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1.
J. Barloy 《The Journal of Agricultural Education and Extension》2013,19(2):11-19
Abstract Current changes in agricultural and food science higher education in Central and Eastern Europe are interesting for the analysis of the repercussions of post communist economic and social transition, particularly in the adaptation and restructuring of scientific and technical education. Using an institutional approach and referring to their experiences of these educational systems, the authors provide a Western view of current transformations and areas of development of higher education in agricultural and food sciences in the countries concerned. The emergence of a new social demand and of new systems of access to employment implies re-evaluation and adaptation of former training models. The authors suggest that the current reflection on the question should focus on three key issues:
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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.
2.
Martin Trow 《Higher Education Quarterly》1989,43(1):55-75
The Robbins Report (1963) helped to justify and chart the great expansion of British higher education in the decade and a half following up its publication. But this liberal and expansionist document has also served to limit the growth of British higher education by affirming the values and assumptions that define the English ‘idea of a university’. Among these values are:
- (i) the monopoly by state supported institutions of study leading to degrees;
- (ii) their commitment to high and common academic standards for the honours degree;
- (iii) a degree earned through full-time study over three years; and
- (iv) the costs of student maintenance and instruction being borne wholly (or nearly so) by the state.
3.
LORIS PEROTTI 《European Journal of Education》2007,42(3):411-423
The article describes institutional change in the Spanish higher education system over the past two decades. It singles out four variables in explaining this change: (i) demography, (ii) economic environment (the so-called knowledge society), (iii) the role and interests of academics and politicians, and (iv) the supranational stimulus to converge (Bologna Process).
Although after Franquism each of these factors had notable consequences on tertiary education, at least initially it seems that supply-side factors were very important in sustaining institutional change in Spanish universities. Above all, politicians and regional governments boosted democratisation by opening new universities (which since 1980s have increased in number from 32 to 70), by lowering entrance requirements, and by keeping fees low. At the end of the 1990s, European declarations (Sorbonne, Bologna) increased the significance of Europe, with a twofold effect: they induced governments to introduce change in higher education systems (convergence), but they also highlighted the difficulty of combining the role of the state (as signatory to international declarations) and peripheral institutions ( Comunidades autónomas and autonomous universities). 相似文献
Although after Franquism each of these factors had notable consequences on tertiary education, at least initially it seems that supply-side factors were very important in sustaining institutional change in Spanish universities. Above all, politicians and regional governments boosted democratisation by opening new universities (which since 1980s have increased in number from 32 to 70), by lowering entrance requirements, and by keeping fees low. At the end of the 1990s, European declarations (Sorbonne, Bologna) increased the significance of Europe, with a twofold effect: they induced governments to introduce change in higher education systems (convergence), but they also highlighted the difficulty of combining the role of the state (as signatory to international declarations) and peripheral institutions ( Comunidades autónomas and autonomous universities). 相似文献
4.
JUTTA THINESSE-DEMEL 《European Journal of Education》2010,45(3):437-450
In 2000, the German Federal Ministry of Education and Research (BMBF) launched the programme Learning Regions — Providing Support for Networks' in cooperation with the Länder. It was co-financed by the European Social Fund (ESF). Some 90 regions were selected and financially supported. After one year, 71 regions continued to build-up their Learning Regions. 5 topics were identified as important within the regions:
- • Education marketing
- • Training and further education guidance
- • New ‘learning worlds’
- • New transition schemes between learning and educational phases
- • cooperation with small and medium-sized companies
5.
Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
6.
《Journal of Vocational Education & Training》2012,64(59):141-145
Summary In order for group analysis to be successful and to achieve the atmosphere which allows student cooperation to flourish, it is essential that adequate physical and financial resources are provided. These can be summarized as follows:
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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.
7.
办学体制机制建设是实现高等职业教育人才培养目标的重要保障。本文以襄樊职业技术学院为例,在探讨体制机制创新的基础上,提出了校企合作的多种模式。 相似文献
8.
本综述选取了人们对校企合作模式的认识、校企合作模式的类型以及国内校企合作模式的典型案例等多个教育者们比较关注的焦点,对近三年来我国教育者实践的校企合作模式进行归纳总结,并指出某些还不尽完善的地方。旨在为深化我国高等职业教育改革、促进校企合作提供解决问题的思路。 相似文献
9.
William Yat Wai Lo 《Chinese Education & Society》2014,47(1):83-100
The article reviews the global landscape of higher education with the anticipation of an emerging Chinese institutional architecture in Asia-Pacific higher education. It starts with a theoretical framework for analyzing the functionalities of values and institutions in international higher education by adopting Joseph Nye's concept of soft power. In particular, it considers the Chinese cultural values and ranking systems/citations indexes as resources projecting the soft power of China in the arena of higher education. While China still plays the role of norm taker in the existing geopolitical sphere of knowledge construction, this article argues the possibility that China will change its role to norm setter by examining its potential institutional architecture in knowledge construction. On this basis, it argues that China may be able to increase its influence in higher education in the region through promoting China's academic practices and standards. 相似文献
10.
This essay reflects upon the themes that emerged from the seminar "Teaching and Organization of Studies in the Virtual and Classical University: Conflict and/or Mutual Reinforcement", for which the articles appearing in this issue of Higher Education in Europe were originally prepared. The reflections are organized around four major themes: (i) the acceleration of change in higher education owing mostly to the ICTs; (ii) complementarity and contrast between virtual and classical universities; (iii) institutional responses to change; and (iv) quality issues. Various agendas for further attention are proposed. 相似文献
11.
Reviewing the massification of higher education in China in the last two decades, this article critically examines how the education markets have emerged and developed in China through engagements with three major minban HEIs for addressing different development needs of the country. More specifically, this article discusses 1) the rise of minban (people-run) higher education developed by different local social forces; 2) the invitation of overseas universities to co-develop transnational education programmes for meeting citizens’ pressing demands for higher education; 3) the engagements of leading institutions from overseas for research capacity advancement. Through the analysis of these different types of non-state-run HEIs, we would appreciate how the Chinese government has skilfully transformed its higher education systems through the tactical adoption of neoliberal practices for education market formation in the country. The present article also reflects upon the unique university governance model in China, clearly revealing how state-university relationship has been affected by the unique and strong historical, political, and institutional traditions of the country. 相似文献
12.
Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England 
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下载免费PDF全文 Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research. 相似文献
13.
David Gibson Vitomir Kovanovic Dirk Ifenthaler Sara Dexter Shihui Feng 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1125-1146
This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities.
Practitioner notes
What is already known about this topic- Numerous learning theories exist with significant cross-over of concepts, duplication and redundancy in terms and structure that offer partial explanations of learning.
- Frameworks concerning learning have been offered from several disciplines such as psychology, biology and computer science but have rarely been integrated or unified.
- Rethinking learning theory for the age of artificial intelligence (AI) is needed to incorporate computational resources and capabilities into both theory and educational practices.
- A three-level theory (ie, micro, meso and macro) of learning that synthesizes and unifies existing theories is proposed to enhance computational modelling and further develop the roles of AI in education.
- A causal model of learning is defined, drawing from developmental psychology, computational biology, instructional design, cognitive science and sociocultural theory, which explains how learning occurs and works across the levels.
- The model explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels.
- Fourteen roles for AI in education are aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity.
- Researchers may benefit from referring to the new theory to situate their work as part of a larger context of the evolution and complexity of individual and organizational learning and learning systems.
- Mechanisms newly discovered and explained by future researchers may be better understood as contributions to a common framework unifying the scientific understanding of learning theory.
14.
GEORGE K. ZARIFIS 《European Journal of Education》2009,44(2):163-182
Since 2000, the European Union has given greater attention to lifelong learning, as expressed in the Lisbon presidency conclusions and the general objectives of the Education and Training 2010 work programme. In September 2007, these policy proposals were further strengthened with the announcement of the ‘Action Plan on Adult Learning’ that sets out how Member States and other stakeholders could be supported to improve, implement and develop adult education and monitor its results. Because of the multitude of policy expectations, training and professional development for adult learning staff are still relatively uncommon in some parts of Europe, despite a societal demand, which also should be interpreted in the context of changing societal conditions and needs besides raising the quality of lifelong learning. This is largely echoed in South-East Europe where the situation of the training of adult learning staff is more on the downside than most policy-makers would have expected. In most South-East European countries, adult learning is expected to provide individual, cultural, and social improvement, to address illiteracy or earlier unsatisfactory access to initial education, and mostly to respond to labour market access problems. At the same time, adult learning staff have to face obstacles such as dependency on government or EU funding, changing political perspectives on and interest in adult education, policies prescribing an enclosed employment-oriented adult education market and occasionally a lack of national legislation or frameworks and structures covering their field. Along with these general findings, this article focuses on the comparison of current policies on training and professional development of adult learning staff in Bulgaria, Cyprus, Greece and Turkey, according to three vital topics:
- • Selection procedure and working conditions of adult learning staff (focusing on recruitment, professional expectations and employment situation).
- • Opportunities and obstacles for their professional development and evaluation (focusing on career paths and monitoring, assessing and evaluating issues).
- • Societal situation for the profession (focusing on attractiveness and social impact).
15.
欧盟“伊拉斯谟计划”及其意义 总被引：1，自引：0，他引：1
伊拉斯谟计划作为欧盟(欧共体)推动的欧洲国家间的大学生流动计划,为我们提供了了解欧洲高等教育跨国合作的一个独特视角。本文通过阐述伊拉斯谟计划的实施背景、目前情况以及相关评估,指出了欧盟在该计划之外致力于推动高等教育国际化的新举措。 相似文献
16.
粤港澳大湾区高校合作办学意义重大,受到各界高度关注。文章探讨粤港澳三地高等教育的改革创新,明晰依循法律法规、允许先行先试、制度包容支持、文化互适交融、分类错位发展、双向变迁结合的理论要义。以香港中文大学(深圳)为重点,分析大湾区高等院校合作办学的现状与问题,建议构建湾区专属规制机构,推动高校多层面、全过程、立体化合作以及政产学研协同创新发展;以湾区经济、科技、文化、法制发展为契机,为高等教育提升提供助力;加速高校跨境合作办学、跨学科人才培养、大装置科学研究,打造环高校教育生态圈与创新高地。 相似文献
17.
MARCELLA MILANA 《European Journal of Education》2008,43(2):207-216
This article reviews 1) the establishment and functioning of EU citizenship, 2) the resulting perception of education for European active citizenship and 3) the question of its adequacy for enhancing democratic values and practices within the Union. Key policy documents produced by the EU help to unfold the basic assumptions on which democratic principles and values are being promoted through education; while the literature produced primarily in political and social science challenges these assumptions.
By doing so, the author argues that citizenship of the Union is creating new mechanisms of exclusion rather than promoting social equality and a strong sense of belonging to a bonding multicultural community, which are at the very core of democratic participation processes. Thus, the rhetoric embedded in the integrative process of the Union — based on the recognition of equal opportunities, access and democratic participation of all EU citizens — is founded on a limited interpretation of democratic citizenship rather than its concretisation as a multiple citizenship.
As a result, the mechanisms in place at European level are creating specific patterns of social exclusion supported by educational reforms. Most citizens are therefore being excluded, due to the distinction between active and non-active citizens, which results from institutional demand on individual's conduct, whereas little, if any, attention is paid to actual institutional practices. On the contrary, this shift in paradigm — i.e. from the institutional demand on citizens to the recognition of citizens as performing subjects — challenges the 'activism' embedded in recent debate on citizenship. Therefore it needs to be properly addressed, from a multicultural perspective, if education and learning processes are to sustain full democratic participation of all citizens and the construction of a multicultural Europe. 相似文献
By doing so, the author argues that citizenship of the Union is creating new mechanisms of exclusion rather than promoting social equality and a strong sense of belonging to a bonding multicultural community, which are at the very core of democratic participation processes. Thus, the rhetoric embedded in the integrative process of the Union — based on the recognition of equal opportunities, access and democratic participation of all EU citizens — is founded on a limited interpretation of democratic citizenship rather than its concretisation as a multiple citizenship.
As a result, the mechanisms in place at European level are creating specific patterns of social exclusion supported by educational reforms. Most citizens are therefore being excluded, due to the distinction between active and non-active citizens, which results from institutional demand on individual's conduct, whereas little, if any, attention is paid to actual institutional practices. On the contrary, this shift in paradigm — i.e. from the institutional demand on citizens to the recognition of citizens as performing subjects — challenges the 'activism' embedded in recent debate on citizenship. Therefore it needs to be properly addressed, from a multicultural perspective, if education and learning processes are to sustain full democratic participation of all citizens and the construction of a multicultural Europe. 相似文献
18.
Karl Maton 《British Journal of Sociology of Education》2000,21(2):147-167
Beginning from the argument that the sociology of educational knowledge remains a sociology without a theory of knowledge, this paper illustrates the significance of the structuring of knowledge for the development of intellectual fields through a study of cultural studies in British higher education. The paper presents a means of bridging the divide between analyses of 'relations to' and 'relations within' education (Basil Bernstein) by conceiving educational knowledge as legitimation, i.e. as both positioned strategies within a field of struggles and potentially legitimate truth claims. First, the institutional trajectory of and claims made for cultural studies by its proponents are outlined. Analysis of the underlying principles of this language of legitimation is developed into a generative conceptualisation of modes of legitimation, and cultural studies is defined as a knower mode, where knowledge is reduced to the knower and epistemology replaced by sociology. Using this framework, cultural studies is then analysed in terms of: (i) relations to its institutional trajectory (developing Pierre Bourdieu's 'field' approach); and (ii) relations within its mode of legitimation, focusing on their ramifications for the field's structure. It is argued that legitimation embraces the insights of both approaches, thereby contributing to a cumulative and epistemological sociology of educational knowledge. 相似文献
19.
Abstract The origin of agricultural knowledge innovation systems in the Netherlands goes back to the crisis situation in European agriculture of the late nineteenth century, which was met by putting a concerted effort in strengthening of competitive ability. The resulting close-knit evolution of the triad research/extension/training has largely determined the orientation of the present agricultural education and research system. Strengths and weaknesses of this system are listed and briefly discussed. Post-graduate agricultural education in the Netherlands, concentrated at Wageningen Agricultural University, is in state of transition in the two following, inter-related aspects:
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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.
20.
Frederick C. Kintzer 《Higher Education》1974,3(3):303-314
The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekögskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:
- Faculty development programs and training for administrators
- Perfecting communication channels, and
- Improving instructional efficiency through such means as an instructional resource center and an educational development team on each campus to encourage new ideas on improving instruction.