理念贯穿于学校办学的实践中，努力打造国际化办学特色。经过多年的努力，学校现已成为云南省享受中国政府奖学金外国留学生接收院校、中国支持周边国家汉语教学重点大学、中国为东南亚国家培训汉语师资基地、中国首批代表国家赴国外创建孔子学院大学、中国国际汉语教师志愿者培训基地。2007年，学校被教育部定为“东盟——中国”联合办学的16所重点大学之一（教育部推荐的唯一一所师范大学）；成为国家首批开展汉语国际教育硕士专业学位（MTCSOL）培养的24所重点高校之一（除云南师大外，首批获准的23所大学均为国家“211”工程建设大学）； 相似文献
11.
就近入学是发达国家普及义务教育初期的一项重要教育政策,在这些国家给予家长一定的学校选择权后,就近入学政策仍得以保留。学校选择权作为受教育权有进一步延伸的趋势。具体到我国,中央政府在对待民间择校的问题,可以继续坚持就近入学为本,但可将学校选择权交由部分地方试点。 相似文献
12.
Jonas Olofsson 《Journal of Vocational Education & Training》2017,69(4):495-516
In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic. 相似文献
13.
学生择校权利的扩大符合我国教育政策和法规，符合义务教育的基本精神，是在我国现阶段促进教育平等的理性选择。扩大义务教育阶段学生的择校权利要大胆借鉴国际上有关国家的经验，充分考虑我国的现实国情，遵循点带面、公立和民办学校一视同仁的原则，采取建立规范的择校机制、进行学区调整和重点学校改革等的对策。 相似文献
14.
《Africa Education Review》2013,10(2):253-273
AbstractThe inception of no-fee schools and a school-fee exemption policy has become a contentious issue but also an exciting one for school managers in South Africa. Managers opposed to the policy have cited amongst others things, academic standards dropping, as well as parents who can afford to pay jumping on the bandwagon and refusing to pay. While the advocates for no-fee schools argue that it is not only a moral obligation for the authorities to ensure that every child is able to get basic education, it is also a basic human right. Notwithstanding these contrasting views, an overwhelming majority (62%) of the purposively sampled principals of public schools in the Free State Province expressed relief and agreement with this decision to declare poor school nofee schools. This article, therefore, intends to explore not only the background to the policy but also the possible impact of this decision on overall school performance as perceived by the school principals. 相似文献
15.
"混合制学校"在办学体制上兼具公办教育与民办教育的双重资源和特点,在管理体制、运作机制和资源品牌等方面拥有比公办学校和民办学校更多的优势,但其发展中所存在的产权关系不明、政策界限不清等问题对教育公平和民办学校发展有负面影响。应进一步完善相关政策法规,推进管理体制和运行机制改革,促进各类体制学校的共同发展。 相似文献
16.
Gustavo E. Fischman Amelia Marcetti Topper Iveta Silova Janna Goebel Jessica L. Holloway 《教育政策杂志》2019,34(4):470-499
This paper examines whether, to what extent, and how international large-scale assessments (ILSAs) have influenced education policy-making at the national level. Based on an exploratory review of the research and policy literature on ILSAs and two surveys administered to educational policy experts, researchers, policymakers, and educators, our research found that ILSAs, with their multiple and ambiguous uses, increasingly function as solutions in search for the right problem – that is, they appear to be used as tools to legitimize educational reforms. The survey results pointed to a growing perception among stakeholders that ILSAs are having an effect on national educational policies, with 38% of respondents stating that ILSAs were generally misused in national policy contexts. However, while the ILSA literature indicates that these assessments are having some influence, there is little evidence that any positive or negative causal relationship exists between ILSA participation and the implementation of education reforms. Perhaps the most significant change associated with the use of ILSAs in the literature reviewed is the way in which new conditions for educational comparison have been made possible at the national, regional, and global levels. 相似文献
17.
在义务教育阶段,择校已成为一个不可回避的问题.现代社会是一种权利的差序格局.西方发达国家家长择校权利的实现,大多数遵循的是差序原理.随着义务教育的普及,政府改变最初对择校限制的态度,转而制定政策让择校成为现实.择校权利的实现依赖于经济条件、义务教育的普及程度、法制的完备.在我国,对待经济发达地区和经济欠发达地区,择校政策的制定可以采取分步走的办法. 相似文献
18.
对高校转专业现状的思考 总被引：2，自引：0，他引：2
方惠圻 《天津师范大学学报(社会科学版)》2007,(3):77-80
导致转专业现象的出现的原因很多:有高考填报志愿时埋下的“伏笔”,有就业制度的影响,有高校专业设置滞后、招生规模逐年扩大、学生维权意识不断增加等。针对这些问题,高校应对症下药,加强专业思想教育,正确引导学生转专业,增强高校专业自主适应市场的能力和积极性,强化通识教育,拓宽专业口径,积极探索不同形式的培养模式。 相似文献
19.
AbstractSafety in and around schools is an on-going concern in South Africa. Current education policy related to school safety institutes mechanisms to reduce violence as a measure of promoting safety. The highest rate of violence reported by learners occurs in the classroom. By implication, how teachers are either enabled or constrained to respond to violent incidents in classrooms is critical. With the aim to determine how education policy related to school safety either enables or constrains teacher agency in South African education policy related to school safety, the article reports on a study that examined the mechanisms of the National School Safety Framework (NSSF) together with the context at schools. The study found that the NSSF mechanisms and school context find little enabling teacher agentic action, where learning is concerned. Although the NSSF mechanisms require teachers to perform many roles as measures of reducing violence to promote school safety, none involve pedagogic strategies or techniques. Given that teachers’ greatest challenge in the context of violence is the disruption of teaching and learning, the NSSF mechanisms are inadequate as an education policy related to school safety within the current context of insecurity in South African schools. 相似文献
20.
Donald R. Baum 《Educational Research for Policy and Practice》2012,11(3):189-206
In recent years, the goals and purposes of education within the international development discourse have shifted significantly away from education for productivity or human capital development and towards education for the fulfillment of the individual through human rights. The current global education climate provides governments with an environment to support policies of free basic education, driven by a global diffusion of the central principles of education as a human right. This article considers the function of international human rights law and political movements within educational policymaking and practice, specifically regarding policy efforts to increase school access. Using the Philippines as a case study, this article addresses the guarantees for free secondary education in Philippine legal and policy documents, and assesses the current government policy for secondary education expansion??the Education Service Contracting (ESC) Program??to discuss the impact of the country??s human rights commitments on educational policy. Using Kingdon??s multiple streams model of policy analysis, I account for human rights law within ESC policymaking and determine the drivers that have led the country to take up its current model of private expansion. In conclusion, the human right to a free education should be deliberated, not as a trump card to supersede local educational obligations, but as a guiding principle, placed within problem, solution, and political contexts to assess the current state of education and adequately protect those who need publicly funded schooling the most. 相似文献