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1.
陈曦 《南昌教育学院学报》2012,(8):81-82
对高等教育公平的追求是人们的天性所使然,当前我国高等教育政策制定过程中,政策制定主体偏重"效率"的价值选择倾向;高等教育政策目标忽视对公平的追求;高等教育政策程序公平性不足等问题直接导致我国高等教育政策的不公平性,更谈不上推进我国高等教育的持续健康发展和高等教育公平的实现。只有进一步发挥高等教育政策在高等教育公平实现过程中的积极指导作用,才能有力推进我国高等教育公平的实现。 相似文献
2.
中国与新加坡高等教育大众化进程中教育投资政策比较 总被引：4，自引：0，他引：4
本文就中国与新加坡高等教育大众化进程中教育投资政策、教育成本分担机制进行比较,得出启示:我国政府要重视教育经费规模和成本结构,加强调控;合理测控学费在成本中的比重,完善国家助学贷款机制;根据形势需要制定专项投资政策;制定符合社会需求的高等职业教育政策。 相似文献
3.
《重塑技术在高等教育中的角色》是美国联邦政府史上首份针对高等教育领域而出台的信息化改革专项政策文件,同时也是2016年国家教育技术规划的重要补充和延伸。基于与2016年国家教育技术规划的关注点对比分析,发现美国高等教育信息化发展呈现三个方面的新特征:在优质均衡中凸显终身全纳;由教育过程的公平推向教育结果的公平;构建协作的教育技术领导。 相似文献
4.
基于公共政策视角,在主要考虑国家、高等教育机构和公众三个变量的同时,参考社会、经济和技术三个主要的基本因素发现:由于多元化办学格局中高等教育政策更倾向于教育的经济功能或教育的社会、文化功能,而非基于教育本身的功能,严重影响高等教育政策的质量与执行。为了保证高校正确的办学方向和公益性,尊重人的价值、确保学术至高无上的地位、遵循高等教育自身的逻辑应该是我国高等教育发展和国家公共政策的核心,尤其是高等教育政策制定的基础。 相似文献
5.
高等教育国际化的政策、理论与实践离不开国家教育政策的宏观指导。通过考察改革开放以来我国四次全国教育工作会议前后颁布的五部教育政策文本,可以看出国家教育政策中我国高等教育国际化的嬗变呈现四个特征:一是政策制定具有明显时代性;二是政策话语更加注重宏观统筹与微观运作相结合的内容表述;三是政策执行从政府主导走向强调高校主体地位;四是政策态度更加积极、开放与包容。 相似文献
6.
中国高等教育政策制定的宏观图景-基于1979~1998年高等教育政策文本的定量分析 总被引：1，自引：0，他引：1
涂端午 《北京大学教育评论》2007,5(4):53-65
本文围绕高等教育政策文本中的权威、政策文本的数量、文本特别说明、政策主题等变量对改革开放二十年国家高等教育政策的发展进行了系统的定量分析,并归纳总结了我国高等教育政策制定的特点。高等教育政策制定在制定结构上,具有多权威控制和政策依赖的特点;在制定方式上体现了强调"试点"和"稳定"的政治文化;在政策发展上,形成了高等教育政策相对独立的地位。 相似文献
7.
从我国高职教育发展进程谈高职发展政策 总被引：1，自引：0，他引：1
陈小红 《福建职业与成人教育》2003,(11):2-6
高职教育是我国教育改革与发展的重要组成部分。我国高职发展的历程可以简要分为兴起、发展和积极发展三个阶段。高职发展是在高等教育政策的指导下产生发展起来的．从我国高职教育发展的实践来看。政策环境虽起来越有利于高职的发展。但仍有一些大的政策性问题需要我们认真思考。章在回顾高职教育发展进程的基础上对我国高职教育发展的政策进行了一些思考。 相似文献
8.
《信阳师范学院学报(哲学社会科学版)》2016,(2):50-54
高等教育均衡发展是促进我国教育公平的重要基础和必要条件。由于历史、区位、政策和体制等方面的因素,造成了大别山革命老区高等教育发展的相对落后。为了促进教育公平、缩小区域教育发展差距,需要有实现均衡发展的政策支持。依据《大别山革命老区振兴发展规划》和《中共中央关于制定国民经济和社会发展第十三个五年规划》的原则精神,我们认为,促进大别山革命老区高校发展:一是实行积极差别政策;二是构建综合性的区域高等教育宏观管理体制;三是实施重点突破战略;四是加强教育信息化建设等等。 相似文献
9.
明治维新期间,日本政府提出＂富国强兵＂、＂殖产兴业＂和＂文明开化＂三大政策。在教育政策方面制定了第一部教育改革法令《学制》。《学制》在日本高等教育初创时期产生了巨大影响：首先,保证高校生源质量;其次,构建第一所国立大学框架;最后,在教育内容方面倾向实科教育。《学制》在明治维新期间为日本高等教育留下浓墨重彩的一笔,为教育政策的制定提供了经验。 相似文献
10.
高等教育成本补偿政策对社会公平的促进作用 总被引：7，自引：0，他引：7
高等教育成本补偿政策对社会公平的影响表现在三个方面：公共教育资源配置的公平、教育机会分布的公平和收入分配的公平。高等教育成本补偿政策的实施，对公共教育资源和收在全体社会成员中分配的公平性具有促进作用。但是由于不同收入阶层对高等教育支出的负担能力不同，收入水平越低，对学费水平的变化越敏感，因此在实施大学收费政策的同时，要辅以相应的学生资助政策，以保障低收阶层受教育机会的公平。 相似文献
11.
本文以20世纪80年代以来中国政府颁布的三个重要政策文件为样本,对30年来中国高等教育改革的内在因素进行了分析,提出了研究中国高等教育的一种新视角,并对中国高等教育改革的未来走向进行了预测。 相似文献
12.
Post-1994 South Africa adopted a new education system that would seemingly break with the past practices of the apartheid education system (Naicker, 1999) and produce citizens prepared for a democratic dispensation in South Africa. Accordingly, the new system of outcomes-based education was introduced in order to create the critical mass needed for the transformation of society. Thus, schools would become the sites where democratic practices for democratic citizenship would be fostered. Government duly promulgated the applicable policy documents (55 and 67). 相似文献
13.
John Aubrey Douglass 《European Journal of Education》2012,47(2):242-259
What accounts for the rapid growth in the For-Profit (FP) higher education sector in the US? How will its growth influence educational opportunity and degree attainment rates in a country that first pioneered a mass higher education built largely on expanding public colleges and universities? The current US experience is a version of what I call the ‘Brazilian Effect’: when public higher education cannot keep pace with growing public demand for access and programmes, governments often allow FP's to rush in and help fill the gap, becoming a much larger and sometimes dominant provider. This is the pattern in many developing economies such as Brazil, Korea, Poland and other parts of the world. Despite new federal regulations intended to better regulate For-Profits, my prediction is that they will continue to grow over the long-term in the US not so much because they meet societal demands for diverse forms of higher education, but because of the inability of the public sector to return to the levels of public subsidies they had in the past. The result now, and in the future, is a kind of policy default: the future tertiary market will not be the result of a well thought out policy at the national or state levels, but a quasi-free market consequence that will foster lower quality providers and fail to meet national goals for increasing the educational attainment level of Americans. This article discusses how higher education policymaking is about broad issues of socioeconomic mobility and economic competitiveness, but it is also about money, big business, and political influence. 相似文献
14.
Neil Selwyn 《牛津教育评论》2013,39(1):63-79
The National Grid for Learning (NGfL) not only represents the most ambitious educational computing initiative to date but also heralds one of the largest public/private education policy partnerships the UK has even seen. In reflecting the growing influence of market and technological forces the NGfL should, therefore, be treated as a significant education signpost for the new century. Before the initiative reaches full operation a major step in the 'construction' of the Learning Grid has been its formation within government and official discourse. This discursive construction is important inasmuch as it makes an 'ethereal' initiative a tangible concern, shaping expectations among both the education and business communities and consequently influencing the future effectiveness of the NGfL. From this basis, the present article examines how the National Grid for Learning is being discursively constructed by government and official actors at a macro level through policy and advisory documents, official statements and other rhetoric. In doing so the article highlights how the NGfL is being shaped within a restrictive technocratic and determinist discourse, thus conforming to traditional narratives of society and technology. The paper then aims to show how such construction negates crucial social and economic elements of the initiative and threatens, ultimately, to restrict the eventual educational effectiveness of the Grid. 相似文献
15.
Alan Hodkinson 《British Journal of Special Education》2010,37(2):61-67
Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co‐ordinated and well‐resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion. 相似文献
16.
为了了解税费改革对农村义务教育的影响情况,课题组进行了调查研究,发现农村义务教育目前存在的许多问题主要不是税费改革造成的,而是以往一些问题的延续。为保证税费改革后农村义务教育的投入能够得到切实保障,需建立健全农村义务教育投入的利益协调机制;建立健全公共财政体制框架下的教育投入机制;建立健全教育财政预算体制;中央政府要切实改善教育投资结构;省级政府应当承担更多的义务教育的责任;教育财政要公开透明,加强审计,实行收费听证制;构建教育财政监督体制。 相似文献
17.
The current political and social backdrop in China that is characterized by rapid educational reforms to the K-12 education
system, rapid growth in the number of science museum institutions, and Central Government policy which encourages collaboration
between museums and school has the potential to be fertile ground for meaningful engagement between museums and schools. Notwithstanding,
the Chinese K-12 education system generally does not utilize museum resources to support the curriculum, as is common in Western
countries. This hermeneutic phenomenographic study elucidates the current Chinese views and perceptions among three stakeholders—school
teachers, museum staffs and science educators—around this collaborative concept. The outcomes demonstrate that strongly entrenched
cultural views and long-standing practices among stakeholder groups are obstacles to meaningful collaboration despite Central
Government policy which encourages such engagement. The cultural values and perceptual views of stakeholder groups were discerned
with the purpose of promoting mutual understandings and ultimately enabling meaningful collaboration in support of K-12 education
in China. 相似文献
18.
Changing patterns of economic, political and social development tend to produce innovations in the educational field, as the system seeks to adjust to the needs of the current situation. When Eastern Nigeria faced the aftermath of civil war, new political and educational policies contributed to produce an overwhelming demand for secondary education. This paper presents a case-study of the innovation that resulted in Anambra State, where local communities worked with the Government, providing schools for the Government to run. The success of this policy over the past decade is analysed and evaluated, indicating how educational standards were controlled. 相似文献
19.
Comparative international tests of students' achievements have become increasingly popular over the past decade. An outcome of this widespread practice is the tendency of various countries to evaluate their national status according to their pupils' international ranking in such achievement tests, partly due to the common belief that high ranking is an indication of the nation's future ability to compete in the global market. Using PISA 2000 and PISA 2006 data, the present study aims to show that the low achievements of Israeli pupils were to be expected, and that their average scores are a reflection of the economic and demographic characteristics of their country. Our findings suggest that the public debate in Israel on school achievements has been magnified out of all proportion. We also discuss the educational policy which derives proposals for educational reform from a conception of globalisation of education. This policy focuses on the setting of standards for educational achievements aimed at improving pupils' place on the international scale. Finally, we claim that the focus on the international grading of educational achievements deflects public attention from an understanding of the significance of inequalities within the country. 相似文献
20.
《Chinese Education & Society》2013,46(1-2):68-102
The People's Republic of China has now been born, the people's war of liberation will soon be decisively won throughout the country, and the great reconstruction of a new state has begun. To meet the needs of the reconstruction of our country, the Government Administration Council of the Central People's Government has decided to establish the Chinese People's University, to study the advanced experience of the reconstruction of the Soviet Union through the appointment of Soviet professors, and to systematically train various kinds of cadres necessary for the reconstruction of our new state. Under the direction of the Ministry of Education of the Central People's Government, this People's University will create departments and special training courses. The university's regular departments will tentatively include: (1) Economics, (2) Economic Planning, (3) Finance and Credit, (4) Commercial Trade, (5) Cooperatives, (6) Industrial Management, (7) Law, and (8) Foreign Service. The curriculums of these departments will be from two to four years' duration. The special training courses will tentatively include: (1) Economic Planning, (2) Finance and Credit, (3) Commercial Trade, (4) Cooperatives, (5) Industrial Management, (6) Statistics, (7) Foreign Service, (8) Education, (9) Law, and others. Tentatively, the programs of these courses will last six months. The university's educational policy will be a combination of learning and practical work, and the adapting of the Soviet experience to conditions in China. The university will begin its classes in February 1950. 相似文献