共查询到20条相似文献，搜索用时 15 毫秒
1.
Olof G. Tandberg 《Higher Education in Europe》1995,20(4):57-64
In common with the Academies of Science of the other European countries, the Romanian Academy traces its origins back to a local scholarly society founded in 1795 in Sibiu to promote the study of the Romanian Language and of Romanian history. Such origins were as much influenced by Herder's stress on the importance of local culture as by Liebnitz's urging that all the great rulers of Europe create academies of science to be in the service of the state. In common with the Academies in the other eastern and central European countries, the Romanian Academy suffered under communism but was re‐established with a new lease on life after the collapse of the communist regime. The oldest international non‐governmental organization committed to international scientific co‐operation is the International Council of Scientific Unions (ICSU) that was created in 1931. Its Standing Committee on the Free Circulation of Scientists (SCFCS), created in 1963, contributed to liberalizing science in the communist countries and in bringing about the rebirth of the Academies in eastern and central Europe after the collapse of communism. The Romanian Academy was a founding member of ICSU. 相似文献
2.
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
3.
本文介绍了法国现行高等教育学制及近期的文凭和学位制度改革,说明其改革背景.为提高国际竞争力和科技创新能力,欧盟国家采取了一系列措施,包括加强成员国高等教育领域的合作与交流,建立欧洲高等教育"共同圈".法国作为欧盟的轴心国,积极主张协调统一欧盟高等教育学制,并于2005年秋季在大学开始全面实施新的欧洲高等教育学制.本文还就中法两国高等教育学历和文凭的互认进行比较. 相似文献
4.
Andrei Marga 《Higher Education in Europe》1999,24(1):131-139
Romanian Minister of National Education since December 1997, the author, a distinguished professor of philosophy assumed his post with a mandate and the determination to bring about a massive reform of Romanian education at all levels in order to bring it into line with state‐of‐the‐art western European practice. What follows is a comprehensive report on the elaboration of the reform plan and its unfolding as of the summer of 1998.
5.
苏东剧变后,哈萨克斯坦共产党得以重建,在其后的发展中哈共产生了两次组织分化。从2002年开始到2007年底,哈萨克斯坦共产主义运动陷入低潮。在金融危机背景下,哈萨克斯坦共产主义运动出现新的转机,但在危机状态下由于多种因素共同作用,哈共运依然呈现出不确定性。 相似文献
6.
《欧洲高等教育体系现代化议程》充分体现了欧盟关注高等教育与经济增长的关系,也体现了欧盟高教改革新战略经济思维至上的理念。其最终目标是提高欧洲高等教育毕业生的质量和数量,最大限度地发挥高等教育对经济增长和就业的关键作用,以帮助欧洲走出当前的欧债危机和经济困境,应对欧盟经济的未来挑战。 相似文献
7.
Ana‐Cristina Popescu 《Journal of educational administration and history》2010,42(3):315-336
Following the fall of the Iron Curtain in December 1989, the Romanian system of education has started a deep process of reconstruction that asked for a comprehensive package of reforms among which decentralisation. Broadly the paper aims to make a contribution to the emerging knowledge base about the realities of restructuring of post‐communist education systems and the impact that governance through markets is having on public services. The paper focuses on presenting and discussing the attempts to decentralise pre‐higher education in Romania in considering the role of the state and governance in the provision of public services and the introduction of market mechanisms in education. The decentralisation of education has been proposed by the then Minister of Education Andrei Marga. Although decentralisation in pre‐higher education has been piloted for three academic years and the policy documents that introduced it have been permanently amended and updated, more than a decade later, this reform has not reached its aims mainly due to the various changes on the political scene. However, provided that no major amendments will be made to the Laws of National Education (2009), decentralisation in pre‐higher education will be a reality from 2010–11. 相似文献
8.
Romania is reforming its Technical and Vocational Education and Training (TVET) system and introducing a National Qualifications Framework (NQF) and a National Quality Assurance Framework (NQAF) to create a new and comprehensive national quality assurance system for qualifications. These reforms have their origins in the social and economic restructuring which followed the fall of Communism, preparation for membership in the European Union, and developments in the field of education and training related to the Lisbon agenda. This article explains the background to the reforms and explores the purposes and scope of the NQF and the NQAF and the relationship between them. It argues that the way that the reforms are being undertaken should ensure that the NQF is developed in harmony with the NQAF and that, as a result, the NQF will be strongly supported by policies and processes which will secure the quality of the provision which it contains. The article looks at the way that the Romanian institutional structure is being used to implement the key functions and processes of the two frameworks and draws out some of the key issues which face the reformed Romanian system. 相似文献
9.
Gary M. Grossman Pinar E. Onkol Margaret Sands 《International Journal of Educational Development》2007
Educational development is one way through which Turkey enhances progress towards its social goals and prepares itself for European Union membership. A major effort to upgrade the Turkish educational system was made through a multi-phased comprehensive reform of the sector introduced during the 1990s. One part of this reform, perhaps most crucial to the long-term effectiveness of other developments in education, was a transformation of the approach to teacher education. This paper utilizes recently conducted research to assess the nature and extent of that reform as well as identifying the factors which enhanced its effectiveness. 相似文献
10.
Sorin Zaharia 《Higher Education in Europe》2002,27(3):301-311
The author of this article, who took part in a PHARE-sponsored project (RO 9601) aimed at the restructuring of the administration of higher education in Romania, at system and institutional levels, describes some of the key elements of the administrative process that have been developed in the European Union countries and that are being adapted to the Romanian situation. These include the legal framework of higher education administration, the structure of the system as a whole, the awards structure, and the organization of academic governance at institutional level. Also examined are the linkages between universities and social and economic development and the financing of higher education. The Western countries of reference for this project were France, Germany, the Netherlands, and the United Kingdom. 相似文献
11.
Niculae Constantinescu 《Higher Education in Europe》1995,20(4):50-51
Although the Romanian Academy, as it had evolved through 1948, was dismantled by the communist government of the country, scientists in such fields as mathematics, physics, chemistry, technology, geology, medicine, and biology continued to be able to do outstanding work. It was only after 1969 that the Ceau?escu regime extended the work of destruction to these disciplines too. One of the first acts of the new government which came into power as a result of the Romanian Revolution of December 1989 was to call for the rebuilding of the Romanian Academy. 相似文献
12.
Juris Dzelme 《Higher Education in Europe》1995,20(1-2):43-49
This report considers ways in which the Republic of Latvia and other developing countries can evaluate the situations in which they find themselves and then act to obtain the greatest benefit from the development of higher education, science, and research. For fifty years higher education, science, and research in Latvia were separated from their equivalents in western countries. In addition in Latvia higher education was isolated from industry as well as from science and research. Now the reform of higher education, science, and research must be given a legislative basis. As Latvia would like to join the European Union, it should base its regulations concerning higher education, science, and research on those of the European Union. The necessary legislation must provide possibilities and mechanisms for the co‐ordination of the interests of the whole society and the interests of the academic community 相似文献
13.
欧阳侃 《江西师范大学学报(哲学社会科学版)》2008,41(3):122-127
江西高等教育从1902年创办江西大学堂至今已有百余年历史。本文概述了江西高等教育发展的历史变革和发展过程,根据作者的亲身经历,对影响江西高等教育发展的一些重大事件,如学习苏联和院系调整,教育大革命和《高校六十条》,江西共大和“两种教育制度”,“文革”时期的教育革命,恢复高考和高校改革,高校扩招和跨越式发展等进行了回顾和反思。 相似文献
14.
VINCENT MC BRIDE 《European Journal of Education》2005,40(3):315-321
This article presents and discusses a perspective on the implications of the Lisbon Process for education and training in a selected group of partner countries of the European Union — the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, The Former Yugoslav Republic of Macedonia, Serbia and Montenegro). It presents the reflections of a member of staff of the European Training Foundation responsible for managing the six country regional project underway since 2003 on developing strategies for national qualification frameworks. The reflection aims to assess the potential contributions of a major strategy of the European Union on the reform processes underway in the social and economic transitions in the Western Balkans. It draws on the broader experience of the Foundation in supporting reforms in vocational education and training systems. Qualification reform is taken as an illustrative example of the use, relevance and constraints of EU ‘processes’ in accompanying education and training reform. Although the Copenhagen process partially provides a broad structure and there is a shared history between the countries of the region, each country is sufficiently different in its local contexts to suggest that the manner and pace of adoption will diverge. The emphasis on further development to suit local circumstances essentially gives partner countries an approach or set of tools with which they can shape and form their own initiatives with some confidence that the result will be in line with general European trends. 相似文献
15.
《Chinese Education & Society》2013,46(1-2):58-64
In the past twenty years, a reform movement to modernize high school and elementary school education has developed widely in some European and American countries. A corresponding reform has been carried out in physics teaching. The tendencies in the United States, France, and the Soviet Union are briefly described here for reference. 相似文献
16.
PETER SCOTT 《Higher Education in Europe》2003,28(3):295-306
With the ongoing Bologna Process in mind, the author analyzes the effects of globalization on the academic world. In so doing, he traces the origins of globalization, arguing that it is not as new a phenomenon as one might think. He then analyzes the interactions of academic work and globalization and of academic values and globalization. Focusing on Central and Eastern Europe, the author proposes that the negative effects of the communist period on higher education in the region have stimulated a greater awareness of the fragility of traditional academic values than may be the case elsewhere, and a heightened desire to protect them. At the same time, the experience of communism (and now of transition) seems to have imparted great flexibility and pragmatism to higher education in the region as it responds to the challenges of globalization. Still, globalization is highly challenging to European higher education, East and West. 相似文献
17.
蒋经国早年的思想是如何发展的 ?为什么会从革命转为反共 ?笔者认为 ,少年时期的蒋经国已具有叛逆和反抗思想 ,留苏 1 2年 ,他对共产主义理想和苏联社会主义的建设有了更深的理解 ,并加入了共产党。由于受阶级属性的限定及其他种种原因 ,注定他不可能永远革命 ,他最终向中国共产党和进步人士举起了血腥的屠刀 ,从而成为一名反共分子。 相似文献
18.
Well before the full independence of Latvia and the dissolution of the Soviet Union, Latvia had begun to profoundly reform its national science system. Key events in the process were the foundation of the Latvian Union of Scientists in 1988 and the Latvian Council of Science in 1990. The next step was the radical reform of the Latvian Academy of Sciences such that it became an independent body of the classical academy type. By 1992, the Academy had adopted a new Charter and new Statutes. At the same time, the institutes which had been subordinated to the Academy became independent. In fact, many of the powers of the old Soviet‐style academy were assumed by the Council of Science and the Department of Science and Higher Education which was created within the Ministry of Education. The overall aim was to pattern Latvian science policy and its institutions on western European models. 相似文献
19.
赫鲁晓夫在作为苏联最高领导人期间,做出了一系列政策调整,这包括他在苏共二十大上的秘密报告、国内政治经济改革、对外战略上的“三和路线”等。这些政策调整产生了重要的后果,无论是对当时整个世界局势、中苏关系还是整个国际共产主义运动都具有深远的影响。这使赫鲁晓夫也成为一位富有争议性的人物。如何看待这些政策调整直接关系到对赫鲁晓夫本人的历史评价。 相似文献