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开放大学新的使命与挑战:人人享有优质教育--"第18届亚洲开放大学协会(AAOU)年会"综述 总被引：2，自引：0，他引：2
本文介绍了“第18届亚洲开放大学协会(AAOU)年会”的概况;论述了远程高等教育发展的新环境、开放大学所面临的新的挑战和使命以及如何应对新的挑战等问题。笔者希望本文能够帮助读者全面了解在新的历史时期开放和远程高等教育所面临的挑战,以及亚洲开放大学为应对新挑战,在履行提供人人享有优质教育的新使命时,在实践和研究中已经做出的和将要做出的各种努力,进而为我国高等远程教育的发展提供借鉴。 相似文献
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为适应新时代可持续发展大学教育所需,基于特色教学法,欧洲各大学对可持续性设计教学模式和方法的探索取得阶段性成果.本文以建筑设计工程专业为例,将可持续性设计课程划分为专业课程(设计课程/studio)、其他核心课程、可持续知识与理论、其他教学整合法和技能培训四个部分,分析总结了其教学模式及教学特点.文中结合中英两所大学建筑设计专业课程进行具体分析,建议中国可持续性设计教育借鉴欧洲教学模式,强调教育方法的专业针对性与实践性、跨学科统一性、教学递进性和终生延续性,加强团队合作化训练、提高整合与研究能力. 相似文献
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欧洲研究网络运营组织(Delivery ofAdvanced Network Technology to Europe,简称DANTE)的主要活动是部署先进的电信技术,设计、构建和管理跨欧洲的网络,为网络互联创造一个研究和开发平台,支持欧洲大学的研究活动。它由欧洲的国家教育科研网络共同管理,并与欧盟委员会合作,为欧 相似文献
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欧洲中世纪大学是中世纪对人类文化做出的独创性贡献。西欧中世纪复兴城市这块沃土孕育了欧洲中世纪大学的诞生,为大学崛起提供了物质保障、社会条件、大学师生及蓝本等。 相似文献
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论西欧中世纪城市对中世纪大学崛起的影响 总被引：1，自引：0，他引：1
王凤梅 《湖北第二师范学院学报》2009,26(9):46-47,116
欧洲中世纪大学是中世纪对人类文化做出的独创性贡献。西欧中世纪复兴城市这块沃土孕育了欧洲中世纪大学的诞生,为大学崛起提供了物质保障、社会条件、大学师生及蓝本等。 相似文献
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欧洲核工程教育及其启示 总被引：1，自引：0，他引：1
欧洲委员会从本世纪初开始实施核工程教育和培训计划,旨在通过加强大学、企业与重点实验室之间更加密切的合作和交流来促进欧洲核工程教育质量的整体提升.本文围绕欧洲核工程教育和培训计划,详细介绍了项目的实施背景和基本情况、欧洲核工程教育试点工作、组织机构、"欧洲核培训平台与大学组织"计划以及欧洲核工程科学硕士的鉴证标准,总结其特点.希望其经验对我国的核工程教育有所借鉴. 相似文献
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檀慧玲 《河北师范大学学报(教育科学版)》2016,(4):61-66
16、17世纪的欧洲中世纪大学改革了自然学科教学,促进了数学、物理学等新知识、新理论的传播;推动了医学实践教学的巨大进展,促使解剖学、植物学、药物学和化学等取得了开创性成果;作为最早实施科学教育的机构,大学还促进了科学知识的普及和扩散,并引发了人们对科学的广泛兴趣,为17世纪欧洲科学革命做出了重要贡献,推动了近代自然科学的发展。"科学革命几乎是在大学之外完成的,大学在欧洲的科学革命中几乎没起任何作用"的观点是不足以成立的。 相似文献
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华南理工大学高等教育研究所 《高等工程教育研究》2008,(5)
动态“TREE-diss”专题———欧洲TREE主题网络成果研讨会1995年,欧盟制定了苏格拉底计划(Socrates Pro-gramme),构建并实施了一系列主题网络(即受到欧盟委员会资助的基于某一主题的项目)。第一个主题网络为H3E(1998~2000)———欧洲高等工程教育(Higher EngineeringEducation 相似文献
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上海合作组织大学的建立,将上合组织各成员国之间的教育合作更加紧密的联系在一起。通过对上合组织大学成立背景、发展现状以及未来前景的浅析,不难看出,上合组织大学作为一种新型的高等教育模式,已经越来越受到重视,它不止带来各成员国的多赢,更为建立有效的国际一体化教育合作平台做出了伟大的贡献。 相似文献
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Benedita Malheiro Manuel Silva Maria Cristina Ribeiro Pedro Guedes Paulo Ferreira 《European Journal of Engineering Education》2015,40(3):328-346
Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP. 相似文献
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中国工程教育全球战略研究 总被引：16，自引：0，他引：16
李茂国 《高等工程教育研究》2008,(6)
本文比较分析了世界两大工程教育体系,即《华盛顿协议》工程教育体系和欧洲大陆工程教育体系在工程类学位设置、工程师培养标准和注册工程师条件三个方面的异同,分析了中国工程教育的内部和外部环境,认为中国工程教育已经面临本国制造业的全球化和国际工程教育全球化的双重挑战。为此,本文提出,中国工程教育的全球战略应该采取一种全新的战略——包融战略,其含义是:构建中国模式,包融世界体系,加入全球互认。包融战略的战略目标是为中国工业化奠定坚实的人力资源优势,战略任务是建立中国工程教育双目标体系、两段式人才培养模式、金字塔型人才培养结构、校内和校外两个工程师培养体系、国内和国际两个工程师培养渠道、加入世界两大工程教育互认体系。战略措施是建立并完善三个系统,一是培养目标系统,包括工程学位目录和工程师学位目录;二是质量保障系统,包括国家和地方政府保障系统、大学保障系统、行业和企业保障系统;三是质量监督系统,包括行业的工程教育专业认证、教育行政部门的专业评估、大学生质量投诉制度。本文还从价值分析、利益分析、制度分析、可行性分析四个角度对中国工程教育的全球战略进行了简略分析。 相似文献
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数字化转型趋势下,欧洲正经受传统工业文化传承与创新双重挑战.近年来,随着"工业4.0"的提出和计划实施,为破解传统工业数字化转型带来的数字工程师短缺问题,欧盟及欧洲各国相继出台数字化战略.相关报告提出通过统一数字化能力标准、创新数字化学徒计划及培育数字化教育生态,构建工程师全覆盖的数字教育体系,培养具备数字化能力的工程... 相似文献
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Madeline Polmear Angela R. Bielefeldt Daniel Knight Nathan Canney Christopher Swan 《European Journal of Engineering Education》2019,44(6):866-881
ABSTRACTStudents must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education. 相似文献
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Elliot P. Douglas Mirka Koro-Ljungberg Maura Borrego 《European Journal of Engineering Education》2010,35(3):247-257
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’. 相似文献
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A definition of basic philosophy for our future education is given, and the implications with regard to our future teaching system are analyzed. Then the European primary and secondary education, and automatic selection in the precollege year are discussed. The teaching system in a European engineering school is explained, and a discussion of the main results of the 1957 International Conference on Engineering Education and Training, in Paris, is included. Finally, it is explained why, in many fields of science and engineering, the European university education appears superior to ours. 相似文献
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The transition from university to a career in engineering is a challenging process. This study examined the perceptions of engineering graduates regarding the difficulties they encountered in their transition from the university to the workplace. Lebanese practising engineers (n=217), living around the world, were surveyed to identify their current employment situations and their attitudes toward their academic preparation. Factor analysis revealed three main challenges facing engineering graduates: communication; responsibility; self-confidence. Seventeen interviews were conducted to gather information on ways to facilitate this transition. Comments reflected the need for better collaboration between engineering schools and engineering firms. The results will provide insight for engineering colleges, faculty members and administrators into the challenges faced by graduates and their aspirations for a smoother transition into employment. 相似文献
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Challenges of engineering education and curriculum development in the context of the Bologna process
Guenter Heitmann 《European Journal of Engineering Education》2005,30(4):447-458
The work of Activity 1 of the Thematic Network E4 “Employability through Innovative Curricula” on curriculum development issues has been guided by the intention to contribute to the establishment of a European Higher Education Area (EHEA) by addressing crucial aspects of harmonisation, compatibility and comparability. In due course the activities aspired to contribute to the enhancement of engineering education by encouraging diversity and innovative solutions to deal with a range of changing demands. Creative competitiveness and the strive for specific profiles of engineering qualifications on a high level of quality must be accompanied by the attempt to make diversity and quality transparent and comparable based on common terms. The article describes briefly various demands and discusses the challenges of the Bologna Process on the development of engineering education in Europe and how some of the meanwhile 45 signatory countries deal with it. Based on the published Outcomes of Activity 1 and referring to examples of good practice it focuses on components of innovative curricula which should guide curriculum development to satisfy various needs including those of the Bologna Process. 相似文献
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EuCEENet forms a new basis for communication between European centres of excellence in continuing engineering education. It provides an infrastructure for persons in charge of continuing engineering education within the participating institutions for continuous discussion and cooperation in areas of common interest, to act as access points to continuing engineering education provisions at a European level, and for collaborative European continuing engineering education efforts. The University Extension Centre at Vienna University of Technology established EuCEENet on the basis of standard listserv software provided for EARN. EuCEENet is able to support many activities of its members. Its strength is that participants are connected personally and not only technologically and that they are representing organizations with similar objectives and quality standards so that they can trust each other. 相似文献
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Patricia Wojahn Julie Dyke Linda Ann Riley Edward Hensel Stuart C. Brown 《Technical Communication Quarterly》2001,10(2):129-148
Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts. 相似文献