‐ facilitating student learning;

• educational technology;

• improving teacher performance;

• 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 following three subjects constituted the main points of discussion:

• the concept of relevance with respect to undergraduate and postgraduate courses;

• the role of manpower planning in relation to university admissions and curricula;

• 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 committee has recently presented its findings, which concentrate on the following issues:

• the distribution of higher education places between the regions of Finland;

• the regional effects of a unit of higher education;

• the regional distribution of the higher education system and the administrative decisions concerning regional development;

• principles informing the regional expansion of the higher education system;

• 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   

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:

1. first reactions to viewing the playback often include comment upon aspects of personal presentation (appearance, voice)

2. relatively little comment is made about their teaching as such'(teachers may need a ‘language’ for describing and evaluating their teaching)

3. steps need to be taken by staff developers to act supportively to reduce anxieties

4. 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   

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:

• the right to education for professional employment and the right to education for its own sake; the consequences for access to higher education;

• the specific role of the university in the exercise of the right to education;

• 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 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:

• “Necessity and evolution in the European Scientific Community” by Professor Zygmunt Rybicki, Rector of Warsaw University;

• “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   

First it was noted that three‐quarters of the teachers had in the past had some in‐service training. It consisted of self‐training, done especially by reading and fairly short courses, bearing essentially on knowledge of the main subject and on the methods and techniques of teaching.

More than two‐thirds of the sample knew about academic plans of training, though in most Académies it was the first year of their existence. Half of them enrolled for at least one of the proposed courses and 60% of these candidates were accepted.

After multidimensional analysis of the expectations of contents, five concepts of training can be identified:

1. a traditional concept of didactic training, centred on the contents and methods of teaching, is widely shared by all the teachers;

2. a concept based on the ‘modern’ contribution of didactics, the pupil‐teacher relation and collaboration inside the institution;

3. a concept centred on pupils’ knowledge, external collaboration and innovation, (like the preceding one, this concept is shared above all by women, the young, vocational and general subjects teachers in the LEP);

4. a concept centred on interests not directly linked to classroom activities but related to teaching. It is especially held by vocational teachers in the LEP.

5. a concept centred on personal interests not directly linked to the teaching profession, especially held by men, the young, LEP teachers, auxiliary teachers and LEP teachers in technological teaching.

Teachers in the classical and modern upper secondary level and even more so the agrégé teachers are the ones who share the least in these concepts, except for the first one.  相似文献   

• the Education Law of 1970 integrates the training of primary teachers with the first cycle of university education;

• the University Reform Law of 1983 sets in place a new structure for the universities, organised around Departments which are seen as teaching, as much as research, units.

Certain concerns emerge when a more prospective view is taken. These include youth unemployment and the persistence of the economic crisis, the imbalance between the length of compulsory schooling and the accepted right to work, the failure to adapt training programmes to educational needs.

These concerns all point to a need for further changes in the education system and also in the training of teachers.  相似文献   

• “Reflections on the Problem of Student Mobility in Europe” by Professor Dr. Hansgerd Schulte, President of the German Academic Exchange Service, Bonn

• “Reflections on Problems of Student Mobility from the Third World” by Professor Dr. Gerhard Grohs, Berlin

• “Mobility of Students and Mutual Recognition of Diplomas in the European Community” by Karl H. Massoth, Head of Division, Directorate‐General for Research, Science and Education, Commission of the European Communities, Brussels

Information on UNESCO's involvement with the subject of the Conference and on the objectives and activities of the UNESCO European Centre for Higher Education was given by its Director (see page 30).

We give below the main elements of the three above‐mentioned papers.  相似文献   

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):

• to organize or encourage cooperation among European nations in the field of higher education and research;

• to propose activities to the CDCC for inclusion in the annual programme of activities;

• 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   

A consecutive approach to training implies that a student spends a part of the training period in an educational institution and a part in a practical situation (i.e. on teaching practice). However, the consecutive system presents considerable problems in respect both of organisation and of the psychology of learning. Organisationally, there is the question of sequence to be faced, if the elements of theory and practice are to be brought together.

On the basis of a study of the literature of other forms of professional training, the following suggestions are made:

1. students’ activities in the school must re‐inforce their learning and be integrated with their work in the training institution;

2. their educational studies must support the acquisition of the competences needed by the teacher at the outset of his/her professional career;

3. attention must be paid to the learning needs and the potential of each student.

The article describes how a teacher training programme may follow these guidelines, leading to a ‘concurrent’ set of cycles bringing together elements of theory, practice and reflection upon practice, and in which a student may alternate between the academic institution and school practice.

After giving an overview of possible models of training the author focuses upon a specific example and provides a model of the institution‐practice link. What is important is that the learning style of the student be taken into account. Each student selects from four alternative programmes, namely: instructional variants, reflection variants, selfstudy variants, and practice variants. The contents of these four programmes are explained, and the learning outcomes of students from these differentiated programmes compared with those of students from undifferentiated, ‘normal’ programs. In summary, it is claimed that in the research project described there are positive indications for a theory‐practice link which gives students a choice of approaches and a better integration of their learning into the practical classroom situation.  相似文献   

• (i) Boys performed better than girls on Paper I questions.

• (ii) For the compulsory questions on both papers boys did significantly better than the girls on the following topics – mensuration, statistics, arithmetic, geometry and probability while the girls out-performed the boys on algebra and graphs.

• (iii) Boys also surpassed girls on the compulsory questions which tested spatial ability.

• (iv) In Paper II, section B, girls showed a marked preference for questions on algebra and graphs, and vectors in two dimensions while the boys' only marked preference was the question on mensuration.

The pupils' grades in Mathematics were also compared with those of the other subjects they took in the English medium examination and it was found that grades in Physics, Science (Chemistry, Physics) and Metalwork – the so called Mathematics-related subjects – did not correlate to the same degree for the two sexes.

The Mathematics results of the Singapore candidature in ‘O’ level Mathematics examination revealed that on the whole boys performed better than girls.  相似文献