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苏联解体后,在俄罗斯职业教育管理权下放联邦主体的情况下,预算联邦主义及各地经济发展水平的差距造成了各地职业教育发展水平和规模的差异。为解决此问题,联邦政府一方面充实地方财力,使之有能力支持当地职业教育的发展;另一方面,收回部分职业教育管理权,加强联邦政府在发展职业教育方面的责任,推行职业教育的国家标准。 相似文献
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教师组织是西方发达国家公民社会的重要组成部分,在国家的政治生活和教育改革与发展中发挥着举足轻重的作用.从组织目标的角度看,教师组织所关切的事务不仅仅是教师自身的工作权益,同时还有教育工作者对于教育事务的公共性、政治性和伦理性的自觉意识.在一个利益多元、权力相对分散的社会中,大多数教师组织都倾向于采用集体谈判、罢工、政治活动、会员服务活动等运作策略借以达致其组织目标.在新的历史条件下,"新工会主义"在一定程度上预示了世界教师组织的发展趋势. 相似文献
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Howard Stevenson 《Journal of School Choice》2015,9(4):604-625
This article provides a case study of union change in an environment in which radical school restructuring is taking place, and active strategies to weaken and marginalize organized teachers are being pursued by the state. The case study union is the National Union of Teachers in England. The article explores a number of different strategies open to teacher unions, utilizing a framework provided by Turner (2004). Drawing on data collected at a national level, and in three local authority areas, I argue that the National Union of Teachers’ response to the erosion of collective bargaining is best presented as an amalgam of strategies focused on workplace organizing, political campaigning, and coalition building. The data demonstrate considerable congruence between national and local strategies, although local data reveal considerable challenges in implementation and consequently considerable unevenness in local experiences. 相似文献
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自20世纪60年代以来,美国大学教授协会（AAUP）逐步由反对教师参与工会组织到积极组织教师参与工会进行集体谈判,成为美国学术界的主要工会组织之一,充当着强有力地维护学者团体利益的角色.AAUP工会主义具有四种特征：保护学术自由和分享治理;促进当地机构自治;对教师参与的强调;促进机构民主. 相似文献
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Logan Govender 《Compare》2015,45(2):184-205
This article contends that teacher unions’ participation in policy making during South Africa’s political transition was characterised by assertion of ideological identity (unionism and professionalism) and the cultivation of policy networks and alliances. It is argued that, historically, while teacher unions were divided along political and ideological lines, they have demonstrated flexibility in contesting for influence in the policy arena. In this regard, teacher unions’ agency plays an important part and is reflected in changes in organisational strategies to ensure their independence or prevent marginalisation. The article highlights the threat of state co-optation for teacher unions and suggests that a framework for managing teacher union–state relations based on ‘professional unionism’ could potentially contribute to more effective education service provision. Comparisons with teacher unions’ experiences elsewhere in the world are also made, while recognising the specificity of the South African situation. 相似文献