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1.
Lan Ye 《Frontiers of Education in China》2006,1(3):350-369
The Chinese society of the 21st century is at a critical period of transformation. The emergence of globalization and informationalization are the most striking
changes of the current Chinese society. The profound change in the social transformation and its penetrating influence on
people’s lives has revealed the disadvantages of the present education. For 10 years, the “New Elementary Education”, based
on the background of Chinese society, and the demand for school education reform clearly puts forward the necessity of education
reform in the period of social transformation, in other words, education should achieve its transformational development.
This paper presents a deep research of globalization and informationalization, which are the background of Chinese social
transformation. On this basis, the paper examines the implication of ‘school transformational reform” of the present-day Chinese
elementary education, and finally proposes some steps for achieving “school transformational reform”.
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Translated from Journal of the Chinese Society of Education, 2005 (1)
It is very grateful for Bao Tongmei and Chen Jiagang who translated this article from Chinese into English. 相似文献
2.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献
3.
Education and Economic,Political, and Social Change in Vietnam 总被引：1，自引：0，他引：1
This paper provides an overview of the complex relations among history, education, political economy, and social change in Vietnam. Vietnam has a long history of education and a literate culture. The evolution of Vietnamese culture and society is characterized by both persistence and change. Social and political persistence and change have been profoundly affected by education in Vietnam. In this paper major external influences on Vietnamese education and social change are considered, including Chinese Confucian influences, French colonial influences, Soviet and US influences during the Cold War, and more contemporary international global influences as Vietnam has become part of the global economy and international regimes. The importance influence of the policy of “doi moi” (economic renovation) introduced in 1986 is seen as resulting in a major transformation in Vietnam. The paper concludes with a discussion of Vietnam’s future and its goals of developing a modern economy through a priority on the development of human capital through a distinctive Vietnamese educational system, drawing eclectically and creatively on diverse external influences. 相似文献
4.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external
to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing
student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market
and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time
to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society.
Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of
the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education
towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’;
a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral
education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine
the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper
acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far
towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming
aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly,
to our society as a whole. 相似文献
5.
全球化与大学--不平等世界的神话与现实 总被引：2，自引：0，他引：2
关于全球化对高等教育的影响,已经有许多讨论了。有人认为,全球化、互联网与科学共同体可以使各国在知识相互依存的新时代,在高等教育这一竞技场获得平等的机会。有人则宣称,全球化不但意味着世界性的不平等,而且会导致大学“麦当劳化”。也有人认为,当前高等教育所面临的压力,从高等教育大众化到私立高等教育的增长,都是全球化的结果。在这些假设中,有些是正确的、符合实际的,但是也存在不少误解。本文的目的在于“揭示”高等教育全球化与国际化的真实状况,着重讨论全球化对高等教育的一些影响方式。本文特别关注的是:全球化在怎样影响着发展中国家,特别是那些在未来几十年面临着高等教育规模扩展的国家。 相似文献
6.
Since the 1980s, a series of reforms that aimed to reconstruct the relationships among the government, the university, and
the student (consumer) have been initiated in the systems of higher education. In varying degrees, these systems of higher
education were affected by market forces. Given this, the relationship between the state and higher education has also been
changed significantly. The purpose of this paper is to view recent changes in higher education in the historic context of
globalization. It attempts to trace the source of these changes and to depict, against a new background, the new role of the
state vis-à-vis higher education. It also seeks to illuminate the rationale behind the changing role of the state. By using
the experiences of selected countries as illustrations, this paper will discuss the salient features of the state’s role change
in various contexts.
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Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2007, 5 (1): 138–149 相似文献
7.
中国、韩国与日本高等教育重点建设政策比较 总被引：1，自引：0，他引：1
姜尔林 《Frontiers of Education in China》2008,3(2):225-235
In the era of globalization, China, Korea and Japan have put forward favorable policies to develop higher education. The essay
is aimed to make a comparison of their various policies. The conclusion is that, when facing similar forces and problems against
the background of globalization, the guidelines and goals of the key construction projects in higher education demonstrate
convergence, meanwhile, due to different development status and governing patterns in higher education, the policy contents
and implementation procedures tend to be divergent.
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Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究(Tsinghua Journal of Education), 2007, (3): 106–110 相似文献
8.
项贤明 《北京师范大学学报(社会科学版)》2008,(1):5-13
教育全球化是发生在当今世界一个实实在在的不以个人意志为转移的客观历史进程,它与政治、经济和社会文化等社会各领域的全球化现象密切关联。经济全球化改变着国家教育体系的功能,也推动着市场经济原则在教育领域的泛滥;政治全球化将各国制定教育政策的语境扩展到了全球,并赋予了教育以更多普世的社会功能;文化和社会生活的全球化改变了个人生长发展的环境,也改变着制度化的学校教育与非制度化的生活教育的关系。很难对复杂多维的教育全球化现象作出或好或坏的简单评价,只有通过改革和创新积极应对挑战,才能使我们的民族特色在全球化进程中得到保留和发扬。 相似文献
9.
义务教育的均衡发展是教育平等的基石 总被引：1，自引：0，他引：1
Tianshan Zeng Youchao Deng Runyong Yang Xiaomei Zuo Zhaohui Chu Xiejing Li 《Frontiers of Education in China》2007,2(4):469-493
Balanced development of compulsory education is not only the cornerstone of education equity, but also the fundamental part
for realizing a harmonious society. There have been several achievements in balancing the development of compulsory education
in China, such as narrowing the gaps in compulsory education between rural, urban, and other areas. However, the development
of compulsory education is still confronted with several issues, including the gaps between rural and urban schools, the gaps
between teacher’s situations in rural and urban area, higher drop-out rates of rural compulsory education than that of the
national average level, etc. Based on the analysis of these issues and reasons, the suggestions for the policy-makers are
as follows: (1) it must be further clarified that governments at all levels must take all responsibilities for the balanced
development of compulsory education so as to integrate local authorities’ input and the central government’s subsidies; (2)
the allocation mechanism of resources for compulsory education should be set up with “qualitative and fair growth” as its
aim; (3) The quality standard for compulsory education based on the national curriculum standard should be worked out for
playing the role of quality inspection in the fair development of compulsory education, and a relevant system of responsibility
should also be established; (4) A national unified card for compulsory education should be adopted, which would help abolish
extra fees for non-permanent-resident students receiving compulsory education in other places and (5) civilian-sponsored schools
should be encouraged to offer compulsory education.
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Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2007, (2): 3–11 相似文献
10.
Shi-jian Chen 《Frontiers of Education in China》2006,1(3):339-349
The development of modern societies accelerates the process of globalization, which in turn brings about a conspicuous diversity
of cultures. Cultural difference and cultural diversity are characteristics of multiculturalism, which commits itself to the
construction of favorable educational climates for multiple cultures. Such a progression has facilitated the development of
education in a democratic and diverse way. Multicultural education develops rapidly and should undertake the new mission in
the globalization era. In the perspective of globalization, multicultural education must aim at developing students’ ability
to adapt to a multicultural world. It should promote a combined growth of culture and world peace.
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Translated from Comparative Education Review, 2005 (12) 相似文献