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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
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国外高校价值观教育具有国家非常重视、高校创新开展、社会协同进行、自我善于实践等特点。由此带给我们的启示是：社会主义核心价值观教育需要中央政府和各级地方政府的高度重视,大力支持;需要各级各类学校以生为本、勇于担当,创新工作、提高效果;需要家庭、社区、社会的协同,从而形成教育学生与引领社会的良性互动局面;需要尊重和发挥学生的主体地位,运用体验式教学方式,加强师生互动,密切校地联系,使价值观教育学以致用、以用促学。 相似文献
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《Chinese Education & Society》2013,46(2)
The power for the administration of elementary education belongs to local authorities. Except for major policies and principles and general plans that are to be determined by the central authorities, all other responsibilities and powers are to be delegated to local authorities for drawing up and implementing specific policies, rules and regulations, and plans, as well as for guiding, administering, and monitoring the work of the schools. The authorities of the provinces will define the functions and powers for administrative departments at the provincial, municipal (prefectural), county, and township levels. In addition to state appropriations, all local authorities are required to allocate a proper percentage of their respective funds for educational purposes so as to promote education in all places. Most of township revenues should be used for education. The local authorities may levy an extra tax for education, which shall be used exclusively to improve teaching facilities for elementary education. They should encourage state-owned enterprises, public organizations, and individuals to run schools and provide them with guidance. Also, they can encourage units, collective undertakings, and individuals to make financial donations to help develop education, but of their own accord, not by exaction. To ease the schools' economic burdens, fees charged to schools by various quarters must be strictly controlled. 相似文献
4.
Kevin Lowe 《The Australian Educational Researcher》2017,44(1):35-54
The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students. 相似文献
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Xiang Qi 《Frontiers of Education in China》2017,12(4):445-467
This paper is aimed at exploring distinctive features of the decentralization of basic education in Shanghai by drawing on data from Shanghai Program for International Students Assessment (PISA) 2012. While doing the research for this paper, the author found that from a policy perspective, Shanghai had launched a reform policy aimed at transforming the highly centralized education system. This included a devolution of the decision-making authority to local departments of education and a reduction of control over schools. Private school policies were also initiated with the understanding that private schools ought to enjoy autonomy in almost every aspect of decision-making. From the perspective of practice, decentralization of basic education could be categorized as county-based school decentralization. In such a situation, the county bureaus of education wielded decision-making authority over a number of areas in the public school sector, while gradually devolving some decision-making authority to the public schools themselves; and the private schools enjoyed autonomy within their major decision-making areas. Given both the policy and practice of the decentralization of basic education in Shanghai, some suggestions are provided regarding: (1) how to promote school decentralization, and (2) how to balance it with accountability. 相似文献
7.
Ninetta Santoro 《International journal of qualitative studies in education》2013,26(8):953-966
This paper draws on longitudinal data to examine the changing professional identity of one beginning teacher over a three-year period. Using a post-structuralist framework and theories of social class and capital, I highlight the complexities, contradictions and impossibilities of new graduate, Luke, sustaining an identity as ‘Aboriginal teacher’ in Australian schools. I trace the shift in his commitment to working with underachieving Aboriginal boys in challenging school contexts at the beginning of his career, to his move into a middle-class white girls’ school towards the end of his third year of teaching. I suggest this was a result of the ongoing stress associated with the expectation that he take sole responsibility for the education of the school’s Aboriginal students, as well as his own upward social class mobility. The paper concludes by raising a number of concerns for education systems, including the retention of Aboriginal teachers in Australian schools. 相似文献
8.
Byron Wilson Stephen J. Quinn Tammy Abbott Sheree Cairney 《Educational Research for Policy and Practice》2018,17(1):1-13
Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal literacy through bilingual education to address these combined issues. As a ‘shared space’ collaboration between remote communities, government, and scientists, the Interplay Wellbeing Framework and associated Survey were designed to represent community values and priorities in a quantifiable system to inform policy and practice. A cohort of 842 Aboriginal people aged 15–34 years from four remote communities completed individual surveys designed and administered by Aboriginal community researchers. We applied structural equation modelling to this data to understand the role of cultural indicators on education outcomes. Results confirmed the importance of strong relationships between community and schools. Furthermore, learning about culture and learning literacy in ones first language in schools to develop Aboriginal literacy, is established as a necessary step to improve English literacy in remote schools. This suggests bilingual education and strengthening culture and community involvement in schools are necessary to improve both education outcomes and language preservation. 相似文献
9.
跨世纪基础教育管理体制改革的思考 总被引：1，自引：0，他引：1
我国地方教育行政部门对基础教育各类学校的管理模式基本上是在计划经济体制下形成的,已不能适应基础教育事业发展的需要。各级教育行政部门必须转变职能、简政放权,把学校建成相对独立的办学实体,增强基础教育的生机与活力。 相似文献
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柳春霞 《唐山师范学院学报》2001,23(4):59-62
社区教育自20世纪80年代在我国兴起以来，得到广泛的关注并取得了较大的发展。今后我国社区教育将会出现以下走向：未来社区教育的主体服务对象、内容将发生变化，服务重心将会转移；未来社区教育的建设将在系统性上下功夫，致力于统一、系统、有连续性的高质量的社区教育系统的建设；学校和社区的双向沟通将进一步加强。 相似文献
11.
An E He 《Asia Pacific Journal of Education》2011,31(1):91-105
Educational decentralization is a worldwide phenomenon, which takes different forms and leads to different outcomes in different socio-economic contexts. Taking Chinese–English bilingual education in Mainland China as an exemplar, this study examines how the decentralization of education has worked in China in the past two decades, and what consequences decentralization has brought about in the country. The analysis reveals that decentralization has created a favourable overall socio-economic and political context for bilingual education to develop, from a local endeavour into a nation-wide undertaking. The analysis also reveals that decentralization has allowed the diversified operation of bilingual programmes at the regional level. However, there has been a visible inconsistency and incoherence between the theoretical underpinnings of the programmes and the practice in schools and classrooms. Such an inconsistency and incoherence may have resulted from a newly reconfigured relation between the central government and local governments, as well as a lack of human or intellectual resources at the regional level, leading to some unintended educational and socio-political outcomes. 相似文献
12.
教育分权内涵再探 总被引：2，自引：0，他引：2
LIU Shu-hua 《高等教育研究》2008,(11)
教育分权的内涵可以从其客体、授权主体和受权主体三个方面做出新的阐释。教育分权的客体是隶属于第三部门教育领域的一种公共权力,它包括国家教育权、社会教育权和学校自主权。教育分权的授权主体与权力来源主体一样,都是政府。消解政府在公共教育权力配置中的垄断地位,重新定义政府在教育领域的行为范式,是在新的现实条件下的迫切需求。教育分权的受权主体是社会与学校。从社会角度来讲,主要考虑建立市场参与教育事务的运行机制;从学校层面上讲,主要考虑赋予学校自主权的问题。 相似文献
13.
《Critical Studies in Education》2013,54(4):477-495
ABSTRACTThis paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural knowledge holders. This research study analyses the New South Wales Aboriginal Education Consultative Group Connecting to Country cultural immersion programme for local communities and schools. A mixed methods approach, analysing quantitative and qualitative data from questionnaires and interviews, highlights the significant impact this experience has on teachers in building relationships with local Aboriginal community members. Teachers reported learning new knowledge about local Aboriginal people, culture, history and issues that challenged their assumptions, personal and collective positioning and pedagogical approaches to teaching Aboriginal students. Implications from the study identify the significance of privileging Indigenous ways of knowing, being and doing in order to realise culturally responsive schooling and empower teachers as critically reflective change agents in their schools. It further identifies the need for significant human and financial investment so that all teachers can engage with this authentic and potentially transformative professional learning experience. 相似文献
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在融合教育背景下,特殊教育学校的职能必将做出相应的转变,特殊教育学校作为资源中心的功能将日益强烈.特殊教育学校必须重新定位,成为融合教育的支持者;特殊教育学校的功能从单一教育功能转变为多重服务功能,即为特殊儿童提供评估服务,承担起“资源教室”功能,成为融合教育学校教师及家长的“培训中心”,发挥“巡回指导”的作用;特殊教育学校教师角色也随之发生转变,由单一教育者角色转变为兼具“教育者”、“合作者”、“协调者”和“督导者”的多重角色. 相似文献
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AbstractStrengthening school-enterprise development is currently a major theme in the development of higher vocational education. The results of our survey study show that school-enterprise cooperation in Chinese higher vocational education is currently characterized by disparities in the interests of different entities, low quality of cooperation, and inadequate extent of cooperation. However, on the level of willingness, both schools and enterprises identify strongly with vocational education school-enterprise cooperation, and are filled with hope for the future of school-enterprise cooperation. The need to improve management systems, strengthen the role of industry organizations, perfect legal systems, strengthen schools’ market consciousness and other systems and factors are the primary causes for the disparity between the vision of school-enterprise cooperation and the reality. The options for new developmental paths for school-enterprise cooperation in vocational education include establishing enterprise-oriented ideas for school administration, firmly placing industry organizations in the leading position, incentivizing enterprise participation in vocational education, strengthening the construction of production internship and practical training bases, and encouraging pioneering local trial efforts. 相似文献
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特殊教育学校的教育科研工作越来越受到关注,目前面临的主要问题是普及问题。特教学校一线教师参与教育科研面临实际困难,认识上和操作上存在误区。特殊教育学校教育科研工作的重要作用在于更有效地解决实际问题,调动教师工作积极性,提高教师专业能力。普及特教学校教育科研工作的策略是:转变教育观念,掌握科研方法,重视过程管理。 相似文献
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农村教育的结构性矛盾与化解对策 总被引：10，自引：0，他引：10
目前,农村教育体制改革出现了一些新情况和新问题,主要表现在包括经费、师资、校舍等在内的教育资源不足和结构失衡。要化解当前农村教育中存在的结构性矛盾,需要建立中央和地方政府合理的财政分担机制、增加教育投入、优化师资队伍、发展优质民办教育、加大助学力度、保障教育公平等。 相似文献
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加强公民意识教育仍然是一个值得深入探讨的问题。公民意识（公民状态）是指成为一个特殊的社会、政治或民族共同体的成员,即一个人拥有经济、政治、文化等多方面的权利,同时也承担相应的责任。加强公民意识教育,对促进我国社会主义政治民主、政治文明以及整个社会的全面发展具有重要的作用。加强公民意识教育应该多管齐下,家庭、学校、社会乃至国家都应肩负起相应的教育责任。 相似文献
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艾述华 《湖南第一师范学报》2011,11(6):17-19
目前,师范院校小学教育专业建设存在着不适应农村基础教育的现象,主要表现为培养目标与农村小学教育实际不协调、课程设置与农村小学教育实际脱节和毕业生服务农村小学教育的意识不强等方面。要从确立适应农村实际的“全科型”人才培养目标、构建适应农村实际的课程体系和加强学生就业指导等方面入手,不断提高办学质量,增强其与农村基础教育的适应性。 相似文献