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(1) voluntary submission to inspection could not be counted on;
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(2) local forms of inspection were completely ineffective;
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(3) a strong central government inspectorate was much more effective but made mistakes in its formative years;
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(4) the absence of any tradition of schooling and all that went with it added to the great educational responsibilities imposed upon the factory inspector;
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(5) some influence may be traced in negative and positive ways upon Her Majesty's inspectors of schools.
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- it has to meet a growing demand for food in a sustainable way,
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- the international competition is increasing,
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- the increase in labour productivity is decreasing the employment opportunities in agriculture,
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- agricultural research is offering many new opportunities to increase productivity,
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- government price support for agricultural products in industrial countries is decreasing.
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- the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,
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- advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,
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- this requires a change in extension methods and in the information sources extension agents use,
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- agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,
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- a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.
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(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
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(ii)Secretarial staff for typing and administration
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(iii)Laboratory technicians
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(iv)Visual aid staff
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(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
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(vi)The active cooperation of academic and technical staff
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(vii)Flexibility in timetabling and room allocations
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(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
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(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
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(x)A cooperative administrative staff.
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-redefinition of the role and function of managers in the agricultural and food economic sector;
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-replacement of a production-oriented approach by a more comprehensive approach to the problem of rural development;
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-recognition of the educational value of biological sciences as both models and tools for the acquisition of knowledge and the management of complex systems.
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research
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problems facing the research community in Canada
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the status of women in universities
An important part of the conference was cax'ried out in the form of workshops which had the following themes:
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the problems of ahanging growth rates
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the nature and level of university research
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international aspects of university operations
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graduate education
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the future of the community of scholars
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the evaluation of performance in the university
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continuing education
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.
The traditional role of universities throughout the world has always been to:
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safeguard and preserve knowledge
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impart and disseminate knowledge
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expand the frontiers of knowledge
To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:
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to contribute to the cultural, social and economic development of society
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1.Internationalization. After many generations of Wageningen graduates have experienced the benefit of an international element in their training through a practical period abroad, organizational adjustments to a more comprehensive, ‘two-way’ internationalization (i.e., also providing access to foreign students) are now underway.
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2.Structuring a post-graduate curriculum. Important in this context are the recent institutionalization of research activities in areas of acknowledged strength into a number of ‘Centres of Excellence’ (onderzoekscholen) and initial moves towards establishment of graduate schools.
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creation of one system of higher education with no distinction between university and higher vocational training;
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introduction of as large a range of courses as possible;
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inclusion of student research only where the study programme requires it;
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introduction of a more general type of higher education in addition, to courses providing students with specific professional qualifications.
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research;
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problems facing the research community in Canada;
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the status of women in universities;
An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;
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the nature and level of university research;
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international aspects of university operations;
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graduate education;
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the future of the community of scholars;
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the evaluation of performance in the university;
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continuing education.
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada. 相似文献
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transfer of a number of degrees and courses from the Old to the New University and as well as the creation of new courses and degrees in the New University;
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changes in the administrative structures of higher education institutions (Old and New University)
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introduction of a worker‐student scheme for university entry;
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changes in the distribution of authority on higher education.
The introduction of the reform is regulated by the Education (Amendment) Act, 1978. Outlined below are the main elements of this reform as they are introduced in the Act, with a special emphasis on the new “worker‐student scheme for university admission” 相似文献
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— The need for an Automated Instructional Design
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— The integration of learning theory, instructional design and technology
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— Some approaches for automating instructional design
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— An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).
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general information on the education system in Rumania
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teacher training in the utilization of educational media
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teacher training with a view to the improvement of teaching‐learning systems
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teacher training in the new information and communication technologies
The following three subjects constituted the main points of discussion:
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the concept of relevance with respect to undergraduate and postgraduate courses;
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the role of manpower planning in relation to university admissions and curricula;
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the responsibility of universities for training the professions, for the needs of industry and public service.
We give below the main elements of papers presented during the Conference on these themes. (For CEPES participation in this meeting please see page 27 in this issue.) 相似文献
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Questioning is not ‘normal’ for everyone;
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The experience of classroom safety may be different for student participants than for teacher participants;
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Reflection is a situated responsibility; and
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Assessment and authority interact within the context of learning in a formal classroom.
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Law lecturers are unclear about course objectives. Moreover, where course objectives are specified they tend not to be explicitly related to criteria for student assessment.
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Methods used for assessment often do not match specified course objectives.
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Law lecturers tend to be ‘conservative’ markers who use a narrow range of marks clustered round relatively low average points.
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definition of distant studies
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the social image of the distant student (society's appreciation, acceptance etc.)
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the reasons behind the introduction of distant study
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students’ situation in this form of study
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planning and organization, of distant study courses
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functions of distant study courses
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interaction between tutors and students;
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construction of study materials for distant study;
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methods and media;
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research on and development of distant study.
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the future programme of the Committee.
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1.Wastage is a characteristic of all forms of further education, full-time and part-time.
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2.Wastage can be defined in more than one way, and the severest definitions obviously include amongst the wastage many students who have benefited from their participation in further education.
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3.Failure rates from first to final year in English Universities are at least 10 per cent on the average, to which have to be added the group—some 5 per cent—who withdrew for reasons other than academic failure. This gives an average total wastage of 15 per cent, from first to final year.
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4.Even in the relatively superior conditions of university life and teaching, precise prognostication is not possible; therefore, either some failures must be admitted or some who would succeed must be excluded. To eliminate failures altogether would mean applying selection procedures that would exclude large numbers of those who now succeed.
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5.Wastage is a product of multiple causation. Hence, there are no simple or sweeping remedies. On the other hand, such success as is achieved remains unknown because it is not recorded and published.
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6.Wastage in technical education can be classified into three sorts: natural, built-in and imposed.
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7.Natural wastage is largely, if not entirely, irremediable (in the given conditions). It is valuable to identify it, important to estimate its size and sensible to devote to other causes efforts to improve the situation. It seems likely that natural wastage amounts to something like 25 per cent of the entrants to a five year part-time course—although there is no evidence of a convincing kind to support any particular figure.
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8.Built-in wastage is a feature of part-time technical courses. It could very easily be much reduced. The place to begin is with craft courses which are not hedged in by so many Rules and such powerful vested interests as are the National Certificates. The steps to take are simple, and are within the competence of Principals and Heads of Department. The examination results now available annually should be used differently; in particular, the results in the ‘noncrucial’ years should not, in general, preclude students from passing on to the next year of the course. Gross built-in wastage on the average five-year course amounts to 70 per cent or so, having allowed an off-set for students who repeat a year.
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9.It will be seen that 70 per cent built-in wastage plus 25 per cent natural wastage amounts to 95 per cent wastage over a five-year course. A success rate of 5 per cent in such courses is often exceeded—it may rise to 25 per cent, but a success rate even lower is by no means unknown, though the recording of some such instances by Lady Williams appears to have shocked many of her readers.
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10.The advantage of going through a course may be quite real to a student who does not gain a certificate. Presumably this is truer of craft courses than of other courses.
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11.Imposed wastage is remediable to some extent, though not perhaps as completely as might be hoped. At present there is much emphasis on selection, and it is most desirable that selection procedures should be improved.
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12.Even more important as an antidote to imposed wastage is an improved teaching force: improved in numbers and quality. This is not to say that teaching in technical colleges is bad—far from it. There always have been excellent teachers in technical colleges and their numbers have grown hearteningly since 1945. Nor is it to say that the need is for more graduates or more teachers with second degrees—although such are most welcome. What is needed is greater total numbers of teachers and far more whose main interests are in their pupils, in the difficulties of their pupils, in teaching rather than in scholarship. Senior lecturers promoted to that position because they are good teachers, because they are educationists, are more important to a college than those elevated on the strength of the letters after their names. Both kinds are valuable. Some splendid fellows are themselves of both kinds.
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13.In approaching any particular problem of wastage, it is necessary to know, or to estimate, how much is natural, how much built-in, how much imposed. Obviously the built-in wastage figure needs breaking down. It includes the out-and-out duds and slackers, a small number, probably no more than 2 per cent or 3 per cent over a five-year wastage of 70 per cent. It includes also the weak and doubtful who just don't make the grade—perhaps 7 per cent or 8 per cent more. And it includes a fair number affected by imposed wastage in its many forms—perhaps 25 per cent. The breakdown in a five-year wastage of 95 per cent in a part-time course might then take the form:
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14.The need for enquiries and research into these problems is acute. Much information is available, and ready for analysis. On the other hand, on some problems nothing at all has been done and no information exists. For instance, no college, so far as is known, has systematically followed up the part-time students of one year who do not enrol for a succeeding year. Such an enquiry, done over one or two typical National Certificate and craft courses might be illuminating.
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15.The price paid for a part-time system of education includes a high wastage rate. As long as part-time education goes on, wastage will be very high. As a route to a major qualification—professional or craft—part-time education is a wasteful anachronism; in its purely evening form it should be abolished immediately.
Discussions in the Seminar concentrated on the following themes:
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the structure of university teaching and research; their essential characteristics and innovations;
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the university and other forms of higher education; integrated and diversified systems.
Below we present some of the ideas discussed in the Seminar. 相似文献
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
The main points raised in discussions were as follows:
-
the current situation and trends in tertiary education;
-
the recognition of degrees and diplomas;
-
the future existence of the Committee for Higher Education and Research;
-
the current situation and trends in university research;
-
the teaching of human rights;
-
mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
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(a) on the contribution which the way in which the university is governed makes to the political socialisation of its members to the values of a liberal democracy, and
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(b) on the extent, if at all, to which that contribution has been eroded in recent years in Britain and West Germany.
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It is assumed that universities are agencies of political socialisation and that because they educate future elites they are particularly important ones. The further assumption is made that the character of the university's internal and external governance constitutes an important part of such political socialisation.
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The main changes in the governing arrangements of West German universities, introduced over the last 15 years, as part of university reform, and of British universities, brought about in more recent years by financial retrenchment, are briefly investigated and their significance for the university as an agency of liberal democratic political socialisation suggested.
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Two main conclusions are reached. First, that no lasting structural change has so far been done to university autonomy in Britain, despite clear threats to that autonomy, or to the capacity of the universities in Britain to act as effective agencies of political socialisation in a liberal democracy. Secondly, the historical ambivalence in the structure of the German university between academic freedom à l'allemande and regulation by the state remains, despite some changes, essentially intact and inhibits the West German university's value as an agency of liberal‐democratic political socialisation.