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1.
Tamas Kozma 《Higher Education in Europe》1992,17(3):15-29
The steering of higher education in Hungary is symbolized by the House of Professors in Budapest, a building owned by the Hungarian Ministry of Education and Culture, which houses a number of international programmes of importance to Hungarian higher education as well as the Hungarian Rectors’ Conference. First the article presents an over view of present trends in steering and governing higher education in western Europe. Then it compares western European tendencies with those typical of eastern and central Europe. Finally, it identifies Hungarian higher education as an intermediary case situated between the extremes of western and eastern developments. The article concludes with an exposition of how Hungarian higher education will be steered by remote control mechanisms. 相似文献
2.
Tamás Lajos 《Higher Education in Europe》1995,20(3):94-102
Academic co‐operation between higher education institutions in Hungary and those of western Europe, on the one hand, and those of the United States of America, on the other, are compared. Hungarian co‐operation with western European higher education, particularly the European Union countries, has been far more developed than that with the United States. The greater success and scope of co‐operation with western European higher education institutions is attributed to the comprehensiveness of the TEMPUS Programme of the European Union countries and its careful and well‐planned responses to the problems of the central and eastern European region. However, Hungarian higher education could gain a great deal from more intensive co‐operation with American higher education. Efforts should be made to encourage such co‐operation including the greater involvement of American higher education institutions in TEMPUS projects. 相似文献
3.
Ana Eugen Lita 《Higher Education in Europe》1996,21(2-3):175-181
One consequence of western aid to Romanian academic life has been the opportunity for young Romanian scholars, schoocco1led in their early university years under the aegis of the communist system, to study with western European and North American visiting scholars in Romania, and/or to attend higher education institutions in both western Europe and North America, and generally to participate in worldwide academic life. Such vital inter‐cultural, inter‐social, and inter‐political life experiences provide the expressed raison d'être of western academic aid. 相似文献
4.
Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique
set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan
and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses,
and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings
suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan,
the international community can provide education assistance more effectively and securely through a low-profile, community-based
approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military
actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and
supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts. 相似文献
5.
Lesley Wilson 《Higher Education in Europe》1996,21(2-3):103-114
This article is an edited version of the Keynote Address given by the author at the Annual EAIE (European Association for International Education) Conference that was held in Budapest from 5 to 7 December 1996. It examined the question of the development of international educational exchanges on equal terms. Looking at the situation in Europe, the article suggests a number of preconditions that the author considers important in favouring the growth of partnerships on equal terms, referring, for example, to the different types of relationships that can exist and to the importance of the choice of partners. The question of financial inequality and what to do about it is evoked. The article also mentions different mechanisms available in Europe for building partnerships, concentrating on the impact of the enormous growth in European Union investment in higher education co‐operation programmes over the last ten years. The conclusions reached are that both institutional and individual commitment are crucial to the development of sustainable relationships, that each partner must contribute something of value to the relationship, and that the partners must have respect for and confidence in one another. Finally, co‐operation on equal terms must be seen as a work objective, one that is as much a challenge among western countries as it is between western countries and central and eastern European ones. 相似文献
6.
Tamas Kozma 《Higher Education in Europe》1993,18(2):85-96
The higher education systems in the countries of eastern and central Europe are still in a period of stagnation. A period of rapid growth is expected, similar to that of the 1960's in the western part of Europe, to begin around the turn of the millenium. Because of the similarities of its middle classes, Subregion A (territories with traditional state education) might adopt a massification scenario even in the face of financial restrictions. The higher education of Subregion D (territories with non‐state education) might follow an élitist scenario in the course of higher education development according to which the autonomy of institutions and the privatization of systems would become major political issues. 相似文献
7.
Peter Fischer‐Appelt 《Higher Education in Europe》1991,16(2):41-45
The development of inter‐university co‐operation in Europe is conditioned by such major sets of events'as the evolution of the EC, growing environmental awareness, and the recent revolutionary changes in eastern Europe. Attempts to develop inter‐university cooperation between eastern and western European universities must still cope with the heritage of some forty‐five years of a divided Europe. Such strong points of the eastern European universities as research capacity should be recognized. A very good way to further inter‐university co‐operation on a broad front is through interregional co‐operation, particularly that linking contiguous regions on the East‐West European divide. 相似文献
8.
二战后,在美、日、欧三边关系中,一直是美日、美欧较强,而日欧的联系较弱。为了改变这种局面,池田政府采取了对欧接近政策。这既是局部调整对美政策的需要,也有利于改善日本的国际政治地位和经济环境。池田政府和英国签订了《日英通商航海条约》,英国放弃对日援用关贸总协定第35条;同时,日本还加入了发源于欧洲的经合组织,资本主义世界日美欧三足鼎立的局面初露端倪。 相似文献
9.
This article focusses on the types of assistance which the universities in the western European countries could render to their peers in Eastern Europe. It explores the ways in which this aid would contribute to the elaboration of the transnational culture of the New European Home. Stress is laid on the need to integrate the educational and research activities of European universities for the training of new intellectual élites. A considerable expansion of student exchanges is suggested, particularly the training of foreign language teachers in foreign universities. The universities should rediscover and lay stress on humanism and end their participation in military research. They should prepare bachelor's and master's degree holders capable of working as teachers in other types of higher education institutions and as researchers and theorists in various types of cultural establishments. The article concludes with an examination of the scope and the operation of the International Environmental and Cultural Centre of Norway which is operated by the Byelorussian State University and the Folk High School of Agder, Norway. This centre is cited as an example of the type of inter‐university centre which should be established all over Europe so as to further the integration of European universities. 相似文献
10.
走向全球：开放与远程教育所面临的危险与前景 总被引：2，自引：0，他引：2
过去十年以来,电子学习、远程学习技术,以及精细化的教学设计、方法和支持服务等的发展表明,这些创新革新了高等教育的国际化阶段.而且,全球化正在驱动国际经济、社会、政治、文化、政治生活等相互关联的方方面面,这又进一步表明电子学习(或者是远程、混合学习、分布式学习或过几周又会有新的术语)已经创造了一个新的世界.确实,这只是刚刚开始(Olcott,2008,2008a).本文将探讨国际化、跨境高等教育、远程学习等一系列问题,有些评论可能会引起争论、有争议的.但生活就是这样!而且,这些评论直接针对学院和大学的校长.这又是为什么呢?就像杜鲁门所说的"责任到此,不能再推." 相似文献
11.
[编者按]跨境高等教育在21世纪的经济全球化背景下日益发展成熟,远程形式的跨境教育则是近年来国际高等教育领域的一种新兴力量.这种高等教育新形式的出现引起了世界各国教育部门、高等院校、研究人员和学习者的普遍关注.作为跨境高等教育传统输出国,欧美等西方发达国家在跨境远程高等教育的输出服务方面也发展迅速.本期我们有幸邀请到在英国的无国界高等教育观察组织(The Observatory of Borderless Higher Education,简称OBHE)首席执行官邓·奥尔科特博士,希望通过这次专访,借助他与无国界高等教育观察组织的专业视角,了解全球跨境远程高等教育的发展现状,探究目前这一领域所存在的种种问题,以及对于未来发展趋势作出的预判和分析,以期对中国等传统教育输入大国通过新兴教育服务模式,如何在全球跨境高等教育领域向输出国转型提供参考和借鉴.奥尔科特博士现任无国界高等教育观察组织首席执行官,2006-2007年曾担任美国远程教育协会主席,并新近卸任该协会董事会主席.他还是英国认证大学委员会(CVU)执委、伦敦大学远程学习中心指导委员会成员、皇家艺术学会会员.奥尔科特博士此前曾在美国西俄勒冈大学、亚利桑那大学虚拟校园公司、美国西部州际高等教育委员会(WICHE)担任高层管理职务.他还曾在俄勒冈州立大学、密苏里-哥伦比亚大学以及西华盛顿大学担任行政和教学职务.奥尔科特博士是<美国远程教育>、英国<开放学习>、美国<继续高等教育>、<印度开放大学电子学习>以及美国的<远程学习报告>等杂志的编委会成员.他在远程教育管理、教师专业发展、组织变革以及高等教育政策等领域著述颇丰,多次获得国内外有关奖项.奥尔科特博士还是一位国际知名的演讲者,已为美国、加拿大、澳大利亚、英国及欧洲诸多高等院校及公司提供咨询服务,分别于1993和2005年在哈佛大学终身学习管理学院和美国大学继续教育协会纽约大学领袖学院进修.奥尔科特博士在西华盛顿大学获得学士和硕士学位,并在俄勒冈州立大学获得高等教育领导专业博士学位. 相似文献
12.
Mr Rex Kerrison 《Research in Science Education》1992,22(1):248-254
A recent large scale educational aid program to the Philippines included the retraining of secondary chemistry teachers. Teachers
were introduced to new content and to alternative teaching strategies. An initial resistance to change arose as it was perceived
that the new approaches did not take into account very limited school facilities and very large teaching groups. The lecturing
style of teaching, which predominates at all levels throughout the country, was seen as the most effective method to handle
overwhelming classroom problems. Resistance was overcome after alternative teaching styles were modelled. This paper gives
an overview of the aid program and outlines the introduced teaching strategies. It contends that Asian teachers have been
largely unaffected by western educational aid due in part to the fact that such aid is rarely accompanied by the modelling
of introduced strategies.
Specialisations: primary teacher education, primary mathematics, pre- and in-service science education. 相似文献
13.
《International Journal of Educational Development》2004,24(5):467-477
This paper suggests possible frames of reference for understanding education and educational policy in the Eastern part of Europe. (a) According to the geographical frame, the concept of ‘Eastern Europe’ and its education reflects a struggle for political power and self-identity. (b) According to the political frame, the transition of 1989/1990 opened up a ‘third political way’ between capitalism and socialism for a few decisive years. (c) According to the cultural anthropological frame, the distance between Western and Eastern European education is not only a modernization gap, but also a cultural gap which needs comparative cultural analysis. 相似文献
14.
公民教育在2002年已经成为英格兰中学阶段的国家法定课程。最近,在全英国,以至欧洲和全球范围内也正在开展类似的改革。我们考察了欧洲和全球背景下国家课程的发展,探究不断增长的内在支撑民主公民教育(EDC)的人权方面的国际共识;确立了一些小的主题开展研究,如:多元性与一元性、世界公民教育、作为公民的儿童、民主的学校教育、学生对民主和公民社会的理解、学校和社区的当代角色、欧洲公民身份、学校层面公民教育的实施,等等。 相似文献
15.
Manuel Romano 《欧洲师范教育杂志》2002,25(1):11-17
The political context in which European co-operation activities in education are taking place has recently changed significantly. After the Lisbon Council, which set it as a strategic goal for the European Union to become the most competitive and dynamic knowledgebased economy in the world and recognised the important role education and training play in this respect, these fields gained a new political importance. Teachers will undoubtedly be at the front line in meeting these challenges. And the Commission will have to take into consideration initiatives in the field of teacher training and other education staff, reiterating the importance that the Commission attaches to them all, as a key factor for the development of quality education in Europe. 相似文献
16.
《Higher Education in Europe》1996,21(2-3):34-48
An account of the results of a TEMPUS evaluation is given. It reflects the experiences of the evaluators in the course of their work. While the TEMPUS Programme can be characterized as being very successful, the evaluation nevertheless unearthed a number of problems. The pure numbers and facts presented for the quantitative and structural development of higher education in central and eastern Europe are quite impressive. They are set against an assessment of the quality of cooperation between central and eastern European partners and western partners and of the relations between the institutional, the national, and the supranational levels of higher education development. The account is framed by a critical reflection of the role of western experts and evaluators in central and eastern Europe.
17.
以西部大开发五年多来的教育发展为背景,采用德尔菲咨询法,调查了国内30位专家对区域教育发展战略选择和西部教育政策调整方向的意见。多数专家认为,在区域教育发展战略的选择上,应当均衡地普及九年义务教育以及高中阶段教育,非均衡地调整高等教育布局,促使国家扶持、东部地区支持与西部地区自身努力有机结合,坚持走区域特色发展、分类推进的路子。在西部教育政策的调整上,要加强中央政府政策与西部地方政府政策之间的配套;进一步协调部门政策,以切合西部教育发展实际;加强中央政策的法律支撑体系和良性运行机制建设;采取不同方式处理东、中、西部及西部内部地区之间的关系;健全投入体制,深化办学体制改革和制度创新。 相似文献
18.
Grzegorz Bialkowski 《Higher Education in Europe》1989,14(3):60-68
The ecological problems facing the world today are of such a nature and magnitude that no country can hope to solve them alone. Pollution knows no political boundaries, and the dimensions of the problems involved call for concerted international co‐operation. At a meeting of CRE (the Standing Conference of Rectors, Presidents, and Vice‐Chancellors of the European Universities) held in Warsaw in June 1988, a meeting to which non‐member rectors from the universities of Eastern Europe were invited, the idea of launching a project to bring together the universities and industry in all the European countries for a concerted attack on environmental problems was proposed and accepted. Named after Copernicus, the Renaissance Polish scientist, whose education and contributions to science represented, for his day, a stellar example of international East‐West educational and scientific co‐operation, the resulting programme will act in three areas: research, education, and information, and will stress the continental scope of environmental problems and the interdisciplinarity of possible solutions. COPERNICUS is important from a scientific, a practical, and a political point of view. The first problems to be tackled will probably be the excessive pollution of the Baltic Sea and the complex environmental and ecological problems of heavily industrialized regions in Europe, both those which like Silesia are still productive, and those which are currently in serious decline, but searching for new opportunities.
19.
李兴 《北京教育学院学报》2007,21(1):1-5
亚欧区域在当今国际政治中具有举足轻重的地位。美国和俄罗斯都有自己渐趋完整的亚欧大战略。作为一个正在崛起的亚欧大陆国家,开展“战略”研究,高瞻远瞩,纵横捭阖,趋益避害,借势谋利,建构中国的亚欧大战略尤显必要和紧迫。 相似文献
20.
Peter Fischer‐Appelt 《Higher Education in Europe》1996,21(2-3):82-89
Between 1989 and 1992, the Council of Europe responded to the perceived need to assist eastern and central European countries to develop a legal basis for their higher education systems that would lead to a workable and equitable balance between state control and university autonomy and academic freedom. Thus the Legislative Reform Project of the Council of Europe got underway in the spring of 1992. The results so far have been very positive. In 1996, the Council on Higher Education and Research of the Council of Europe recommended the continuation of the Project, now known as a Programme, for another four‐year period and its extension to the sectors of science and technology. 相似文献