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1.
彭锻炼 《华中师范大学学报(人文社会科学版)》2007,46(6):131-136
财政分权理论认为,财政分权有利于提高地方公共产品的供给效率,有助于当地居民参与公共产品供给的决策,但这是以许多前提假设为条件的。通过考察我国的财政分权改革历程和中等职业教育发展状况,发现我国的社会经济发展状况和政治制度使得我国并不存在满足蒂波特模型的条件,财政分权并没有提高地方政府发展中等职业教育的效率,也没有促使当地居民参与到发展中等职业教育的决策制定中去。中等职业教育的发展还面临着许多困难,尤其是资金上的困难。因此,需要发挥中央政府在联邦制下无法发挥的协调作用,调节不同地方政府发展中等职业教育带来的成本和收益,促进地区间中等职业教育的均衡发展,满足不同地区对中等职业教育的需求。 相似文献
2.
Four levels of authority within the educational decision‐making structure in seven European countries and states for primary and lower secondary education are analyzed. Next, the results of an investigation on loci, domains and modes of decision making are presented, indicating a slightly higher degree of school autonomy in England/Wales, the Netherlands and Sweden than in the other countries and states. A more evaluative assessment shows that democratization, market orientation, recession and general aims of improving the quality and equality of education are important background forces in shifting patterns of centralization and decentralization in the investigated countries and states. 相似文献
3.
论影响美国职业教育的法案及其启示 总被引：1，自引：0，他引：1
余水兰 《河南职业技术师范学院学报(职业教育版)》2007,(1):77-79
美国职业教育之所以取得很大成功,很大程度上得益于美国职业教育法案的颁布与实施。研究对美国职业教育影响较大的几部法案,探求美国联邦政府在职业教育立法方面的特点,并对比我国职业教育立法情况,对于提高人们法制意识,促使立法主体正确处理集权与分权的关系具有积极意义。 相似文献
4.
Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a focus, for 13 middle managers of a technical vocational community college in a developing country. The findings indicate that the middle managers appreciated the relevance of the PDA for curriculum development at the community college and gained substantial learning about systematic curriculum development. However, the middle managers' post-PDA curriculum development improvement efforts were minimal and characterised by individual initiatives, due to a lack of senior management support, unfavourable work conditions, and a high rate of middle manager attrition. The conclusion drawn is that for trained middle managers to lead systematic curriculum development practices, contextual and organisational barriers germane to technical vocational education in developing contexts need to be considered. 相似文献
5.
Maren Thomsen Sjoerd Karsten Frans J. Oort 《School Effectiveness & School Improvement》2016,27(4):594-612
This study aimed to examine the relationship between teachers’ perceived psychological distance and structural distance from management and teachers’ affective organisational commitment (AOC) and organisational citizenship behaviour (OCB). Teachers’ trust in management was expected to mediate these relationships. Furthermore, the adequacy and openness of communication and participation in decision making were expected to reduce psychological distance. At 10 Dutch schools for vocational education and training, 884 teachers completed a questionnaire. The data were analysed using structural equation modelling. Teachers’ psychological distance had a negative effect on trust in management (supervisor and higher management) and AOC. Trust in management had a positive effect on AOC, and trust in the supervisor had a positive effect on OCB. Structural distance did not influence teacher outcomes. Communication and participation in decision making reduced teachers’ psychological distance from management. The discussion focuses on the implications of the findings to improve the effectiveness of schools. 相似文献
6.
7.
Lars G. Björk Joseph Blase 《Educational Assessment, Evaluation and Accountability》2009,21(3):195-208
This case study of school district educational reform in the United States adds to the knowledge base of macropolitics of
federal, state and local governing bodies and private sector agencies in formulating educational policies: It also contributes
to our understanding the microplitics of policy implementation. Middle managers’ political acquiescence and resistance to
district-wide decentralization and distributive leadership initiatives were studied using a longitudinal, ten-year (1998–2008)
case study method. Middle managers were faced with a dilemma when the school district implemented a state sponsored decentralization
policy that included adoption of distributed leadership and Total Quality Management (TQM). On the one hand, middle managers
risked termination if they failed to implement legislated reform policies and the superintendent’s directives. On the other
hand, if they succesfully implemented such policies their positions would become redundant. Initially responses of middle
managers ranged along a continuum from acquiescence to resistance however as implementation of the decentralization initiative
accelerated, middle managers’ political resistance increased in scope and intensity. Findings from the case study discussed
in this article that superintendent’s success at implementation of district-wide decentralization policies is related to the
nature and structure of microplolitics at the middle management level of the organization. In addition, findings suggest that
internal evaluation processes used to assess the success of the district change process were compromised by miropolitics.
Understanding that those who implement policy have the capacity to reshape and even prevent implementation as intended by
officials at higher levels may contribute to reframing program evaluation methods as well as enhancing understanding of the
politics of the superintendency. 相似文献
8.
Antoine C. M. van den Bogaart Harmen Schaap Hans G. K. Hummel Paul A. Kirschner 《Instructional Science》2017,45(3):359-376
This article presents the use of personal professional theories (PPTs) in Dutch higher vocational education. PPTs are internalised bodies of formal and practical knowledge and convictions that professionals use to direct their behaviour. With the aid of high-quality representations of students’ PPTs teachers can access, monitor, and support the professional development of students. Two qualitatively equivalent techniques for representing PPTs are (computer-supported) concept mapping and interviewing. The article reports on a study of the effects of combining these techniques to determine whether (1) this results in higher quality representations and (2), if so, whether technique order will make a difference. The study was conducted in two very different vocational domains: accountancy with 29 participants and teacher education with 20 participants. The results of a counterbalanced quasi-experiment with two factors (i.e. domain and order) show in both domains that combining the techniques improves quality but that the order in which the techniques are applied does not matter. This order independence has practical importance as the combination of first conducting a computer-supported analysis of a student generated concept map and subsequently discussing the results with the student, fosters learning and is well suited to educational practice. 相似文献
9.
John C. Smart 《Research in higher education》1989,30(4):387-401
The central purpose of this study was to determine the relationship between organizational decline and three domains of effectiveness (i.e., academic, morale, and external adaptation) in private colleges and universities. The study differed from earlier inquiries in terms of its measurement of the organizational decline construct and its reliance on faculty perceptions of organizational effectiveness. The results clearly demonstrate that the relationship between decline and effectiveness is not uniform across the three types of private institutions (i.e., Research Universities, Comprehensive Colleges, Liberal Arts Colleges). For example, organizational decline has a negative effect on effectiveness in the academic domain only at Liberal Arts Colleges. Similarly, the magnitude of decline necessary to have a negative effect on effectiveness varies among the three institutional types. The implications of these findings for future research and for the management of decline in private higher education are discussed. 相似文献
10.
The study reported here focused on comparing teachers’ actual and desired participation in different decision‐making situations and examined how participation in decision making differs in Indian higher educational institutions. The paper provides a comparison of findings with similar studies conducted in Western settings regarding the relationship of participative decision making (PDM) with some selected organizational variables: teachers’ job satisfaction, organizational goal commitment, role ambiguity, and role conflict. Data were gathered through a survey of 281 faculty members of Banaras Hindu University, India. Results indicate that in the Indian context, teachers’ actual and desired participation was highest in institutional decisions and lowest in technical decisions. Among the personal variables, age, designation, teaching experience and span of service in present institution were found to be significantly related with decisional participation of university teachers. It is recommended that administrators evolve a mechanism for inviting participation of teachers in different decisional domains, based on the findings of this study. 相似文献
11.
Didi M. E. Griffioen Uulkje de Jong 《International Journal of Leadership in Education》2017,20(4):451-467
During educational change, managers can contribute positively to the professional’s sense of coping ability. The question remains as to whether the managers of lecturers can also influence the perception of lecturers on newly formulated organizational aims. Recently, the changes in many European institutes of higher professional education (HPE) have been considerable. The innovationsathand include the Dutch HPE institutes changing from teaching-only institutes toward hybrid organizations for teaching and research. The role of lecturers is central in implementing research into HPE, especially into the educational programmes. Hence, lecturers’ view on the new organizational aims are crucial. Based on a quantitative design, lecturers’ perceptions on the new organizational aims are measured. As part of a structural equation model, these perceptions are related to how lecturers perceive their direct executives’ leadership style, directly as well as mediated by executive-imputed organizational structures as collaboration systems and decision-making processes. The results show that the direct influence of executives based on their leadership style is limited, while initiating lecturers’ participation in decision-making processes is an important influence on lecturers’ perceptions on new organizational aims. More empirical insight into leadership factors and organizational structures can enlarge the improvement of goal achievement during organizational change. 相似文献
12.
Arnoud T. Evers Peter Verboon Andrea Klaeijsen 《British Educational Research Journal》2017,43(4):805-821
In the current study a multi‐dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale's reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross‐validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism. 相似文献
13.
Ling Cao 《Asia Pacific Journal of Education》2015,35(2):274-289
Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university. 相似文献
14.
走向治理:高职院校兼职教师组织管理新趋势 总被引：1，自引：0，他引：1
高职院校兼职教师组织是松散性教育组织,其特征为组织结构分散化、信念多元化和职能多样化三个方面,同时又存在管理行政权力泛化、管理手段集中化和行政思维及行为的路径依赖等问题。要解决这些问题,须走向参与式决策、平行沟通、多样激励和模糊评价的治理,这也是实现高职院校兼职教师有效管理的必然趋势。 相似文献
15.
This paper discusses the organization of adult education in Turkey. From a historical perspective, it examines the development, organization and problems of post‐school adult education. It shows these to be related to the politics and position of Turkish society in the Middle East and to the high degree of centralization of educational decision making in Turkey. The paper argues a case for the decentralization of adult education services for better training of adult educators and better delivery of adult educational provisions. 相似文献
16.
孟娜 《天津职业院校联合学报》2013,15(2):17-20
建设现代职业教育体系是党中央和国务院关于职业教育的一项重大战略决策和历史的必然选择。现代职业教育体系的目标具有伴生性;主线具有双重性;实施体现合作性。文章重点阐述了构建现代职业教育体系的四项关键任务,既积极营造适合职业人才成才的文化氛围;不断优化促进职业教育发展的政策和法律环境;努力做好现代职业教育体系内部层次衔接;创新职业教育与普通教育互通模式。四项关键任务的落实程度直接影响着现代职业教育体系建设的质量与效果。 相似文献
17.
Ton Kallenberg 《Tertiary Education and Management》2013,19(1):19-33
This article explains the development of, and presents a theoretical framework for, harnessing the roles of the academic middle manager in strategic innovation in Dutch higher education, thereby increasing higher education’s ability to learn, innovate and develop a competitive advantage. The framework is developed from theoretical models of role interactions in an educational context and in business organizations. It is also based on an empirical pilot study of the role of the academic middle manager and reviews of other relevant literature. The aim of this article will be to explore and discuss ways of analyzing the way in which academic middle managers influence strategic innovations in universities. 相似文献
18.
独立学院在我国高等职业教育发展中的地位 总被引：1，自引：0，他引：1
我国已形成的高等职业教育体系和教育结构还不尽完善,尤其是本科及以上层次的高等职业教育发展不足,制约了当前我国高等职业教育发展。在中国特色的高等职业教育发展体系中,我国高等职业教育发展模式大致可以分为高等职业教育院校发展模式、普通本科院校发展模式、民办高校发展模式和独立学院发展模式四种。在众多的模式中,独立学院具备的特点非常适宜于发展高层次高等职业教育,独立学院与高等职业教育相结合是新时期推进我国高等职业教育发展的有效途径之一。 相似文献
19.
企业自主与国家调控--德国"双元制"职业教育的社会文化及制度基础解析 总被引：15，自引：0，他引：15
在德国"双元制"职业教育中,企业培训有着举足轻重的地位.在企业培训中,私营企业在职业培训中承担着重大的责任,同时也拥有相当大的自主权,但是国家并没有完全放弃它的责任."双元制"的另一"元"--部分时间制职业学校由各州举办,受各州教育法的调整,此外国家还通过一系列法律、法规的形式以及经济援助的方式参与、干预企业职业培训.那么,德国政府与经济界的合作关系是在怎样的社会文化及制度环境下产生和运作的呢?本文试图从学徒培训的行会传统、德意志民族独特的自由观以及联邦德国推行的社会市场经济制度三方面对这一问题做一些初步的解析. 相似文献
20.
科学认识和价值认识发展轨迹的融合产生了当代教育管理决策的适应思维范式。在这种思维范式下 ,我们应该主动把握教育决策事件发展的统计因果关系 ;充分考虑到教育决策事件的经济价值、社会政治价值、科学价值、审美价值。在决策主体、决策方法和决策对象上应把握适度分权、非线性和自主性等全新特征。惟有如此 ,才能适应当前教育环境和教育教学改革需要 相似文献