高职教育实施职业资格认证制度的理性思考   总被引：2，自引：0，他引：2  

谢晖颖 《闽西职业技术学院学报》2006,8(2):95-97

高等职业教育专业教学改革,要始终把转变教育思想观念贯彻于全过程;正确确定专业培养目标,积极探索多样化的人才培养模式;正确把握基础理论必需够用为度,突出技术应用能力的培养;坚持走产学研结合的道路;建立与完善同高职教育相关的国家职业资格认证制度和劳动就业准入制度,培养更加适销对路的高等技术应用型人才。  相似文献   

藏传佛教的尊师理念及教育资鉴意义     

华热·才华加 《青海师范大学学报(哲学社会科学版)》2008,(6):71-75

藏传佛教中的上师有至尊无上的地位,对上师的条件和要求也十分严格。从一般教学意义上的广闻博学、慈心利他、善巧方便,上升到佛教特有的灌顶圆满、具出离心、戒律清净等,无论道德、学养、传承各方面,都有相应的规范和要求。藏传佛教所积累的良益经验,很多内容可以作为现代学校教育的资源借鉴。  相似文献   

Predicting university performance in Psychology: the role of previous performance and discipline‐specific knowledge     

Lucy R. Betts  Tracey J. Elder  James Hartley  Anthony Blurton 《Educational studies》2008,34(5):543-556

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A‐level entry qualifications predicted: (1) their performance in years 1–3 of their Psychology degree, and (2) their overall degree performance. Students' overall A‐level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A‐level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university.  相似文献   

英国高等教育资格框架(FHEQ)的新进展及启示     

王琪 《中国高教研究》2012,(3):54-58

英国高等教育资格框架(FHEQ)是一个以学习成果为基础、将所有高等教育资格分为5个级别的框架。该框架在保障高等教育质量、促进教育系统内部的沟通与衔接、加强高等教育与利益相关者的联系以及促进国际交流等方面起到了重要的作用。我国要建立高等教育资格框架,既需要制定详细的资格指标体系,又需要提高高等教育质量保障的透明度。  相似文献   

Qualifications,examinations and assessment: views and perspectives of students in the 14–19 phase on policy and practice     

Jannette Elwood 《Cambridge Journal of Education》2012,42(4):497-512

This paper brings to the forefront students’ views on one of the most significant aspects of educational reform in the 14–19 phase in England, specifically qualifications, examinations and assessment reform. In this respect, the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students are presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact on students of qualifications reform in situ which can be confusing, unsettling and ultimately detrimental to future success.  相似文献   

Will skills save us? Rethinking the relationships between vocational education,skills development policies,and social policy in South Africa     

Stephanie Allais 《International Journal of Educational Development》2012

This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education.  相似文献   

近代中国社会教育师资的资格与检定制度分析——以民众学校为中心     

周慧梅  吕霄霄 《教师教育研究》2012,24(6):81-86

社会教育师资水平是影响社会教育功效的重要因素之一,其资格和检定制度不仅是师资水平的外部强制性保障,同时也是专业化的主要外化表征。伴随近代中国社会的发展,社会教育师资的资格和检定制度从缺失、随意逐渐走向制度化。但由于社会教育"法理性"地位缺失、政府和社会精英制度设计的乌托邦色彩和操作中失于宽泛等制度性诱因,社会教育师资的资格与检定制度远不如学校教育领域规范,阻滞了社会教育现代化变迁。  相似文献   

The Differential Effects of Human Capital for Male and Female Division I Basketball Coaches     

George B. Cunningham  Michael Sagas 《Research quarterly for exercise and sport》2013,84(4):489-495

Abstract

A horizontal adductive arm swing executed at maximal speed, and timed at intervals of 15°, 53°, 90°, and 105°, was studied under two experimental conditions. Although the movement completed was the same in both conditions, the fundamental difference between the “normal” and “pre-tensed” arm movements was that in the latter condition the subject built up his arm strength maximally just prior to initiating the movement. Twenty trials under each condition was performed by 60 college men. All reliability coefficients were found to be high, i.e., over .89. In contradiction to expectations, the relationship between premovement strength and speed of movement at the first station (r = -.208) was lower than anticipated. However, the low correlations found between strength and speed of movement are in general agreement with the results of earlier investigators which have substantiated the predominance of neuromotor specificity.  相似文献   

Occupational outcomes for Australian computing/information technology bachelor graduates and implications for the IT bachelor curriculum     

Stuart Palmer  Jo Coldwell-Neilson  Malcolm Campbell 《Computer Science Education》2013,23(3):280-299

ABSTRACT

In Australia, the IT workforce and employment outcomes for university IT bachelor graduates have a complex interrelationship. The likelihood of IT bachelor graduates to work in a professional IT role is infrequently discussed in the research literature. It has been suggested that “deficient” undergraduate IT curricula are one contributor to poor employment outcomes for graduates. Using the latest available Australian national census data, we present a detailed analysis of the occupational outcomes for graduates of undergraduate IT programmes, and the makeup of the IT workforce in Australia. This analysis presents important findings for those designing undergraduate IT curricula that seek to equip students to prepare for the best employment outcomes. The finding that, even immediately post-graduation, a significant proportion of Australian IT bachelor graduates do not work in IT roles, even though professional IT job roles outnumber IT bachelor graduates nearly two-to-one, has implications for undergraduate IT education.  相似文献   

来华留学生汉语言本科专业建设问题探讨     

李泉  段红梅 《云南师范大学学报(教育科学版)》2010,(3):1-5

文章简要介绍了中国人民大学留学生汉语言专业教育的基本情况,包括教学方案和教育实施的基本情况,并就教学管理、课程设置、培养环节等方面进行了评介和议论。在此基础上,就汉语言专业的培养目标定位、增加阅读量、加强目的语环境的利用等几个问题进行了初步的讨论并提出了相关的建议。  相似文献