共查询到20条相似文献，搜索用时 31 毫秒
1.
C. S. JHA 《European Journal of Engineering Education》1985,10(3-4):239-246
All developing countries are committed to use science and technology for the uplift of the economic condition of their population. Although development is a complex multi-variable optimisation process, and application of science and technology is only one of the dominant variables, no sustained economic development is possible without a proper infrastructure of education and training of scientists, technicians and engineers. Building such an infrastructure is beset with numerous difficulties in many developing countries, e.g. unavailability of trained teachers, lack of financial resources for upgrading laboratories and workshops, and making the course curriculum relevant to the needs of the country. In the context of these difficulties, it is suggested that developing countries should take advantage of continuing education programmes to meet their development needs for trained manpower. Updating the competence of teachers of engineering and technology, improving the skills of technicians and engineers in the wake of improved or new technologies and preparing the young engineers and managers for the technologies of the future have been identified as the major CEE needs of developing countries. Rapid development in educational technology tools, e.g. audio/video material, media-packages, programmed learning, computer-assisted instruction has made it possible to cut down the cost of manpower training and also meet the shortage of fully-trained teachers. Brief details of the CEE programmes being run in India are given. International Cooperation in the exchange of learning material including computer software for instruction purposes has been identified as a method to accelerate the growth of CEE movement in developing countries. A few criteria have been specified to ensure that such exchange of material is useful. 相似文献
2.
李清梅 《雁北师范学院学报》2000,(4)
展望 2 1世纪 ,以高新技术为核心的知识经济将逐步占据经济发展的主导地位 ,人力资源的重要性将胜于以往任何时代 ,国家的综合国力和国际竞争能力将越来越取决于教育发展、科技进步和知识创新的水平 ,正是在这样的背景下 ,90年代以来 ,许多国家特别是经济发达国家纷纷把发展高质量教育作为迎接 2 1世纪的基本国策 ,以抢占新世纪国际科技、经济竞争的制高点 ,我国作为发展中的人口大国 ,将面临前所未有的机遇和挑战 相似文献
3.
《Higher Education Policy》1997,10(2):137-143
Many developing countries are in the process of restructuring their higher education system to meet their nation's socio-economic development. As their educational budget is not unlimited, working with international educational institutions has become one of the attractive solutions to improve the quality of their education and to make it relevant to meet their nation's educational demand for economic development. This paper identifies some key issues which have prevented the Vietnamese higher education system from serving effectively its country's open-door policy and provide necessary recommendations to help Vietnam overcome its short-comings and weaknesses. The issues identified together with recommendations, on the other hand, may help some educational policy makers from developed countries select their fields of assistance or cooperation as well as to establish their long term educational strategies to deal with developing countries such as Vietnam. 相似文献
4.
Martin Polke Susanne Ihsen Dietrich Brandt 《European Journal of Engineering Education》2002,27(2):225-236
In this paper the relationship between new technologies and structural changes in society and the economy are discussed. The roles of engineers are described within this revolution of information technology. Through comparing the international patterns of engineering studies, the German model of engineering education is being questioned. It becomes evident that only a consecutive model of higher education studies can be the goal of further university development in Germany. Subsequently, system analysis will be used to draft a new campus structure of the university: the virtual campus consisting of a system of largely independent entities that are linked by different technological and organizational means. Further education needs to be integrated into this virtual campus university. In this way, Germany may serve as an example of how countries around the world are challenged to change fundamentally their educational systems in order to respond to the ongoing revolution in information technology. 相似文献
5.
张克非 《山西师大学报(社会科学版)》2000,27(4):24-27
中国高等教育已有百年历程。建立之初可以说是引进西方之科技,集中外文化之大成。然而,时至今日,我们的教育还是落后的,它不能适应世界经济发展的和中华民族复兴的需要。随着改革开放的深入,我们不妨借鉴创办特区经验。办中国国际学园－高等教育开发区,把世界众多国家人才培养的先进管理模式、内容、方法、理论、经验引进;把出国留学的资金和人力资源留住;创办国际学园区,以吸引众多的海外学子和大师,为中国和世界经济的发 相似文献
6.
Peter Gorny 《Higher Education in Europe》1989,14(2):51-59
As a contribution to the narrowing of the technological and economic gap between developing and developed countries, the author has proposed and designed a three‐to four‐semester curriculum intended to integrate informatics into engineering course‐programmes in the universities of developing countries. The curriculum in question, the implementation of which in a number of universities would be a contribution of the Federal Republic of Germany to university training in developing countries, was presented at an international workshop held at the University of Harare (Zimbabwe) entitled, “Integration of Computer Science into Engineering Education in Africa”. It includes a detailed statement of the objectives of the curriculum, the subject matter to be covered, and the teaching facilities required. 相似文献
7.
V. Selvaratnam 《International Journal of Educational Development》1985,5(4):307-323
This article is a shift away from the narrow socio-psychological focus of student flows towards an examination and analysis of the mutual educational, political and economic advantages and disadvantages to both sending and receiving countries and to global development through educational exchange. The, article within its limited framework goes on to outline the impetus for the origin and development of the international flow of scholars and students in a global context. It then examines the implications and contribution this movement makes towards cross-cultural understanding, international co-operation in higher education and a global development in knowledge. It outlines the educational, cultural and economic advantages and disadvantages that sending and host countries have derived and continue to derive from these flows. However, the benefits seem to outweigh the disadvantages, particularly in the light of the growing new international economic order accompanied by an interdependent world economic system. In spite of this, a number of the developed host countries, mainly for parochial economic and political reasons, have introduced a series of protectionist measures to curtail the number of overseas students coming into their institutions of higher education. This has adversely affected particularly the poorer developing countries and their students. The article also points out that this exchange of scholars and students is a useful marketing mechanism for the developed countries, as students returning home take back with them a considerable amount of knowledge of their host country and this is helpful in a highly competitive world market system. 相似文献
8.
在20世纪,世界各国积极发展"技术教育",适应了高新技术快速发展的需要."技术教育"成为培养技术型人才的一种新型的、独立的教育类型与教育制度.当前在我国确立"技术教育"的独立地位,对于明确人才培养类型具有重要意义.理论知识和实践技能掌握程度、人才分类的"职业带"学说可作为划分工程型、技术型、技能型人才及相关教育的依据. 相似文献
9.
关于我国特殊教育师资职后教育的问题与思索 总被引：1，自引：0，他引：1
面对信息时代 ,人们对教师教育逐渐有了新的理解 :学校正规的、系统的教育 ,不再是教师受教育的终结 ,而只是其教学生涯中受教育的一个起点 ;教师受教育的过程应该延伸到成人乃至终身。这是时代和教书育人的职业特点对教师提出的共同要求。为此 ,教师的职后教育正受到前所未有的重视。直面我国特教师资职后教育状况 ,其间种种问题不能不令我们深思。审视世界教师教育发展 ,以期获得启发 ,及时革新我国特教师资职后教育 相似文献
10.
Patricia Broadfoot 《International Journal of Educational Development》1982,2(2):107-116
The study of educational assessment procedures has been traditionally largely the concern of psychometricians and educational administrators. Little attention has typically been given to trying to understand the social origins of particular procedures and their implications for individual pupils and the society as a whole. This article explores the strength of the hold of assessment procedures on education systems and some of the more noticeable international trends in educational assessment at the present time. The article suggests that although these trends tend to be more visible in developed countries, the pressure for reform is more urgent in developing countries where the likelihood of realisation is most problematic.As well as exploring the significance of a number of common national characteristics, the article examines briefly the implications of different administrative arrangements as they affect the role of assessment in the education system. The final part of the paper offers a more speculative analysis of the scope for fundamental change in assessment procedures in line with the new demands likely to be made on educational systems by current economic and technological trends. 相似文献
11.
Hao Wei 《Higher Education》2013,66(1):105-122
This paper, based on the data of 48 countries and regions from 1999 to 2008, studies the economic and educational determinants of how countries of different types attract international students. The study finds that: the volume of merchandise trade between countries facilitates international student mobility across borders; international students from developing countries put the same weights on educational and economic factors for peer developing countries as potential destinations, while only economic factors are taken into consideration for developed countries as potential destinations. On the other hand, international students from developed countries often value educational factors more for developed countries as possible destinations, while equally weigh educational and economic factors for developing countries as possible destinations. Therefore, countries aiming to attract talents from other countries should pay more attention to attract international students and encourage them to seek working opportunities in local employment markets after finishing study. 相似文献
12.
Engineers of the 21st century will spend appreciable portions of their careers in environments rich with global connections. Therefore, engineering colleges and universities must develop strategies that provide the global perspectives and international experiences that will help their graduates excel in this new world order. The current paper presents some European and American approaches to creating multi-organizational, international partnerships of academic and industrial organizations that emphasize collaborative educational programmes and research efforts that meet the globalization needs of faculty members, students, and industry. 相似文献
13.
For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market. 相似文献
14.
Tom Gabriel 《International Journal of Educational Development》1983,3(3):305-311
Current development education in the United Kingdom usually offers participants from developing countries studies of what development is or should be. These programmes are well suited to the needs of higher-level planners or policy researchers. They contrast markedly with the urgent need for the knowledge of and skills in how to undertake planned economic and social changes. This paper suggests a possible route towards a practical, professional training for middle-and lower-level personnel engaged in managing development and extension services. Briefly, the paper notes the lack of educational programmes aimed at practical training and middle-level staff in Britain; and the role of education in the process of development. Current difficulties for locating these programmes in the developing countries themselves are discussed, and the outline for a suitably practical programme, initially based in Britain, is proposed. 相似文献
15.
The work of universities in developing countries is reviewed in the context of a consideration of the whole system of education in such countries in the post World War II period. The author recommends closer links between the school and university systems with a view to improving teacher education, the creation of school curricula more relevant to current needs and flexibility in relation to admission to post-secondary education. Universities should develop programmes, including sub-degree programmes, designed to meet manpower needs. Efforts should be directed towards developing non-formal education, the training of administrators, political leaders and towards stimulating rural and cultural development. Universities in developing countries should maintain links with universities in advanced countries; the standards they set should be comparable with those of universities in advanced countries whilst at the same time being related to the needs and aspirations of the local communities. Examples are drawn from Africa and the South Pacific. 相似文献
16.
《Chinese Education & Society》2013,46(3):19-50
The "new industrial revolution" is a hot topic in the world today. This is a new trend reflecting economic and social changes in industrialized capitalist countries, which is well worth our attention. Despite the profound political and economic reasons contained therein, we can gather the following information: The countries of the West are going from the age of industrialization to the age of information, with priorities on such new industries as microelectronics, bioengineering, oceanographic engineering, and space technology. This is a favorable time for us to review China's economic strategies and technological policies, putting our particular emphasis on opening up intelligence resources, training talented people, developing education, actively utilizing new technology, and promoting the socialist economy, so that China can narrow its gap economically and technologically with developed countries. 相似文献
17.
Asayo Ohba 《Compare》2013,43(6):763-782
There are growing numbers of low-cost private schools in urban informal settlements in developing countries. It has been argued that these institutions may constitute alternatives for government schools, as they are able to meet the educational needs of children in urban informal settlements. This study explores the question of whether low-cost private schools can meet their needs, not only in terms of primary education but also with regard to access to further education. The study selected 12 private schools in Kibera and 2 government schools neighbouring Kibera, asking head teachers which secondary school each primary school leaver had joined. The findings show that whereas over two-thirds of primary school leavers in general went on to secondary school, pupils graduating from government primary school were more likely to be enrolled in government secondary school than those pupils who completed the low-cost private primary school in Kibera. Moreover, performance in national examinations was lowest among girls attending the school in Kibera. The study thus argues that while the low-cost private primary school can meet the educational needs of children in the informal settlement to some extent, it cannot represent an alternative to the government primary school. 相似文献
18.
One of the principal objectives of engineering education is to prepare graduates for the practice of engineering in industry. Industry involvement in the educational process can be very helpful in devising programs to meet this objective. Yet, engineering education has a number of other stakeholders including students, faculty, academic administrators, and others. Identifying and meeting the needs and wants of these various stakeholders is essential in developing educational programs and learning activities that are effective and sustainable. Stakeholders in engineering education are identified, including their wants and needs. Alternative approaches to developing a Capstone course, with input from these stakeholders, are proposed and evaluated in light of stakeholder needs and wants. A case study for developing a two-semester senior design capstone course at Brigham Young University is presented. In this example more than 300 industry sponsored, design and build, projects have been completed by cross-functional student teams over more than ten years. Feedback from alumni on the success of this course in meeting desired educational objectives is also presented. 相似文献
19.
二十一世纪以来,中国大陆和香港地区的基础教育正经历着新一轮课程改革。中国大陆传统的中小学技术教育得到与时俱进的变革;以培养学生技术素养为目标的技术课程成为高中新课程结构中的八大领域之一,形成技术教育课程形态的历史性突破。香港回归祖国之后,其中小学的技术教育也正面临着前所未有的机遇和挑战。随着我国基础教育课程改革事业的不断推进和深入发展,对两地基础技术教育发展的回顾和比较也就越发显得大有必要。这项比较研究可以为大陆和香港地区基础技术教育的改革与发展,提供互为参照与借鉴的启示、宝贵经验和建议。 相似文献
20.
Rafael L. Irizarry 《International Journal of Educational Development》1983,3(2):163-181
Academics, foundations and international agencies concerned with development have repeatedly pointed out the failure of educational institutions to support economic development in underdeveloped countries, particularly in providing the occupational skills and research knowledge in science and technology required by the productive sectors of the economy. The causal factors of this failure have been attributed to institutional deficiencies and traditionalism of backward societies where ‘desk’ jobs and independent professions enjoy higher esteem than technology-related occupations.This paper argues that such educational patterns are rooted in the structures of dependency of the underdeveloped countries. First, employment is concentrated in the non-productive services sector of the economy where desk jobs abound. Second, dependent industrialization entails the predominance of external linkages of industry to developed countries, and technological dependency both in its organic and intellectual components. Industry in underdeveloped countries does not carry out the more complex technological operations of the production cycle or research and development activities for new technology, both of which are done in developed countries. In the absence of this activity, educational institutions cannot ‘learn’ and keep abreast of the modern technological knowledge and processes required for jobs in industry. 相似文献