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外语教师教育是欧洲实现多元化发展战略目标的重要内容之一,也是欧洲一体化进程中的重要挑战。《21世纪欧洲外语教师教育纲要》总结了欧洲在促进外语教师流动性、开展外语教师专业资格认证、外语师资培养和学校教育政策规划方面的经验。 相似文献
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International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed. 相似文献
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Arcidiacono Francesco Padiglia Sheila Miserez-Caperos Céline 《European Journal of Psychology of Education - EJPE》2019,34(1):239-254
European Journal of Psychology of Education - The paper explores the involvement of teachers, children, and parents in a project based on learning a second language (L2) within a multicultural... 相似文献
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Aisling Ní Dhiorbháin 《Irish Educational Studies》2013,32(3):401-417
Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL) with a view to considering its potential as a reflective tool in the initial primary teacher education (IPTE) in the Republic of Ireland. The creation and structure of the EPOSTL within a European language policy landscape is delineated, and thematic analysis is presented, focusing on three of the EPOSTL’s main theoretical and conceptual underpinnings: (a) teacher autonomy, (b) reflective practice and, (c) self-assessment. The role of primary teachers as language teachers within a new framework of plurilingualism is highlighted. In order to consider the suitability of the EPOSTL as a reflective tool in teacher education, IPTE educational policy documents are examined to uncover converging discourses with the underlying themes of the EPOSTL. The EPOSTL emerges as a good conceptual fit with IPTE policy. It presents as a reflective tool with the potential to promote a transformative and integrated approach to language teacher education in and across Institutes of Education at a time of sociolinguistic and curriculum change in Irish primary schools. 相似文献
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到2007年,推动欧洲高等教育一体化建设的博洛尼亚进程已实施八年。针对2010年建成"欧洲高等教育区"的目标,对过去两年博洛尼亚进展中的成绩和问题进行了分项目的分析,指出了欧洲高等教育未来发展需要努力的十二个方面。 相似文献
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博洛尼亚进程述论 总被引：3，自引：0，他引：3
作为欧洲高等教育改革重大举措的博洛尼亚进程,即欧洲高等教育区建设进程,是在高等教育国际化和欧洲经济政治一体化的背景下产生的.它以建构欧洲高等教育区为目标,旨在加强各成员国之间高等教育的可比性和兼容性,增强欧洲高等教育的吸引力和竞争力,提高欧洲高等教育的质量,重塑欧洲高等教育的辉煌.1999年6月,欧洲29国教育部长共同签署<博洛尼亚宣言>,提出建设欧洲高等教育区的具体构想、行动纲领和工作计划.其后,经过历次会议特别是5次部长峰会的评估和改革,逐步形成"学位体系建设、质量保证、学位互认、促进流动、联合学位、终身学习、社会维度和机会均等、提升就业力、全球化背景下的欧洲高等教育"等新的行动目标,并在学制改革、质量保证、学分互换、学位互认等方面取得明显进展.2007年的伦敦会议明确提出,要建设"全球化背景下欧洲高等教育区".从<索邦宣言>欧洲高等教育区的设想到EHEA的形成规模,从当初的4个发起国到现在的46个成员国,博洛尼亚进程走过了10年,其内容不断丰富,目标日益完善,原则广受认同,且一直处于发展、改革和完善之中,致力于协调进程在各国实施进度的差异、保持进程趋同化发展中的多样性、寻求不同民族和国家在区域性合作和竞争中的平衡. 相似文献
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Liyana Ahmad Afip M. Obaidul Hamid Peter Renshaw 《Globalisation, Societies & Education》2019,17(3):378-393
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia. 相似文献
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高等教育全球化的挑战——学术研究者视野中的德国博洛尼亚进程 总被引：2，自引：0，他引：2
Johannes Wildt 《高等教育研究》2007,(12)
"博洛尼亚进程"是29个欧洲国家的教育部长于1999年在意大利博洛尼亚提出的欧洲高等教育改革计划,旨在保证欧洲高等教育的质量,建立统一的欧洲高等教育体系。为了应对高等教育全球化的挑战以及适应工业社会向知识社会转变的形势,德国大学围绕提高高等教育的质量推行了一系列改革措施,建立了新的质量保证和质量管理体系,调整了新的公共管理策略;重组了整个课程体系,革新教学观念和教学方式,实现了从以教师为中心到以学生为中心的教学方式和学习方式的转变;开展大学教师教学发展项目,提升大学教师的教学能力。 相似文献
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The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England 
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下载免费PDF全文 Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving. 相似文献
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《British Journal of Educational Studies》2012,60(2):151-163
ABSTRACT This paper challenges a foundational conjecture of the Religion in Education Dialogue or Conflict (REDCo) project, that increased interest in religion in public and political life as manifested particularly in education is evidence of counter-secularisation. The paper argues that rather than representing counter-secularisation, such developments represent an emergent and secularising European civil religion facilitated through European religious education. 相似文献
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Christina Hajisoteriou 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):451-467
Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards. Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education. Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy. Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data. Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses. Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus. 相似文献
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《师资教育杂志》2012,38(3):283-301
This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes. This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold. 相似文献
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高兴亮 《黑龙江教育学院学报》2006,25(2):38-40
高等教育的国际化已经成为当今世界高等教育发展的一种趋势。从《索邦宣言》到《布拉格公报》,欧洲国家开展了一场遍及欧洲大陆的高等教育改革,尝试建立一个欧洲高等教育区,旨在使欧洲各国的高等教育逐步趋同,走向国际化。但欧洲高等教育的一体化进程并非是坦途,必将面临严峻的挑战。在高等教育国际化的大潮中,中国的高等教育改革何去何从,欧洲的设想和经验或许对我们有所启迪。 相似文献
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The Strengthening Foundations of Learning (SFL) project is an early years CPD intervention and part of the wider Preparing for Life (PFL) Initiative in an area of urban disadvantage in Dublin, Ireland. Working within the context of the Aistear curriculum framework, and building on research evidence on the importance of practitioners to quality Early Childhood Education (ECE), the primary aim of the project is to improve the quality of early years practice. The two-year project provides a complex training and mentoring programme to educators in order to deliver ‘the best outcomes for children’. This paper presents findings from the evaluation of the ‘learning environment’ strand. The findings indicate that the embedded nature of CPD used in the SFL project has resulted in positive changes in early years practice and pedagogical language. Mid-term results suggest that participants are providing improved early learning environments and responding to learning opportunities in a more focused and informed way. 相似文献
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Institutional change in a transitional economy: the reform of economics higher education in Mongolia
Bernard Walters David Hall Frederick Nixson Peter Stubbs 《International Journal of Educational Development》1999,19(6):639
This paper discusses the problems of implementing a European Union Technical Assistance to the Commonwealth of Independent States (of the former Soviet Union) (EU/TACIS) project to reform Mongolian Economics Higher Education with the ultimate objective of improving the process of economic policy making. It emphasises the importance of historical, economic and administrative context for the design and implementation of project activities. Project activities are reviewed and the problems of implementation discussed in terms of the aid relationship and the particular circumstances of transition economies. The paper concludes that, while the project's immediate objectives in terms of curriculum reform have been achieved, the sustainable change necessary to deliver the central, long-term objective remains elusive. 相似文献
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Tertiary Education and Management - This paper presents the findings of a two-year EU-funded project (DG Education and Culture) Benchmarking in European Higher Education, carried out from 2006 to... 相似文献
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Rosemary Deem 《教育政策杂志》2013,28(6):615-636
This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day‐to‐day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one. 相似文献
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Natalia Veles Margaret-Anne Carter 《Journal of Higher Education Policy & Management》2016,38(5):519-533
In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in the third space – a notional space where professional staff and academic staff with diverse and valuable skills work as equal professional partners on complex and multifaceted projects. This article looks at the evolution of the debates around professional staff. It considers how the notions of professionalism and professionalisation are being reconceptualised in the third space. Discussion progresses towards capability building and developmental opportunities of aspiring third space professional staff in higher education settings. Possible pathways of engaging with and empowering professional staff in designing their future careers and professional identities are considered. Building a community of research practices under the auspices of the Association for Tertiary Education Management (ATEM) and engaging postgraduate students in the university third space project work are proposed as potential areas for further research in the field of professional staff capability building. 相似文献