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1.
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2.
This article examines the modularisation movement in higher education in the light of a comparative study of recent experience at the universities of Ghana and Bristol. Particular attention is given to an identification of motivating factors, both internal and external, and to an analysis of similarities and differences in the implementation of the modularisation process. The analysis focuses primarily upon perspectives articulated by government and administrators in the modularisation debate; but points to the need for further studies that more directly document the nature of the academic response.  相似文献   

3.
Abstract

With the future shape of Britain's post‐16 education and training still undecided policy makers are increasingly looking abroad for new models to follow. The educational debate has become internationalized. As in the late 19th century it is the pressure of economic competition from Europe which has galvanized British interest in the relative ‘success’ of training in countries such as France and Germany.

This paper examines the current use and misuse of comparative examples in British debates over reform. It analyses the systems of vocational education and training (VET) in France, Germany, and Sweden and assesses what lessons, if any, we can draw from them for the reform of British VET.  相似文献   

4.
The contrasts between the regulated German and unregulated British approaches to young adult transitions have been the subject of the authors' previous Anglo-German Foundation studies, published as Youth and Work: transitions to employment (1991) and Becoming Adults in England and Germany (1994). The 'reunification' of Germany from 1990 has involved economic and political transformations whose effects will shape the future development of Germany and its place in the Union for years to come. This new study focuses on directions young people in the new Lander have taken in order to navigate through new education, training and employment structures and on new transition behaviours into and out of employment with regard to career outcomes. Far from 'catching up' with the rest of Germany, the erosion of the Dual System in the East may portend the future for the Lander of Western Germany. The issues raised have considerable resonances with the problems and contradictions which have beset British education and training policy in the 1980s and 1990s.  相似文献   

5.
Abstract

In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI).  相似文献   

6.
One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.  相似文献   

7.
德国教育系统一直是支撑国家创新的重要引擎,但21世纪以来,德国在人才培养特别是在科技人力资源开发上面临诸多挑战。本文试从德国当前的教育赤字对国家创新能力的影响、科技人力资源总量、层次和结构以及人才流动性问题对德国科技人力资源开发所形成的挑战等方面进行探讨,着重介绍德国应对挑战的几项重大行动计划,以期对我国工程教育提供有益的启示。  相似文献   

8.
Summary

The technical training and education of the young is now a major focus of Government concern. A number of European systems (particularly the West German) have been examined by bodies acting on behalf of, or at the behest of, the Government. One of the most interesting methods of industrial training in West Germany is the meistersystem. The meisteror industrial tutor (a position enshrined in German statute and practice) is a senior craftsman responsible throughout German industry for a considerable amount of the regulation of technical training of young skilled workers. The meistersystem might prove to be one ‘model’ for British industrial training and as such the role of the meisteris worthy of sociological consideration. The paper presents an outline of who the meisteris, what he or she does; and some sociological considerations on the historical development and contemporary function of the meisterare put forward. Finally, a brief conclusion on the applicability of the meistersystem to Britain is advanced.  相似文献   

9.
There are no provisions for routine evaluations or rankings of the universities in the Federal Republic of Germany. Consequently, it has become a matter of magazines to carry out inquiries into the opinions of students and faculty members in order to assess the quality of education at German universities. One of the first studies of this type was carried out by one of Germany's most respected magazines, Der Spiegel. The results of this study, particularly the questionnaires and validity of the given response categories, were subject to vehement criticism. In this context the exploratory study described in this chapter was conceived. Students and faculty were asked to give their personal and individual views about the academic system at their given universities. In order to guarantee the subjectivity of each individual's frame of reference, the responses of students and faculty were recorded, analyzed, and compared by means of computer-assisted content analysis. The results will be used to validate quantitative instruments of inquiry and to formulate proposals for their improvement.  相似文献   

10.
Narrative studies with migrant teachers offer new perspectives on local educational practices and policies. As part of a study investigating German migrant teachers’ experiences in Australian language classes, this paper uses narratives to evaluate present language education strategies in Germany and Australia. It examines the provision and uptake of foreign languages as a subject area in the two countries and compares existing educational goals and arrangements regarding language education in Germany and Australia. The German migrant teachers’ accounts illustrate how current school policies and the value placed on language proficiency and multilingualism in the two countries’ education are impacting on learning and teaching in the language classroom. The findings have significant potential to inform and stimulate the evaluation of recent national initiatives in language education in Australia.  相似文献   

11.
本文通过对德国职业教育质量保障体系、质量管理过程和方法以及师资培训方面的介绍,阐述了德国职业教育对我国高职教育的启示．  相似文献   

12.
叶隽 《教育学报》2006,2(5):90-96
本文追溯“德国文学”作为一个学科的形成,以北大德国文学系的建立为个案研究对象,考镜源流,尽可能复原当时在蔡元培改革北大的背景下,德国文学系作为一个新建学科的过程,并由此探讨其在中国现代学术史上的意义。  相似文献   

13.
This article presents findings from a study of teachers' development conducted in a large English 'comprehensive' school during a period of intense educational reform. In particular, it considers the ways in which experienced teachers contributed to and claimed benefit from a new national system of school-based initial teacher training (ITT). In addition to outlining the professional development possibilities for experienced teachers involved in school-based ITT, the article highlights a range of factors that appeared to constrain this development. By drawing on the English experience, the paper considers the implications of recent Danish policy related to school-focused teacher education, both in terms of the potential benefits for experienced teachers from involvement in such training, as well as more generally in terms of the quality and appropriateness of such forms of teacher preparation.  相似文献   

14.

A number of recent articles in this journal, and two responses in the form of 'Points for Debate', have considered whether academics need training to support their teaching roles. This debate has been undertaken largely in the absence of evidence of the impact of training. This paper reports findings from the first stage of a study of the impact of initial training of university teachers in universities in the UK. Data from 72 teachers showed significant improvements in scores on three of the six scales of the Student Evaluation of Educational Quality (SEEQ) questionnaire after one semester of two- and three-semester long training programmes. Interpretation of this positive finding is complicated by problems with the self-selection of teachers, poor response rates and the difficulty of distinguishing the effects of training from the effects of experience of teaching. Improvements in the research design, implemented in a subsequent study, are outlined.  相似文献   

15.
《欧洲教育》2013,45(2-3):126-132
This development program for higher and teacher education in Northrhine-Westphalia can be seen as complementing the preceding article on teacher training in West Germany. Trends and aims discussed by Dr. Führ (1968) in the broad context of the national scene appear as concrete policy designs in this up-to-date plan (July 1970) for one state of the Federal Republic, Northrhine-Westphalia. This is the largest and most populous (17 million) of the German Lander and reflects-politically, socially, and economically—the mainstream of West German life. Therefore, developments in this Land may be taken as indicators of national trends. In fact, several other Länder are about to introduce teacher training reforms very similar to those of Northrhine-Westphalia.  相似文献   

16.
Germany has a “dual system” of initial vocational education and training, one that other countries admire and would like to adopt. Can it hand this model over to them? This article argues that doing so will require far more than a simple process of copying. Instead, any transfer must reflect the existing conditions in the country adopting the system, and must be adapted to its unique social, cultural, and economic objectives. In addition, though the dual system can serve as a model, no other country can implement the dual system as a whole, or components one by one. Instead, it must use five constitutive elements in order to transfer the dual spirit of the German model appropriately. The article ends by describing some considerations that apply to the transfer process and reviews some German projects that transferred the system to countries in Asia.  相似文献   

17.
德国的职业教育非常发达 ,有完善的职业教育体系、严格的师资培训制度、配套的职业教育法规 ,更有其经济腾飞的“秘密武器”———双元制职业教育模式。德国的职业教育堪称“欧洲师表” ,在世界上享有盛誉 ,是当代世界一个有代表性的“样品” ,其经验对于我国职业教育的发展有很大的启示  相似文献   

18.
The author discusses the role of the German Academic Exchange Service (DAAD) in the ongoing effort to internationalize German higher education. This organization endeavours to bring a substantial number of international students and academics to Germany and to enable German students and academics to study, do research, and teach abroad. Germany is a strong partner in the ongoing Bologna Process. German universities have introduced Bachelor's and Master's degree-level course programmes and are restructuring their doctoral programmes. They are forming networks with foreign universities all over the world. DAAD spends more than €60 million a year in support of structural changes in German universities leading to increased internationalization.  相似文献   

19.
This paper begins by reviewing some of the dramatic changes which have been taking place in higher education in recent years and which are disrupting the traditional identities of place, of time and of the scholarly and student communities. These are producing for the 21st century a higher education system which operates under a greater variety of conditions than ever before (part-time/full-time, work-based/institution-based, face-to-face/ delivered at a distance, etc.) and which brings with it a student experience and an informal curriculum, which are both changed and increasingly diverse. The paper then looks more specifically at the competing epistemologies which are struggling to shape the formal undergraduate curriculum of the 21st century: the deconstruction of the subject, as reflected in, for example, the modularisation of the curriculum; the cross-curricular 'key' skills movement; the learning through experience movement and the shift of the seat of learning outside the academy; the profoundly disruptive potential of web-based learning. It observes too, however, the continuing power of the subject as a form of academic and organisational identity and the way in which the current dynamics of the research assessment exercise, the Quality Assurance Agency subject review process and even the Higher Education Funding Council's strategy for teaching and learning are working to reinforce the subject as the unit of organisation in higher education. It is this that prompts the hint in the title that the future may contain elements of familiarity as well as radical change.  相似文献   

20.
This article focuses on the role profile of early childhood practitioners against a background of multiple shifts in the social context and socio‐political climate of early childhood education and care. Mechanisms of change include the unification of the two former German states, new legislation on child and youth services, the reform of steering systems at a local government level and an increasing marketisation and deregulation of services. Practitioners are potential key links in the process of repositioning early childhood centres in the current ‘quality debate’. The need for a newly defined role profile which effectively combines a more family‐centred approach towards young children's learning biographies and a more community‐centred focus on multicultural networking systems is discussed. Practitioners find themselves at the heart of simultaneous and contradictory change forces which may be perceived as a threat, or as a chance to raise the political status of early childhood education and care in the public domain and to reconstruct their own professional self‐image.  相似文献   

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