The participants put more emphasis on the removal of obstacles to existing forms of links between universities than on seeking new ways of inter‐university co‐operation.
Two papers were presented during the conference:
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“Necessity and evolution in the European Scientific Community” by Professor Zygmunt Rybicki, Rector of Warsaw University;
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“Difficulties in European Inter‐University Co‐Operation” by Professor Jean Tuscoz, President of Nice University.
The Bureau of CRE prepared a report “The Declaration of Helsinki and the Universities in Europe”, on which the information below is based, It gives an idea of the present state of development of relations between universities in Eastern and Western Europe. 相似文献
The following three subjects constituted the main points of discussion:
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the concept of relevance with respect to undergraduate and postgraduate courses;
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the role of manpower planning in relation to university admissions and curricula;
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the responsibility of universities for training the professions, for the needs of industry and public service.
We give below the main elements of papers presented during the Conference on these themes. (For CEPES participation in this meeting please see page 27 in this issue.) 相似文献
The Report of this Working Group is formed by three parts.
Chapter 2 explores the horizon of evaluation, and briefly summarizes evaluation mandate, focus and procedures in the light of quality and quality assurance, accreditation, responsibility, with particular reference to higher education.
Chapter 3 explores the ideas from a number of European evaluation models for higher education, and shows that their contents can be read in the frame of four fundamental “aspects” or “dimensions” of quality:
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–?Requirements, objectives
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–?Teaching, learning, assessment
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–?Learning resources
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–?Monitoring, analysis, improvement
Chapter 4 underlines that a Programme should be evaluated on the basis of its ability to put into effect a policy focusing—clearly and distinctly—on the external and internal efficacy of the learning process: specify worthwhile learning goals and enable most students to achieve the established objectives. The set of “aspects” examined in Chapter 3 is expanded into a minimum set of “factors”, that the Programme should address in a stable manner before it is submitted to an external evaluation.
In 1978 a new organization was created by the Council of Europe's Standing Conference on University Problems (CC‐PU) whose terms of reference are: “as a committee of experts under the authority of the new Council for Cultural Co‐operation (CDCC):
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to organize or encourage cooperation among European nations in the field of higher education and research;
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to propose activities to the CDCC for inclusion in the annual programme of activities;
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to promote relations among European universities and institutions
of higher education and research”.
The first meeting of CC‐PU was held from 20 to 21 December 1978 in Strasbourg. Professor Dominique Rivier, Rector of the University of Lausanne was elected as its Chairman and as its Vice‐chairman, Professor Paul Sabourin from the Cabinet du Ministre aux Universites (France).
The following information concerns issues discussed during the first meeting of the Conference; these were the Council's Cultural Co‐operation (CDCC) activities in promoting student mobility in the countries of the European Community3 and interrelations between employment and training. 相似文献
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research;
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problems facing the research community in Canada;
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the status of women in universities;
An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;
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the nature and level of university research;
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international aspects of university operations;
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graduate education;
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the future of the community of scholars;
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the evaluation of performance in the university;
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continuing education.
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada. 相似文献
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research
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problems facing the research community in Canada
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the status of women in universities
An important part of the conference was cax'ried out in the form of workshops which had the following themes:
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the problems of ahanging growth rates
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the nature and level of university research
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international aspects of university operations
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graduate education
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the future of the community of scholars
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the evaluation of performance in the university
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continuing education
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.
The traditional role of universities throughout the world has always been to:
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safeguard and preserve knowledge
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impart and disseminate knowledge
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expand the frontiers of knowledge
To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:
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to contribute to the cultural, social and economic development of society
The Conference concentrated on “The Prospects for the Universities after a Period of Expansion”. Besides Professor Wildenmann's report, two other basic reports were presented. They dealt with the following issues:
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"Maintaining the Vitality of the University in the Field of Finance” by Professor Jean Touscoz, Rector of the University of Nice,
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"Maintaining the Vitality of the University in Student Matters” by Mr. James Drever, Principal of the University of Dundee.
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Professor György Adam (Hungary), Rector of Budapest University;
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Professor Gunnar Adler‐Karlsson (Sweden), Roskilde University;
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Professor Hélène Ahrweiler (France), President of the University of Paris I;
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Professor Johan Galtung (Norway), Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik;
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Dr. Stefan Kwiatkowski (Poland), Deputy Director of the Institute of Science Policy and Higher Education in Warsaw;
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Professor Mircea Malita (Romania), Bucharest University,’ Counsellor to the President of the Socialist Republic of Romania;
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Professor Manfred Nast (GDR), Secretary to the Council of Higher Education Institutions of the German Democratic Republic;
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Professor James A. Perkins (USA), Chairman of the International Council for Educational Development (ICED);
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Professor Branko Pribicevic (Yugoslavia), Belgrade University;
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Professor Ludwig Raiser (FRG), President of the Standing Conference of Rectors and Vice‐chancellors of the European Universities (CRE);
Professor Yuri Zhdanov (USSR), Rector of Rostov University.
Also at the meeting were observers and representatives from the United Nations Development Programme (UNDP), Council of Europe, International Association of Universities (IAU), the European Cultural Foundation and Association des Universités Partiellement ou Entièrement de Langue Frangaise (AUPELF).
The meeting was opened by the Representative of the Director General of UNESCO, Mr. René Ochs, Director of the Division of Higher Education and of Training of Education Personnel.
H.E. Mrs. Suzana Gddea, Minister of Education and Learning of the Socialist Republic of Romania, addressed the meeting during the inaugural session on behalf of the Romanian Government.
We give below a summary of the discussions. This is not an official report of the meeting. (For further information on this meeting and its follow‐up see page 32 in this issue.) 相似文献
During the seminar at Warsaw, three papers were presented by the following speakers:
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Professor Janos Kovacs, Eötvös Lorand University, whose paper was devoted to environmental protection and to the role of universities in their capacity as research and educational institutions, especially in the natural sciences;
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Professor Franz Matcher, University of Salzburg, whose paper treated the legal aspects of environmental protection; and
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Professor Hélène Ahrweiler, University of Paris I, who dealt with the problem of the role of the university in the life of older people who come to study at the university.
The following information was extracted from the first two above‐mentioned papers, which were devoted to these problems and the role of universities in the protection of the environment. 相似文献
The work of the conference was carried out in plenary and working party sessions. In the sessions of the working parties, each group discussed one of the above‐listed conference issues. During the plenary sessions the following addresses were presented:
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the opening address on the present problems of higher education and their implications for its situation in the 1980s, by Lord Briggs, Worcester College, Oxford;
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On “The many faces of academic coordination”, by Professor Burton R. Clark, Director of the Higher Education Research Group, Yale University;
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“Evaluating recurrent education reform or reforming recurrent evaluation in higher education?” by Professor Urban Dahllof from University of Upsala; and
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a summary of the work of the conference by Lord Vaizey,. Brunel University
The conference identified a number of problems, e.g. demographic changes affecting potential student populations in the 1980s, changes in the structure and content of university level education (mainly in the context of higher education systems in the developed countries. We present below the views expressed at the conference, concentrating on those given during the plenary sessions. 相似文献
‐ facilitating student learning;
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educational technology;
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improving teacher performance;
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assessing teaching effectiveness.
We give below information on some of the issues covered during this conference. (For information on CEPES participation at this meeting see page 31 in this issue.) 相似文献
The real problems are: the exercise of this right and the extent to which it can be seen to be a reality in different types of society; the international consequences of inequalities and differences in stages of development between countries in these matters.
Higher education is not a universal right and cannot be so in the foreseeable future, in many countries. An increasingly large proportion of the relevant age group already considers it “normal” to enter higher education and the time may well come when everyone will be expected to receive some post‐secondary education. Pressure may then be exerted to seek the transformation of this “normal” situation into a legal norm so that the right to education will then come to be interpreted as a right to higher education or post‐secondary education. Although this is not yet the case it may be wise to try to foresee the consequences of such an evolution both for the educational system and for society.
In this context the Vth Seminar of the International Association of Universities (IAU) which was held from 29 May to 2 June 1978 in Halle (GDR) concentrated its discussion on the following topics:
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the right to education for professional employment and the right to education for its own sake; the consequences for access to higher education;
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the specific role of the university in the exercise of the right to education;
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international aspects of access to higher education.
We present below an edited version of the Seminar's aide‐mémoire on its discussion. 相似文献
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
Discussions in the Seminar concentrated on the following themes:
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the structure of university teaching and research; their essential characteristics and innovations;
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the university and other forms of higher education; integrated and diversified systems.
Below we present some of the ideas discussed in the Seminar. 相似文献
subject oriented studies in a university,
recruitment by means of a state competitive examination which may be prepared in a university,
professional training in a training centre, including both subject oriented studies and practice periods in classrooms.
Preschool and primary teacher training includes two years at a university to obtain the required degree for competition and then two years in a college of education. Secondary level teacher training includes more years at a university as the level of competition is high. It takes at least three years to become a graduate, four years in the other case. But the preparation of the competition in itself requires more time for most people. When admitted to the competitive examination, the teacher has one year in a training centre.
This paper will present:
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the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);
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the difference and convergence of thinking about practical studies at the two levels: the main principle seems to be that pedagogical and practice studies make up for a lack of theoretical knowledge, but that, consequently, they are not considered really useful for those who do have theoretical knowledge;
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the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,
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an innovative approach to this problem by means of a case study which put into practice the hypothesis brought out in the research I have led at the INRP about primary school teacher training.
The organisational models and the place given to practice periods in the whole teacher education raise the problem of what is a professional teacher training and what is its aim. 相似文献
The committee has recently presented its findings, which concentrate on the following issues:
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the distribution of higher education places between the regions of Finland;
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the regional effects of a unit of higher education;
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the regional distribution of the higher education system and the administrative decisions concerning regional development;
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principles informing the regional expansion of the higher education system;
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resources for the regional expansion of the higher education system.
The below information gives the main elements of the committee's report. 相似文献
A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.
Some findings that emerged were:
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(a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.
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(b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.
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(c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.
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(d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.
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(e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.
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The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.
Three courses are provided:
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1. Electrical Measurements and Characteristics of Analogue and Digital Circuits.
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2. Electrical Measurements and Characteristics of Advanced Analogue Circuits
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3. Design and Experiment
Material is included on teachers' anticipations prior to being video‐recorded, and on their reactions after the session, which include their comments on personal presentation, on the anxiety of the experience and on their teaching.
The findings indicate that:
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first reactions to viewing the playback often include comment upon aspects of personal presentation (appearance, voice)
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relatively little comment is made about their teaching as such'(teachers may need a ‘language’ for describing and evaluating their teaching)
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steps need to be taken by staff developers to act supportively to reduce anxieties
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the recordings were thought by participating teachers to represent typical samples of their teaching.
Some 471 students of the teachers involved in the project completed a brief questionnaire and the largest single response supports the teachers' view that the recording was typical. 相似文献