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从俄罗斯第一所非国立高等学校的诞生到20余年后的今天,俄罗斯非国立高等教育得到了迅速发展,现已经成为俄罗斯高等教育的重要组成部分,并在俄罗斯社会转型过程中发挥了重要作用。俄罗斯非国立高等教育具有如下特征:学校数量剧增但分布不均;学生总数庞大但全日制学生比重不高;师资队伍层次较高但很不稳定;专业设置以转型期急需专业人才培养为主但面临国立高校巨大的竞争等。 相似文献
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潘默迪 《中国科教创新导刊》2013,(17):132-132
金融专业人才培养的质量,尤其是高等教育本科层次的人才培养模式影响着整个金融业发展的动力和未来。本文立足高等教育本科层次,分析我国高等教育中金融人才的培养模式,剖析存在的缺陷和不足,通过对比国外先进国家的培养经验,尝试提出完善金融专业人才培养模式的建议和措施。 相似文献
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人才培养是高等教育的功能之一,培养用人单位满意的合格人才是教育工作者的责任,山东药品食品职业学院始终把职业道德品质的培养贯穿在人才培养过程中,努力培养学生使其成为具备“为人诚实、做事踏实、基础扎实、能力强实、作风务实”五实品格的医药专业人才。 相似文献
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翁杨 《湖南师范大学教育科学学报》2015,(2):124-128
新媒体技术的发展和媒介融合的新趋势对专业人才提出了新的要求,专业人才培养的传统目标和模式因此受到了挑战。媒介融合背景下,专业人才应具备怎样的知识结构与之相适应,专业人才的培养目标和培养模式需要作出怎样的调整,是当前高等教育面临的一个新课题。学术界对此存在较大分歧,对这些分歧的原因、性质及其可能产生的影响,进行深入地分析和探讨,对高等教育人才培养的未来走向具有十分重要的意义。 相似文献
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何雪莲 《大学.研究与评价》2006,(12)
在中东欧转轨国家中,波兰最为引人注目。转轨以后,波兰高等教育迎来了前所未有的兴盛时期,主要体现为私立高等教育的飞速发展以及公立高等教育机构中自费生的剧增。本文简要介绍了波兰私立高等教育的机构数量和招生人数、形式结构、类型结构、科类机构、层次结构、性别结构和地区结构,以期对波兰私立高等教育的现状有一基本认识。 相似文献
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随着经济的发展,社会对同时具备商务专业知识和较强英语应用能力人才的需求剧增,对商务专业人才培养规格的要求也越来越高,而在高职商务英语教学中,单一的英语课堂已不能满足商务英语专业建设的要求.校外实训基地作为商务英语实践教学的重要栽体,在专业人才培养方面发挥了极大的促进作用. 相似文献
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本文在论证高等教育本质属性的基础上提出:现代高等教育从本质上讲是专业教育,专业是实施素质教育的基石和载体。素质教育作为一种教育理念,规定了高等教育培养高素质专业人才的目标。素质教育作为一种要求,要体现在高等教育的全过程之中。以专业为载体的素质教育,强调在培养目标的框架下通过课堂内外教育的有机整合来培养高素质专业人才。具体而言,课内以培养学生的专业素质为主,有意识地兼及培养学生的综合素质;而课外则是在专业人才培养目标的规约下培养学生的综合素质。 相似文献
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Teshome Yizengaw 《Higher Education Quarterly》2007,61(2):171-196
Higher education participation in Ethiopia is very low (about 1.5 per cent) and is the major source of the critical shortage of educated and skilled human resource. The higher education system in Ethiopia is moving away from exclusive and dismally low enrolments towards increasing participation. To expand access, to redress inequitable subsidies by taxpayers to a small proportion of the age cohort and to diversify revenue the introduction of cost sharing is necessitated to supplement public finance. Cost sharing serves as an alternative non‐governmental source supplementing revenue opening more opportunities and making students responsible citizens and customers. It also has a profound effect on improving the management and academic efficiency of the higher education institutions. In the expanding system, covering the full tuition and food and room cost for a small proportion of the age cohort from the taxpayers’ money is inappropriate and inequitable distribution of resources. A significant number of students are enrolled in fee‐paying programs in public and private institutions. A modified model of the Australian type Graduate Tax, as a more attractive, simple and manageable scheme is adopted in the Ethiopian higher education landscape. The scheme is expected to ensure equitable access to students of any background, as there is no need to stipulate income of parents to arrive at the repayment amounts. Immediate removal of all subsidies to food and room, calculating appropriate tuition fees and costs, provision of every citizen a tax identification number (TIN) and decentralization and strengthening the tax collection and information system are essential for successful implementation of cost sharing in Ethiopia. These improvements enhance the confidence of both public and university community and improves cost recovery. 相似文献
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This paper aims to analyze the first-year withdrawal of students that enrolled in college in 2011 and 2016 – the years that followed major changes on Programa de Financiamento Estudantil (Student Financing Fund - FIES) – and that received funding. Data from the 2011 and 2016 Higher Education Census and from the National Fund for Educational Development (FNDE) database of students are used. The Logit and Logit Multinomial methods are employed. Age has opposite effects in each of the years: while in 2011 older students withdrew less often, in 2016 they began to withdraw more often from their programs. In addition, when analyzing the result of the Logit, what is found is that students who entered college in 2016 both dropped out and stopped out of the programs more often. These changes may be a result of a crisis on higher education. 相似文献
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Khalid Arar Ruth Abramovitz Hanna Bar-Yishay Neta Notzer 《Journal of Further & Higher Education》2017,41(5):642-656
Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs. 相似文献
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在英国,是否被高校录取,往往以学生通过各种类型的学习和考核所获得的资格证书为依据。英国有各种各样的资格证书考试和很多的考试机构,而通过某些资格考试或水平考试就是考生进入高校的敲门砖。另外,英国还有高校招生服务中心来联系高校和考生,并处理一些招生事务。在录取的程序中,考生需要按高校的要求提出申请,高校根据考生的情况确定无条件录取还是有条件录取。它们对我国的启示主要表现在以下三个方面:重视资格证书和水平考试;有专门招生服务机构;高校拥有招生自主权。 相似文献
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This paper explores student mobility among Irish higher education students. It specifically focuses on the profile of ‘stayers’, that is, students who have no plans to study abroad, thus addressing an underexplored topic in existing literature on student mobility. The article aims to identify factors that impact on students’ decisions not to pursue study abroad. Drawing on a national survey of students, Eurostudent V, the findings demonstrate that immobility is predicted by mother’s level of education and family income, showing the salience of socio-economic factors. Age and language proficiency are also visible factors, with the main obstacles to mobility being finances, language barriers and not wanting to separate from family and friends. Trends are also visible in the education institution a student is enrolled in, with those in institutes of technology more likely to be immobile than those in universities. 相似文献
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高汾 《长江工程职业技术学院学报》2021,38(1):34-37
高职院校生源趋于多样化,对不同群体高职学生的大学目标设置进行了差异分析,研究结果表明:贫困生更愿意通过自己的努力来提升自己,非贫困生情感获得方面更有信心;对口单招和提前招生的学生更愿意在大学期间培养自己的兴趣爱好,普高的学生希望把自己的精力更多的投入到学习中去;男生更关注在大学学习的过程中获得能力的提升,女生则更希望取得优异的成绩但是忽略了社会交往。高职院校应重点打造情感融入校园文化、建立贫困生学习共同体、注重分类育人方式、实施素质能力提升。 相似文献
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对当前人才市场中高职学生就业需求增加的原因进行了详细的阐述和分析，提出目前高职学生就业趋势与企业分工越来越细，岗位需求越来越清晰，企业引进人才的积极性和主动性提高，企业用人成本降低的关系。 相似文献
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刘太甫 《黄冈职业技术学院学报》2014,(5):32-34
为了提升高职学生综合素质、增强其综合能力,应当发挥自考本科的优势,为高职学生提供更广阔的学习和发展空间,使之成为高素质的复合型人才。自考本科对提升高职学生综合素质的优势主要体现在四个方面：自考本科专业的自主选择,有利于增强学生的自主学习能力;自考本科学习方式的灵活多样,有利于提高学生的学习兴趣;自考本科双学历课程的攻读,有利于造就优秀的职业素质;参加学习自考本科的全过程,有利于培养学生独立学习的能力和毅力。 相似文献
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高职校园文化与现代职业教育体系下高职公共基础课程关系密切,高职公共基础课程教师在教学过程中对学生综合职业素质的形成具有导向作用。把校园文化与公共基础课程进行有效衔接,能够为高职院校学生搭建成长的平台,体现以学生为本,强化学生的自我管理、自我教育、自我服务,提高学生的综合素质,为学生未来的职业活动提升个人素养,将学生培养成为全面发展的高素质的具有文化基础的高端技能型人才。 相似文献
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宋昌荣 《黄冈职业技术学院学报》2010,12(3):69-71,80
辅导员工作是高职院校一项极其重要的工作,它直接关系到学生成长、发展的质量与速度。做好辅导员工作,让每个学生都健康快乐地成长,是辅导员的共同目标。情感教育要贯穿辅导员工作中的始终,特别是对于一些自尊心特别强,很容易受伤害的学生,更加要注意教育方式,在和他们进行沟通的时候,要有真情实感,以理服人、以情感人,以取得良好的工作效果。 相似文献