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81.
PETER STOKES 《School Leadership & Management》2013,33(1):99-105
The main arguments advanced in this article are that major curriculum innovations are likely to be most fruitfully developed if they incorporate the best features of tried and tested models existing both in the UK and abroad. Also a coherent approach to the management of innovations is a sine qua non for their success. Both TVEI and CPVE are considered comparatively and relevant management issues outlined. It is concluded that the secret of success lies to a great extent in management training. Both the HMI report (1986) on education in the FRG and the White Paper (Education and Training, 1986) add eloquent testimony to the message of this article. 相似文献
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The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions. 相似文献
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Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status. 相似文献
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PETER SCHULTE 《Higher Education in Europe》2003,28(2):189-194
Close co-operation between higher education institutions and industry is the best instrument for the application of research and the use of R&D outcomes in economic processes. It is the basis for the development of new products, techniques, and services. Such co-operation helps to develop the economy and society, and, therefore, to enhance structural change in regions in which higher education institutions are located. At the same time, any income earned through this process (third-party funds) for a higher education institution means that the institutional budget provided by the state can be used to meet additional challenges. A second result deriving from this form of co-operation is higher quality teaching and learning at the given higher education institution, as well as the development of innovative course programmes for undergraduate, postgraduate, and continuing education. 相似文献
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