共查询到20条相似文献，搜索用时 31 毫秒
1.
George Livingstone 《Assessment & Evaluation in Higher Education》1999,24(2):249-260
One key driver of change in higher education is the challenge to do more, with less resource – and to do it better. The dilemma, or paradox, perhaps, of achieving efficiency whilst sustaining or enhancing effectiveness is affecting most institutions. Recognition of it is not the problem, but addressing it is. How it may be addressed will vary with the macro and the micro environments which appertain for institutions and with perceptions and interpretations of its nature and meaning. Is the pursuit of solution(s) likely to be successful, though elusive, or is it illusory and so futile? Should the ethical response be to admit bluntly that quality has suffered? In a competitive environment would such an admission by any one institution be just naïve in the extreme? The paper outlines one faculty's approaches to this hazardous and contentious issue and the main organisational, political, logistical and educational considerations and changes. It is a development of an earlier paper (Livingstone, 1996). The legend of the Grail, the drinking vessel used by Jesus at the Last Supper, tells that if the quest is conducted by those who are truly worthy, then the prize is immense; all the world will be healed. On the other hand, Lewis Carroll warns that, even after valiant efforts have located a Snark, the consequences may be dire: 相似文献
I engage with the Snark – every night after dark –
In a dreamy, delirious fight.
But oh, beamish nephew, beware of the day,
If your Snark be a Boojum! For then
You will softly and suddenly vanish away,
And never be met with again! (The Hunting of the Snark, 1876)
2.
《British Educational Research Journal》2006,32(5):649-665
This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge‐skilled learner (graduate/postgraduate) for the knowledge economy, and the low knowledge‐skilled learner located in (or beyond) the knowledge society. The low knowledge‐skilled learners are not only those at risk, they are increasingly constructed as the risk. The analysis suggests that the binary classification is initially classed and raced—and only then is it gendered. In contrast, labour market studies of the knowledge economy, providing either gendered or national data, obscure the vital cross‐cutting matrix of social class, ‘race’ and age. The article advocates further studies of lifelong learning practices and labour market data based on finely‐crossed analyses of social class, poverty, age and race. 相似文献
3.
电大在终身教育体系中的地位分析 总被引：1，自引：0，他引：1
黎静 《广东广播电视大学学报》2008,17(4):11-15
学习型社会的高等教育促进人性的自我完善,促进学习者终身学习需要的满足,促进教育民主的实现。在终身教育体系中要求高等教育面向生活,实现办学形式多样化,重视学习者主体的参与,注重培养学习者的核心技能。而电大教育具有开放性、民主性和面向生活,网络覆盖面广,办学层次多,重视学生主体性等特质,符合学习型社会高等教育的理念和终身教育体系建立的要求,从现行教育体系的发展看,电大教育必然成为未来教育体系的主体。 相似文献
4.
路艳霞 《齐齐哈尔师范高等专科学校学报》2012,(2):23-24
终身教育理论是本世纪教育的核心指导思想,每一个社会中的人都应成为终身学习者,尤其是教师更应该成为终身学习的楷模。一般而言,教师的教育方式和教育手段对学生影响极大,学生专业知识水平的高低,在很大程度上受教师知识水平的制约。要做一名永远称职的高中英语教师,就必须不断地学习,拥有持久的学习力,才能使教师的知识不断更新,能力不断增长,素质不断提高。只有教师学会终身学习,才能培养出具有创新型特征的英语终身学习者。 相似文献
5.
This article offers a critique of what has become known as ‘inclusive education’ under the New Labour administration. The initial impetus for the article was a research project designed to ascertain the impact of the ‘presumption of mainstreaming’ contained in Section 15 of the Standards in Scotland’s Schools etc. Act 2000. This stipulates that the needs of disabled children and others with ‘additional support needs’ should be met in mainstream schools. The authors reflect on the implications of this change in terminology, and examine the consequences of the attendant ‘disappearance of disability’. They also explore how ‘inclusion’ became a largely self‐referential concept that has generally failed to attract critical scrutiny. The authors argue that a highly politicised and ideologically‐charged ‘mission inclusion’ has had the unfortunate effect of tightening the boundaries between ‘us’ and ‘them’. This, they argue, is demonstrated by the emergence of a significant new ‘‐ism’—disabilism—at a time when inclusion was already firmly embedded in New Labour policy. 相似文献
Take me to the station
And put me on a train
I’ve got no expectation
To pass through here again.
Mick Jagger and Keith Richards, 1968, from the album Beggars Banquet
6.
In order to build a knowledge‐based society and meet the needs of lifelong education, open learning opportunities are growing at exponential rates. While such growth is commendable, there appears to be a very strong demand for distance guidance services in open education programme selection. The purpose of this study was to develop the online self‐directed inventory, the Academic Programme Preference Instrument (APPI), for the lifelong learners in Hong Kong. The methods of questionnaire survey and standardized psychological measurement were employed. In this study, 2775 respondents were surveyed in order to identify and verify the inventory, using a multistage stratified cluster sampling technique. The inventory consists of 112 items under nine personal attribute types, namely: organizational; mechanical; scientific; sociological; mathematical; literary; musical; aesthetic; and social service. Eighty‐nine distance and continuing education professionals were invited to help to determine the most important personal attributes that a learner should possess in order to meet the minimum entry requirements of each of the 73 education programme categories that account for over 800 open education programmes in Hong Kong. The online APPI, in English and Chinese versions, has been linked to the homepage of the Hok Yau Club in Hong Kong for the public to use freely. As Hong Kong aims to foster lifelong learning in a knowledge‐based society, it is expected that the APPI can help lifelong learners to make wise open education programme selection and to enhance learners’ success in pursuing continuing education. 相似文献
7.
Most educational assessment involves aggregating a large number of observations to form a smaller number of indicators (for example, by adding up the marks from a number of questions). The term awarding refers to any subsequent process for converting aggregated raw scores onto a scale which facilitates general interpretations. This paper explores some of the theoretical and practical issues involved in aggregation and awarding by considering the relative merits of two methods: the method used at the end of National Curriculum Key Stage 3 in 1993 and a method recently proposed for assessment at the end of Key Stage 4. It is concluded that aggregation and awarding procedures like those used to date at Key Stage 3 are unlikely to produce results which are as fit for the common purposes of assessment as more conventional procedures. 相似文献
‘The thing can be done’, said the Butcher, ‘I think.
The thing must be done, I am sure.
The thing shall be done! Bring me paper and ink,
The best there is time to procure.’
Lewis Carroll, The Hunting of the Snark 8.
This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace. 相似文献
9.
论网络环境下学习者的信息素养及其培养 总被引：5，自引：1，他引：5
网络学习是信息社会一种全新的学习方式，信息素养是未来人才的必备素质，也是实现终身教育的基本要求。学习者运用现代信息技术进行学习的意识和能力，直接影响现代远程教育的教学质量和学习效果。本文在综合前人研究成果的基础上，结合自己的认识，对网络环境下学习者信息素养的内涵、基本要求以及培养途径等方面进行了探讨。 相似文献
10.
新时代,社会对人才的关注点逐渐转向获取终身技能、培养有效学习者。英国开放大学系列《创新教学报告》着重对有效学习者关键技能培养做出说明。运用分析法,从主体、社交、技术、问题、学习/创新等方面对有效学习者培养进行梳理解读,分析创新教学法对有效学习者关键技能培养途径在于:课程设置、学习方式、管理机制、教学评价四个方面,并分析《创新教学报告》对我国未来教育变革的启示,以期推动我国教育教学,促进有效学习者培养,提升关键技能。 相似文献
11.
Nostalgia,the Future,and the Past as Pedagogical Technologies 总被引：1，自引：0，他引：1
Kenneth Petersson Thomas S. Popkewitz 《Discourse: Studies in the Cultural Politics of Education》2007,28(1):49-67
This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to re-memorialize who “we” are and have been. The future is a spatial concept, a technology to shape and nurture the “future oriented” subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. Similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived. 相似文献
12.
梁林梅 《现代远程教育研究》2012,(4):53-58
近年来欧洲一些国家提供跨校、跨国的学位课程越来越多,以网络课程为依托的课程共享已成为欧洲跨国高等教育的主要模式之一。笔者亲历了由瑞典斯德哥尔摩大学等校共同开设的“基于ICT的协作交流”课程的学习过程。该课程的学习目标是锻炼学习者在多元文化情况下的沟通能力和协作能力。课程主要采用通过网络的个人自学和小组团队学习相结合的方式。笔者总结完成全球性课程的原因主要是,政府对网络学习的重视,拥有发达的信息技术基础设施,拥有成熟的具有较高信息素养的远程学习者,学校对教学各环节的精心组织和设计。当然,全球性课程建设根本保障是欧洲高等教育一体化的发展,成功实施了欧洲学分转换系统,鼓励欧洲各国大学利用各自优势,共同建立世界一流的网络课程。 相似文献
13.
Ian Clark 《Curriculum Journal》2013,24(1):91-114
The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners. 相似文献
14.
Barbara M. Crossouard 《International Journal of Lifelong Education》2013,32(6):679-692
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras. 相似文献
15.
刘国梅 《三门峡职业技术学院学报》2003,2(1):34-37
世纪之初,知识经济时代初露端倪。知识经济的实质是:高新技术产业,其潜在资源是人的智力。因此重视教育,重视人才,重视学习,成为知识经济的主要特征之一。从某种意义上讲,知识经济将是一种教育型经济,学习型经济。由于现代社会信息发达,知识爆炸,所以,不能指望一次性学习而终身享用,必须建立终身教育体系。终身教育是知识经济之本,备受世界各国瞩目。终身教育必须注意三个问题:教育对象,受教育的对象应该是不带任何附加条件,凡地球公民都有受教育的权利;教育时间,受教育的时间应该贯穿于“生命的全过程”;教育范围,教育领域扩展为终身教育。要构建适合我国国情的终身教育体系。 相似文献
16.
Michael Whitesage 《Innovative Higher Education》1979,3(4):260-266
Adult learners are an attractive and lucrative market but little has been said about the adverse impact of higher education upon the lifelong learner. Misrepresenting education’s benefits, making continuing professional education obligatory, and co-opting learning are three areas in which adult learning may be adversely affected by the institutionalization of lifelong learning by higher education. 相似文献
17.
随着知识经济时代的到来,终身学习观念已经形成,远程开放教育呈发展趋势,高校图书馆要从改变服务理念着手,提高远程开放教育读者的信息素质,整合各种资源,运用更好的读者服务模式,为远程开放教育做好支持服务。 相似文献
18.
19.
The characteristics of lifelong learners have been extensively discussed in the literature and generally encapsulate two broad dimensions; skills and abilities related to learning, and beliefs about learning and knowledge. This study examined the factors that may predict such characteristics and thus an individual's propensity to engage in lifelong learning in a sample of university students. Together, openness to experience, change readiness, approaches to learning, self-efficacy and epistemological beliefs significantly predicted lifelong learning characteristics. In particular, the unique contribution of epistemological beliefs to the profile of a lifelong learner was supported. Results indicate that these beliefs may be a key predictor of lifelong learning. 相似文献
20.
Recent education policy analysis has revealed the standardisation of education systems and an intensified focus on learners and learning to meet the requirements of the global economy and neo-liberalism. In this paper we analyse the way that early childhood education in Aotearoa New Zealand has become increasingly entangled with school sector priorities and international discourses of lifelong learning as it has encountered these requirements. We trace the shift from an explict rejecting and countering of school sector pedagogy to the promoting of increasing continuity with school sector priorities. We draw attention to dynamic, contrasting and competing interests and entities that have shaped the construction of learning and learners and curriculum and assessment priorities. We argue the need to attend to the complex mix of constitutive forces at work in the formulation and enactment of early childhood sector priorities, in particular to these crucial entanglements with school sector priorities, international discourses of lifelong learning and neo-liberal economic rationalities. 相似文献