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1.
从欧洲的三个国家看--大学与政府关系的变化   总被引：5，自引：0，他引：5  
近十年来,西欧的政策呈现出放松管制、组织自治和标榜对个体公民更加关切的特点。这种政策态度在欧洲的高等教育界成了主流意识形态。本文想要展示的是,是否一些欧盟政府在管理高等教育方面采取了“后退”的作法,是否将制定高等教育政策作为自己的目标。欧洲政府的高等教育政策是否真的呈现分权化的特点?本文将对三个欧洲国家的高教政策进行讨论,它们分别具有不同的政策传统：法国(非常集权的政策传统)、英国(分权的政策传统)、比利时(集权的政策传统)。本文的研究结论是：到目前为止,法国的教育政策虽然还呈现集权的特点,但并不意味着高校完全没有选择它们发展方向的空间。而英国大学虽然仍独立于政府,但不止一次地被政府直接或非直接地推向某一特定方向。1989年以前,比利时(佛兰德区)保留着明显的集权的特点。而现在,高等教育政策已经不仅仅是政府的事情了,它比以往任何时候更成了私人机构的职责。  相似文献   

2.
The Finnish education system has received worldwide attention due to the top academic performance of Finnish school students. Physical education, as an integral part of the Finnish education curriculum, potentially contributes to the overall success. The purpose of this article is to summarize Finnish physical education reform during the past decades and to review and critique recent literature that has examined the effectiveness of Finnish physical education programs. This review concludes that physical education has a solid foundation in Finnish schools and that it enjoys strong support in Finnish society. Although physical education contact time has diminished across four decades, the current basic education reform has begun to allocate more time and funding for elementary and middle school physical education. The literature review, however, revealed limited evidence on the effectiveness of physical education programs. In the future, robust studies are needed to provide evidence of the effectiveness of physical education. It is likely that with rigorous research evidence, the current efforts to allocate more time for physical education should be more easily justified and supported.  相似文献   

3.
This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship.  相似文献   

4.
The use of technology to facilitate education and the provision of an entire higher education degree has exploded in the last two decades. Social work educators have been a part of that trend and have started to utilize distance education (DE) technologies. There is a growing literature regarding the efficacy of DE instruction in social work, and scholars are actively developing best practices. However, there is little research in general to support the cost of DE, no cost studies in social work, and none comparing costs of DE delivery to costs associated with a face-to-face program. This study hopes to fill this gap by providing an analysis of the direct costs of an MSW DE program in comparison to similar costs of a face-to-face program.  相似文献   

5.
Over the last two decades, moves toward ‘inclusion’ have prompted change in the formation of education policies, schooling structures and pedagogical practice. Yet, exclusion through the categorisation and segregation of students with diverse abilities has grown, particularly for students with challenging behaviour. This paper considers what has happened to inclusive education by focusing on three educational jurisdictions known to be experiencing different rates of growth in the identification of special educational needs: New South Wales (Australia), Alberta (Canada) and Finland (Europe). In our analysis, we consider the effects of competing policy forces that appear to thwart the development of inclusive schools in two of our case study regions.  相似文献   

6.
Assurance of citizens’ social rights and minimization of social differences have been central tenets that have framed the educational policy of Finland and the other Nordic welfare states. Equality has been on the official agenda in educational politics and policies since the comprehensive school reforms of the 1960s and 1970s. However, the conceptualization of equality has fluctuated, reflecting the political climate in which the policy statements have been created. In this article, we analyse Finnish curricular documents concerning upper secondary education from the 1970s to the 2010s in order to find out how the aims of educational equality are presented. Drawing on different conceptualizations of equality and social justice, as well as feminist theorizations of intersectionality, we scrutinize how gendered, classed and ethnised patterns are emphasized, challenged or muted in documents. Through the longitudinal data of this study it is possible to analyse the growing impact of this neo-liberal educational restructuring into Finland, which has a reputation for equal education and excellent records in the Programme for International Student Assessment tests. Hence, we ask how the Finnish society as an imagined community is reflected in the documents of different decades.  相似文献   

7.
The article analyzes the construction of national reactions to a transnational higher education policy from the point of view of the representation of social actors in policy documents. The data are provided by the so-called Bologna Process, particularly the development of comparable quality assurance systems, and Finnish responses to those demands. Who is represented as active and who as passive, as European policies are discursively translated into national policies? How are those ‘quality actors’ represented in the policy documents directed at a transnational audience (i.e. the Bologna Process communiqués, as well as national reports on its advancement) as opposed to documents directed at a national, in this case Finnish, audience (i.e. national policy formation documents)? What kinds of policy fields emerge as a result of different representations of actors? This article takes the Bologna Process as an example of the ‘glocalisation’ of higher education policy.  相似文献   

8.
《Higher Education Policy》2000,13(3):231-243
In the 1990s the Finnish economic development policy has been integrated with the governmental higher education policy. This has taken place simultaneously with a rapid increase of institutional autonomy and with the introduction of new accountability mechanisms for the institutions. The Finnish higher education policy framework is presented in the article, as well as the institutional response strategies in the implementation of the national information society programmes.  相似文献   

9.
芬兰近年来在建立平等化社会方面取得了巨大的进展,尤其以女性拥有较高社会地位而闻名于世.高等教育对芬兰今日的成就起着重要的作用,越来越多的芬兰女性接受了高等教育.今天,芬兰女性能够平等地参与政治、经济活动,提高在社会生活中的地位,主要得益于其受教育程度的提高.  相似文献   

10.
The economic and social changes which have taken place over the last two decades have led to corresponding changes in the role of higher education institutions. We give below an article concerning this problem in relation to life‐long education. The article is extracted from a report written by Bertrand Schwartz of the University of Bauphine, Paris, which was presented within the Council of Europe ‘s Council for Cultural Co‐operation project on permanent education. The findings of the project have been presented in a recent publication, “Work of Consolidation of the Evaluation of Pilot Experiments in the Permanent Education Field”.  相似文献   

11.
This article gives an overview and analysis of structural changes of higher education systems in Western Europe, and how the various countries have changed their systems over the last four decades. Emphasis is placed on the development of a non‐university higher education sector in most countries. The question to be discussed is the extent to which the various countries converge to a common structural model for the organization of higher education – either a binary system which is the most common model today, or a unified but hierarchical system as in the United Kingdom.  相似文献   

12.
Abstract

Once the exclusive domain of teacher education, physical education in Australian tertiary institutions has during the last twenty years evolved into a series of discipline‐based fields concerned with human movement studies, leisure studies and sport science that have begun to feed new vocational opportunities in the sport, exercise and leisure industries. Concomitant with these changes in the social organization of knowledge in tertiary physical education has been a realignment of school physical education programmes, particularly in the senior school curriculum. Inevitably, the once sole focus of physical education in tertiary institutions on teacher education is now being forced to reinvent itself in light of these dynamic changes in the social organization of school and university knowledge. Following the work of Bernstein, Goodson and others, this article analyses current policy and practice in physical education teacher education and identifies several future scenarios. The first part of the article provides an historical overview of the emergence of new forms of tertiary knowledge in physical education from the mid‐1970s until the present. The second part provides a similar overview of developments in school physical education with a focus on senior school and matriculation physical education during the same period. The third part analyses the current state of affairs in the social organization of knowledge for physical education teacher education. In the fourth part, a series of questions is raised concerning relationships between knowledge in physical education teacher education, school physical education and university forms of the field through the presentation of several future scenarios. The article concludes with several proposals for policy development concerned with physical education teacher education programmes.  相似文献   

13.
In the last few decades, in the wake of three major crises in political faith and the overall instability that followed the end of the Cultural Revolution, the post-Mao Chinese government has sought to improve the lives of its citizens and to restore political legitimacy through rapid economic growth that has focused almost exclusively on GDP. This strong focus has brought about rapid, widespread economic growth to China, and has, by classical market standards, been a success. At the same time, issues of social development and human well-being have received less attention. Before the Hu-Wen leadership's formal accession to power, the Jiang-Zhu administration sought to adopt neo-liberal ideas and practices to reform the delivery of social services and the implementation and funding of social policy. In this context, major fields of social policy such as health, education, and housing have been going through the processes of marketisation and privatisation, which have placed much of the financial burden of meeting these social welfare needs on China's citizens. After several decades of privatisation and marketisation in the educational system, the Chinese government has been the subject of repeated criticism for failing to tackle what is popularly known as the ‘new three mountains phenomenon’, namely, the rising cost of health, education, and housing in recent years. Against the wider policy context described above, this article examines the social and political consequences of the privatisation and marketisation of education. It also discusses the major policies and strategies recently adopted by the Chinese government to restore the role of the State in the education system in order to address the negative consequences of the privatisation of education. Finally, it critically examines the main implications of major reforms undertaken in higher education in Mainland China.  相似文献   

14.
This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones.  相似文献   

15.
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the dynamics influencing intercultural education in Europe. These include European Union institutions (such as European Commission, European Council, and Council of Ministers) and Council of Europe documents. Our discussions are situated within historical and contemporary European immigration policy developments. We argue that the main emphasis of recent European level policies and directives is on fostering social cohesion through incorporating migrant students. In so doing, European organisations have had to deal with arguments surrounding the legitimacy of European policy initiatives in the field of intercultural education.  相似文献   

16.
高等教育在芬兰国家创新体系中的角色及启示   总被引：3，自引：0，他引：3  
高等教育在芬兰国家创新体系中扮演着重要的角色,承担着社会、经济、文化等广泛多样化的责任,并与区域发展政策密切相关。作为芬兰国家创新体系的重要组成部分,高等教育不仅为其输送了大量高层次创新型人才,而且在其中扮演着知识创新者角色,并为其提供智力支持。我国高等教育同芬兰大致相同,基本属于政府驱动型发展模式。因此,深入探究芬兰高等教育在国家创新体系中的角色与作用,对于深化我国高等教育改革、实现我国创新型国家建设目标具有积极的借鉴意义。  相似文献   

17.
This article is a tribute to the life work of Maurice Kogan. Very little of higher education's landscape in the United Kingdom has remained unchanged over the past four decades and this article sets out to analyze the way the perception of the role of universities in society has changed in the intervening period. This it does through three perspectives: continuity and change, continuity in change and continuity in the midst of change. Each yields very different visions of the university. Against this ‘inside’ view, the second part of the article examines current British higher education policy from an ‘outsider’ standpoint and very particularly the current strategies towards the European Higher Education and Research Areas. It concludes by arguing that Britain's higher education policy vis a vis Europe re‐states a dilemma which these Islands have had to tackle for the best part of the past 250 Years. This dilemma is whether to lay priority on higher education as a global instrument or to endorse a more limited, less ambitious agenda of ‘European’ integration.  相似文献   

18.
This article analyses and discusses the interplay between the social processes of nationalisation, localisation and globalisation in a single European nation state. The view of nationalisation put forward draws on a national case study based on historical and sociological research findings. The second part of the article presents a case study of the nature of globalisation and localisation in an average Finnish university. The article shows that nationalisation of Finnish higher education has created a cultural understanding of higher education institutions important for competition with other nations. As for localisation, on the one hand higher education institutions support their local communities and provinces to gain social and economic benefits. On the other hand, local communities and provinces support their higher education institutions in the hope of benefiting from them. The case studies also suggest that economic globalisation creates new dynamics within higher education institutions both through strategic alliances between higher education and commercial enterprises and through the emergence of alternative new funding sources for research.  相似文献   

19.
The discussion in this article is based on recent research carried out by the author recently on adult education public policies and her participation in the Adult Learning Practitioners in Europe (ALPINE) project coordinated by Research voor Beleid (The Netherlands) and funded by the European Commission. The analysis presented here stresses the challenges faced by adult educators in Portugal in the last decades and the concerns about the emerging professionalisation process that started in the framework of observed adult education and training public policy.  相似文献   

20.
Numerous studies have addressed how state authorities and public funding bodies control, regulate, steer, supervise or oversee higher education institutions. There are fewer studies on how higher education institutions respond to the actions of the mentioned authorities. States have aimed at increasing the autonomy of higher education institutions. At the same time institutions are expected to generate social benefits and economic growth. There is an endless tension between a policy that will strengthen the autonomy and simultaneously retain a space for state steering. The Finnish polytechnic and university sectors have very different origins from which their financial autonomy takes its shape. This article sheds light on how six Finnish polytechnics aspire to enhance their financial autonomy. The polytechnics operate under two separate steering systems, the state and local owners, and both of these actors exercise their own steering. This article shows that polytechnics are willing and able to enhance their financial autonomy. They calculate their advantages and habitually engage with the Ministry of Education or their owners depending on the case in question. The financial autonomy of polytechnics does not culminate in a form of diversified funding sources, but as balancing between the two masters on whose resources they are heavily dependent.  相似文献   

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