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1.
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
2.
私立高等教育是20世纪90年代以来越南高等教育改革的产物。在形式上,越南私立高等教育分为社会团体资助建立、私人或私人公司投资和半公立三种类型。自产生以来,越南私立高等教育发展迅速,规模扩张较快,但也相应表现出一些问题。当前,社会评价不高,政府的指导方针与措施之间时常存在矛盾,以及教师队伍缺乏稳定性是其面临的主要问题。但从发展趋势上看,越南私立高等教育是具有生命力的。 相似文献
3.
In recent years, closing down private higher education institutions (HEIs) has become a serious problem in China. It seems
that doubt is cast on the rationality of private HEIs and severe competition contributes a lot to their development. Many
problems in the process of self-development are caused by both internal and external factors. From the perspective of sustainable
development and the healthy development of students, priority should be given to the evolution of an idea to provide a positive
environment for the development of private HEIs. This paper is an effort to deal with the statement that higher education
in China is a seller's market and aims to do an objective estimate of the development space for private HEIs. In addition,
it shows a clear understanding of establishing the prediction system for relevant issues of private higher education to guarantee
the sound development of private HEIs.
Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2006, (5): 46–53 相似文献
4.
Four financial models of massification of higher education are discussed in this essay. They are American model, Western European
model, Southeast Asian and Latin American model and the transition countrie’s model. The comparison of the four models comes
to the conclusion that taking advantage of nongovernmental funding is fundamental to dealing with financial difficulty faced
by higher education. As a result, it can be argued that the declining of higher education quality does not necessarily have
to do with schooling system. On the contrary, the development of private higher education helps the activation mechanism of
competition so as to cultivate talents needed by the society.
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Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(3): 1–8 相似文献
5.
越南的高等教育在最近10多年取得长足的发展，并实施了越南教育发展史上深刻的变革。这一方面是由于社会经济的转轨；另一方面是因为教育系统的不断改革。它的高等教育初步形成了市场经济体制相适应的新局面，为90年代越南的经济腾飞和社会发展起了重大的推动作用。 相似文献
6.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
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Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
7.
Hongju Wei 《Frontiers of Education in China》2008,3(1):115-122
China’s Compulsory Education Law, determining the development of compulsory education, was first promulgated in 1986 and then amended in 2006. It has been
a symbolic milestone in the history of Chinese education. During two decades, there have been totally 8 influential reforms
in compulsory education funding policy. From the viewpoint of practical analysis and value analysis about policy changes,
China’ s compulsory education funding policy is still in a state of dramatic changes and mixed changes, which shows some disadvantages.
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Translated from Jiaoyu Lilun Yu Shijian 教育理论与实践 (Theory and Practice of Education), 2006, 27(3): 37–40 相似文献
8.
Private tutoring is a widespread phenomenon in many developing countries, including Vietnam. Using the Vietnam Living Standards Surveys 1997–1998 and 1992–1993 for analysis, this paper finds evidence that private tutoring in Vietnam is a necessity in the household budget for both primary students and lower secondary students, and the trend to attend private tutoring is stronger at higher education levels. There is no evidence of gender discrimination in expenditure on private tutoring. Ethnic minority students spend less on private tutoring at the primary level but not at the lower secondary level, as do students living in rural areas. However, spending on private tutoring would fall significantly if the qualifications of primary school teachers are increased. Private tutoring is found to have significant impact on a student's academic performance, but the influence is larger for lower secondary students. This paper contributes to the available estimation techniques by extending the simultaneous Tobit model of Amemiya [(1974). Multivariate regression and simultaneous equation models when the dependent variables are truncated normal. Econometrica, 42(6), 999–1012] to a joint Tobit-ordered probit econometric model to address the possible endogeneity of household spending on private tutoring. 相似文献
9.
Min-xuan Zhang 《Frontiers of Education in China》2006,1(4):475-486
From a financial perspective, the criteria for category distinction of higher education institutions should be based on the
ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed
the period wherein higher education institutions have both private property and private payment for recurrent expenditure.
The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure
were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions
until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent
expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure,
while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions
came into being and “three categories with sub-groups” has become a new phenomenon.
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Translated from Peking University Education Review, 2004 (2) 相似文献
10.
Based on a survey of students from different social strata, different family backgrounds and different levels of access to
higher education in 10 higher education institutions (HEIs) in Yunnan, an ethnic minority (EM) province, this essay tries
to find out the discrepancy in the enrollment opportunity of higher education for children from different strata in the EM
province in order to find a breakthrough to narrow the gap.
Translated from Changchun Gongye Daxue Xuebao 长春工业大学学报 (Journal of Changchun University of Technology), 2006, (1): 9–16 相似文献
11.
Thi Kim Phung Dang 《Educational Philosophy and Theory》2020,52(11):1173-1184
AbstractEducation reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socioeconomic contexts, for those nations which pursue education reform, and Vietnam makes for an instructive example. The country’s socioeconomic renovation, known as Doi Moi since the late 1980s, has put forward the discourse of socialisation, which generally advocates greater public participation in all areas of society. Although socialisation has been the central ideology of the Doi Moi process, there is still a dispute about its meaning and implications. This paper contributes to debates about reforms by examining the discourse of socialisation in Vietnam through analysis of government documents and public opinion in various media. These secondary documents on education socialisation in Vietnam, highlight the institutionalisation of education socialisation in an apparent movement from general public participation to a form of privatisation. This institutionalisation has dramatically transformed the conditions of people’s access to education in Vietnam. 相似文献
12.
Jandhyala B. G. Tilak 《Prospects》2008,38(4):449-466
Conventionally, higher education is regarded as a public good, benefiting not only the individuals but also the whole society
by producing a wide variety of externalities or social benefits. Of late, however, the chronic shortage of public funds for
higher education, the widespread introduction of neo-liberal economic policies and globalization in every country and in every
sector, and the heralding of the international law on trade in services by the World Trade Organization and the General Agreement
on Trade and Services—all tend to challenge the long-cherished, well-established view of many that higher education is a public
good, and to propose and legitimize the sale and purchase of higher education, as if it is a normal commodity meant for trade.
The very shift in perception on the nature of higher education from a public good to a private good—a commodity that can be
traded—will have serious implications. The paper describes the nature of the shift from viewing higher education as a public
good to a private, tradable commodity and its dangerous implications.
Jandhyala B. G. Tilak (India), a Gold medalist from Andhra University with MA Economics and Doctorate from the Delhi School of Economics, is currently Professor at the National University of Educational Planning and Administration, New Delhi. He has taught at the Indian Institute of Education and the University of Delhi, and was a Visiting Professor at the University of Virginia, Hiroshima University, and continues to serve the Sri Sathya Sai University as a Visiting Professor. An economist by education, he has also worked for the World Bank. Editor of the Journal of Educational Planning and Administration, he is on the editorial board of several professional journals on education and development. His publications include ten books and more than 250 research papers. He is also a member of several official committees on education, constituted by Government of India. 相似文献
| Jandhyala B. G. TilakEmail: |
Jandhyala B. G. Tilak (India), a Gold medalist from Andhra University with MA Economics and Doctorate from the Delhi School of Economics, is currently Professor at the National University of Educational Planning and Administration, New Delhi. He has taught at the Indian Institute of Education and the University of Delhi, and was a Visiting Professor at the University of Virginia, Hiroshima University, and continues to serve the Sri Sathya Sai University as a Visiting Professor. An economist by education, he has also worked for the World Bank. Editor of the Journal of Educational Planning and Administration, he is on the editorial board of several professional journals on education and development. His publications include ten books and more than 250 research papers. He is also a member of several official committees on education, constituted by Government of India. 相似文献
13.
Clemencia Cosentino de Cohen 《Higher Education》2003,46(1):1-35
Private education is a remarkably dynamic area of change in post-secondary education, particularly in Latin America. Evidence of growth in the number of private institutions and enrollment suggests that higher education is becoming increasingly diversified into two sectors – public and private. While this appears to be true throughout Latin America, and much of the developing world, recent evidence from Argentina casts doubt on the degree to which private sector growth trends may actually translate into a significant increase in the impact of private institutions in higher education, where impact is proxied by the relative share of student enrollment and graduates. This study explores the dimensions and impact of private expansion in Argentina, and places the findings in a comparative (regional) and theoretical framework. The analysis shows that, despite unprecedented growth in the number of private universities, the public sector remains the dominant provider of university education. Private institutions, while certainly more numerous and training a growing number of students, do not account for a larger share of university enrollment. They have, however, developed specific niches (e.g., in graduate level training and in urban areas). Significantly, following a pattern of institutional proliferation found throughout Latin America, some private universities offer elite alternatives to prestigious public institutions. The findings serve to qualify apparent `gains' in private higher education and to underscore the need for further research into the relevant intrasectoral (public and private) dimensions of change in post-secondary education. 相似文献
14.
劳凯声 《Frontiers of Education in China》2009,4(3):343-364
During the past twenty years, higher education institutions in China have gained enormous rights due to both the streamlining
of administration and the decentralization of the government. Their legal status has hence changed dramatically. However,
the expansion of their rights has also brought about the possibility of higher education institutions profiting by pursuing
development. The influence of the market has begun to permeate higher education institutions, and this change has shown some
characteristics of induced institutional changes. Accordingly, higher education institutions should be regulated from the
perspective of public law, so as to ensure their public nature.
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Translated by LI Yancheng from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2007, (2): 5–16 相似文献
15.
The public/private divide in higher education: A global revision 总被引：2，自引：0，他引：2
Simon Marginson 《Higher Education》2007,53(3):307-333
Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or
statist political philosophy. However, the development of competition and markets at the national level, and the new potentials
for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions
of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to
its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists
and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential
for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across
populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities
in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border
recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private
in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not
always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national
government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual
universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods.
This paper has been adapted from a keynote address to the Conference of Higher Education Researchers (CHER), University of
Twente, Enschede, 19 September 2004. The CHER conference was focused on the public/private question. Warm thanks to Erik Beerkens,
Jurgen Enders, Marijk van Wende, Ben Jongbloed, Guy Neave, other colleagues who took part in discussion at the CHER conference,
and the reviewers for Higher Education. 相似文献
16.
在古代越南,教育不仅指向吏才之养成,也指向全民儒学教化和封建德治社会的塑造,这要求教育充分发展规模,具备相当程度的开放性和普及性。自陈朝以降,官学与私学并进,逐步形成了一个由京城至乡社庞大的教育网络体系。教育和科举的平民化提高了越南民族的教育素质,也促进了古代越南的社会阶层流动。 相似文献
17.
During the last decade, the higher education sector has experienced many pressures and changes (Hanna, Educause Review, 38(4), 25–34, 2003; Scott, Educause Review, 38, 64–80, 2003; Waterhouse, The power of e-learning: The essential guide for teaching in the digital age, 2005). Universities around the world are facing the need to adapt to a rapidly changing educational and social landscape,
in which technology is both the main cause of change and a tool for dealing with the change. This study examines the organization-wide
technological changes that have infiltrated every aspects of life at all universities that are part of the higher education
system in Israel during the last 7 years: the introduction of on-line instruction, e-learning and Enterprise Resource Planning
(ERP) technology for university work processes
The research findings show that there is a mechanism for managing organization-wide technological changes at Israeli universities
but it is not a rational one. This study proposes a model for managing organization-wide technological changes in universities
on the basis of the existing mechanism, using knowledge management strategies for the purpose of change management:
KM-M-CM (Knowledge Management as a Mechanism for Change Management)
Implementation of this model will make it possible to realize the challenge of transforming the university from a "knowledge
institution" to a "learning institution." It will come life to the extent that the higher education system in Israel, its
leaders and decision-makers understand the need for a permanent mechanism to manage change and adopt this rational model in
order to establish it. 相似文献
18.
Huong Thi Pham 《Quality in Higher Education》2018,24(2):168-185
Quality accreditation in higher education exists in many countries, including Vietnam. As of May 2018, 80 higher education institutions in Vietnam have officially been evaluated and recognised using the national quality standards. This study examined the impact of institutional accreditation on the evaluated university. The qualitative research evaluates the impact of external quality assurance from the perspective of managers of the university. The self-assessment phase helped the university assemble evidence of activities carried out at the university and the status of being recognised was believed to increase its prestige. The process, on the other hand, was also believed to be burdensome, time and cost consuming, which led to no significant changes at the institution. Lack of institutional autonomy and competence of the review team were barriers to any attempts to improve quality of higher education in Vietnam. 相似文献
19.
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
20.