共查询到20条相似文献，搜索用时 15 毫秒
1.
我国高等教育大众化增加了适龄青年进入高等学校的机会,在此背景下我国高等教育在入学机会均等问题上也发生了一些转变：人们从关注一般高等教育机构教育机会的分配转向关注精英型高等教育机构教育机会的分配。研究新视角、新重点的改变体现了对现实的把握,但实质上高等教育公平研究的性质并没有改变。正确分析其现状及影响因素并找到一条合理的路径是稳定高等教育大众化并逐步向普及化发展的有效保证。 相似文献
2.
21世纪的高等教育公平观是可持续发展的高等教育公平观，它是对传统的高等教育公平观的继承与超越，指个体进入高等教育机构的机会、群体和个体参与高等教育活动的机会以及高等教育机构间发展机会的均等。通过市场与非市场两种途径，为个体进入高等教育机构或高等教育发展提供公平的竞争环境，采取代内补救和代际补救等措施以及一定的预防措施，以提高信息社会中高等教育公平水平，促进个人、高等教育以及整个社会的可持续发展。 相似文献
3.
教育机会均等是马克思主义教育民主思想的核心内容之一 ,但由于各种客观条件的限制使社会主义现实生活中还存在着大量的教育机会不均等的现象。本文试图通过对在社会主义初级阶段条件下 ,影响我国教育机会均等进程的社会制度、经济发展、文化传统和教育体制等因素的分析 ,来初步探讨在我国发展教育机会均等的发展策略和途径 相似文献
4.
《Chinese Education & Society》2013,46(5-6):112-133
The global phenomenon of higher educational expansion and opportunity is one of the major social changes since World War II. In 1949, only 1 university and 3 junior colleges existed in Taiwan. After 60 years, the number of higher education institutions had grown to 163, including 147 universities/colleges and 16 junior colleges. The dialectic between equity and access of higher educational opportunity has been a key area for debate among Taiwan educators and policy makers over the last decade. Along with the increasing number of higher education enrollments, the issue related to the stratification of higher educational opportunity becomes an increasingly important issue. Based on premises of two theories—Maximum Maintained Inequality and Effectively Maintained Inequality—the authors analyze the relationship between expansion and stratification of higher educational opportunity via one nationwide higher education survey administered by the Center on Research for Educational Evaluation and Development (CREED) at the National Taiwan Normal University. Findings indicate that the expansion of higher education does not necessarily parallel equal access to higher education. This conclusion is reinforced based on the study's findings that ethnicity, socioeconomic status, and gender inequalities have generally decreased for higher education students attending the less selective vocational track but increased for those attending the more selective general track. 相似文献
5.
高校定位:自生秩序还是管制 总被引：15，自引：0，他引：15
高等教育中的自生秩序是指高等教育产生和发展中非人为设计而产生的秩序,是高校在自主决策的基础上定位的结果。自生秩序是高等教育重大创新的必要条件。我国高等教育长期处于严格管制之下,目前正处在需要创新推动的时代,要求我国高校的定位机制应该以放松管制释放自生秩序为重点。同时,现阶段的高校分类不可能对高校定位产生指导作用。 相似文献
6.
Manus Rungtusanatham Lisa M. Ellram Sue P. Siferd Steven Salik 《Decision Sciences Journal of Innovative Education》2004,2(2):101-120
Many diverse forces are motivating institutions of higher education, particularly business schools, to develop and deliver education via the Internet. As higher education institutions explore this opportunity, the question of how courses and degree programs should be designed for effective online delivery via the Internet is a nontrivial concern and challenge. To address this concern and challenge, this paper articulates, defines, and justifies a typology consisting of four types of online distance education that can be pursued by institutions of higher education. The four online distance education types—Overview Model, Overview Model with Feedback, Technical‐Skills Model, and Managerial Learning Model—can be differentiated along a number of content‐related, delivery‐related, and learning‐related issues and have applicability at various educational levels. In addition, the paper highlights and discusses five key lessons for institutions to consider in their desire to launch online distance education initiatives. These lessons provide insights not only for launch success but also for the ongoing sustainability of online distance education. 相似文献
7.
John Robertson 《Technology, Pedagogy and Education》2013,22(2):169-184
Abstract Initial Teacher Education Centres have a crucial role in promoting the use of Information Technology in schools through the opportunity to influence new teachers. Valid educational justification, combined with the need to limit course congestion, have resulted in enthusiasm for permeated approaches. The results of a survey of United Kingdom teacher education centres suggest concern about the effectiveness of permeated approaches, especially in the areas of school experience and the ‘non-numeric’ disciplines. The potential educational benefits resulting from a permeated approach are restated and a commitment on the part of institutions to support initiatives which may lead to their realisation is called for. 相似文献
8.
Abstract There is considerable evidence of substantial class inequalities in the education system in Ireland. Studies point to the overemphasis on academic achievement leading to an under‐representation of certain class groups at third level institutions. Significant resources have been allocated to establish targeted access initiatives to address this form of social exclusion. This paper reports the findings of a survey of 266 access students from four third‐level institutions in Ireland. The survey identifies the socio‐economic background of access programme participants, their pre‐programme education level and the primary influences, which motivated them to avail of the access tiative. The paper examines the role, which financial considerations play in the initial decision to participate and the sustained participation of access students. The paper proposes some additional policy directions for the access programme. It recommends that the projected reduction in the numbers attending third‐level institutions should be seen as an appropriate opportunity to expand the access initiative and target those experiencing educational disadvantage. 相似文献
9.
MURALI KRISHNAMURTHI 《Assessment & Evaluation in Higher Education》2003,28(3):263-277
As educational institutions engage in promoting multiculturalism on campuses, it becomes essential to assess the quality and success of those initiatives. In this paper, the plan being implemented at Northern Illinois University to assess multicultural initiatives is described. The plan is to ensure that faculty, staff, and students participate and benefit from multicultural curricular and related program, courses and curricula continue to be multiculturally transformed, multicultural curricular transformation and support program needs are being met, students obtain and demonstrate the necessary multicultural competencies, and the campus is supportive of multicultural initiatives at all levels of the university. The paper describes the range of multicultural initiatives pursued in higher education institutions and the considerations necessary in assessing such initiatives. The plan described in this paper makes use of existing assessment mechanisms and as well as a few new ones designed and implemented in several phases. The results and findings from the assessment along with recommendations for improving the initiatives are discussed in this paper. The paper concludes with a discussion on the real challenges of the plan and issues to consider when assessing multicultural initiatives in a higher education institution. 相似文献
10.
Akito Okada 《Compare》1999,29(2):171-189
This paper aims to throw light on the evolution and historical transformation of the concept of equality of opportunity as applied to educational policies in Japan from the end of World War II to the present day. It analyses the Central Council for Education's (CCE) reform proposals in the 1990s, and places them in the context of developing the concept of equality of educational opportunity in the years since 1945, when the post‐war education system was established in Japan. More specifically it addresses the following questions: What kinds of equality of educational opportunity have the central administrative bodies (Monbusho or the CCE), the political parties and teachers aimed to achieve since the war? How have they applied equality of opportunity to educational policies? What kinds of criteria are used by them to measure equality of educational opportunity? To do so, it looks in detail at the main agenda in relation to the issue of equal opportunity in the reports by the CCE on both the state of education in the 1990s, and its transformation during the five decades since the war. To trace the historical transformation of the concept of equality of educational opportunity, this article selects two major explanatory models—egalitarianism and meritocracy. Although there is widespread agreement that equality of opportunity is a requirement of a just society in Japan, there is also widespread disagreement about just what this requirement amounts to and how it is to be balanced against other requirements such as ‘meritocracy’. 相似文献
11.
Laurence Parker 《教育政策杂志》2013,28(6):699-715
Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation. 相似文献
12.
教育机会均等是教育的社会理想和目标追求,是"人人平等"理念在教育领域的体现和延展.目前,我国已迈入高等教育大众化初始发展阶段,高等教育机会均等问题开始受到社会的普遍关注,但无可讳言,作为一种社会现象,面对不同社会阶层共存的现状,绝对的机会均等是不存在的.因此,我们应当联系国情来理性认识和把握高等教育机会均等问题,力求达到一种理想与现实的基本平衡状态,推进高等教育事业的平等、健康和可持续发展. 相似文献
13.
AbstractIndigenous groups in Latin America face a double exclusion from higher education, with low levels of access to institutions and little acknowledgement of their distinctive cultural and epistemological traditions within the curriculum. This article assesses current policies in Mexico and Brazil towards indigenous populations in higher education, considering the various responses to the challenge, including affirmative action programmes in mainstream universities, intercultural courses and autonomous institutions. These policies and initiatives are analysed using the theoretical frames of redistribution and recognition, focusing on demands for formal equality and material wellbeing on the one hand, and a distinctive cultural and educational space on the other. While state-sponsored policies focus primarily on the redistributive element, initiatives based on recognition come largely from autonomous organisations, raising a series of dilemmas and tensions around educational justice for indigenous populations in the region. 相似文献
14.
美国基础教育改革的市场化趋势及其借鉴意义 总被引：1，自引：0，他引：1
马立武 《河北师范大学学报(教育科学版)》2004,6(2):29-32
20世纪70年代以来美国政府和社会各界为了提高基础教育的教学质量,促进教育机会均等,对基础教育进行了多种形式的具有市场化特征的教育改革,对学校办学模式、资金来源、教学个性化等方面进行了比较成功的探索。我国在借鉴美国基础教育改革经验的过程中应分析美国基础教育改革的政治、经济和化背景,不能离开中国的具体国情。 相似文献
15.
John Walsh 《Irish Educational Studies》2013,32(3):365-381
The upgrading of higher technical education which began in the 1960s marked the most influential intervention by the Irish government in the third-level sector since the establishment of the independent Irish state. A series of reforming initiatives extended educational opportunity and transformed the status of technical education at higher level. International pressures undoubtedly proved influential in stimulating policy change. The Organisation for Economic Co-operation and Development (OECD) encouraged far-reaching reforms through its critical evaluation of educational facilities for technical training in Ireland. But educational reform was not imposed by international agencies on a reluctant corps of national politicians and officials. International influences dovetailed with changing attitudes toward technical education within the Irish political and official elite. Leading politicians and public officials showed an increasing awareness that the previous neglect of technical education was untenable in an era of economic development and educational expansion. It was a timely combination of international scrutiny and domestic political re-appraisal, which triggered a radical restructuring and expansion of higher technical education in Ireland. 相似文献
16.
学习型社会中高校成教发展机遇与增长点探究 总被引：4，自引：0，他引：4
构建学习型社会是全面建设小康社会的教育战略目标。学习型社会的内在要求与成人教育的独特优势的结合与互动为高校成教提供了教育理念支撑有力、社会学习需求旺盛、教育结构优势明显、教育资源更为充足等发展机遇。把握高校成教发展机遇，寻求高校成教发展新的增长点，必须适时更新教育观念，做到与社区、企业、农村、E-leaming全面整合。 相似文献
17.
从法律、法规的角度对农村弱势群体享有“就学机会公平”进行分析和探讨,认为教育的发展必须以公平为最高原则,倡导教育关怀,扶持边远贫困地区发展教育事业,实现教育公平。 相似文献
18.
目前,我国不同区域居民接受高等教育的机会和质量差距显著,区域高等教育发展差距对教育公平形成严峻挑战。收益的外溢性表明区域高等教育只有协调发展才能稳健发展,统筹区域发展必然需要统筹区域高等教育发展。一个区域的高等教育既要与全国其他区域的高等教育发展水平"大体相当",又要与本区域经济社会发展"搭配得当",政府应成为协调区域高等教育发展的主体。协调区域高等教育发展理论上有三个方向:调整高校区域布局、调整高校招生计划、调整高校区域布局的同时调整高校招生计划。其具体可行的路径是:坚持不懈地调整高校的区域布局,建立对欠发达区域的高等教育补偿机制,制定地方高校生均教育经费最低标准。 相似文献
19.
契约行政:促进高等学校学生管理的法治化 总被引：1，自引：0，他引：1
余雅风 《北京师范大学学报(社会科学版)》2007,(2):17-23
从高等学校与学生的关系、高等学校的产生及本质三方面看,校规作为高等学校与学生双方权利(权力)与义务的表现形式,具有契约的属性。强调校规的契约性,对于平衡高等学校权力与学生权利、促进高等学校学生管理的法治化具有重要意义,同时也为高等学校的学生管理行为提供了基本原则。针对校规所具有的行政契约主体权利义务的不对等性,法律必须对高等学校的权力范围和权力行使的程序加以明确具体的规范,并赋予学生权利有效的救济途径。 相似文献
20.
Educational change in Singapore and its ‘tinkering’ around the edges: A critical realist perspective
Denise E. De Souza 《Journal of Educational Change》2018,19(1):19-49
This article re-examines the contents of Singapore’s Thinking Schools Learning Nation (TSLN) and Teach Less Learn More (TLLM) educational initiatives, introduced and implemented to promote change and to prepare Singaporeans for a twenty-first century knowledge-based economy. Adopting a critical realist perspective that enables investigations into complex social systems, the paper highlights the concepts, change process and possible outcomes of change proposed by realist social theory. An explanatory critique responding to the question, ‘What social structural changes were implemented by the TSLN and TLLM initiatives, and why?’ is developed, tracing the programmes of change in TSLN and TLLM. Findings reported in 2013, by a local large-scale research project, has made claims about the ineffectiveness of the initiatives in bringing about desired changes in classroom instructional practices. The critique questions—given Singapore’s recent and consistent successful performances in international benchmarking tests—whether it is only in the classroom that educational change that matters, counts. It suggests that despite making strong statements about the limited effectiveness of the TSLN and TLLM initiatives, many programs introduced and adopted by primary, secondary and post-secondary institutions, especially under TLLM, were left unexamined by the research project. The explanatory critique theorises that two kinds of changes have taken place—the reorientation of pedagogical practices in post-secondary institutions and extensions of what already exists in the primary and secondary sections. The paper concludes by highlighting some implications the explanatory critique have for research into educational change in general, and for educational change in Singapore. 相似文献