共查询到20条相似文献，搜索用时 62 毫秒
1.
Linda A. Barkas Jonathan M. Scott Nicola J. Poppitt Paul J. Smith 《Journal of Further & Higher Education》2019,43(6):801-813
The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms. 相似文献
2.
2005年10月25日,英国教育与技能部公布了题为《为了全体学生:更高的标准,更好的学校》的白皮书,其主要内容是改革教育体制,给学校更大的自由,给家长更多的权利,为每个孩子提供优质的教育。 相似文献
3.
Martin Trow 《Higher Education Quarterly》1992,46(3):213-226
The White Paper Higher Education: A New Framework, (May 1992), announced a set of new policies for British universities and polytechnics without offering either argument or evidence. The policies include the end of the binary system, the creation of new higher education funding councils, and a strong emphasis on new mechanisms for quality assessment and control. The White Paper projects rapid enrolment growth, but says nothing about the resources needed for the expansion or the significance for growth of Further Education or the European Community. 相似文献
4.
陈英杰 《三门峡职业技术学院学报》2006,5(1):9-13
本文从我国近代高等教育发展史和高等教育思想史的角度,回顾了近代我国高等职业教育在制度和思想上的史实,借以说明高等职业教育是一种教育类型,理应包含多种层次。并对我国高等职业教育发展提出了建议。 相似文献
5.
英国的基础教育在布莱尔政府上台后得到了迅速发展,这与新工党将教育作为最优先的战略密不可分。2005年10月,继布莱尔成功连任英国首相后,教育与技能部颁布了《为了全体学生:更高的标准,更好的学校》白皮书,揭开了英国教育改革的新篇章。本文分析了该白皮书出台的背景,并对白皮书的主要目标和内容进行了简要评述。 相似文献
6.
英国教育与技术部于2003年1月颁布了白皮书《高等教育的未来》,提出高等教育应与商业合作的理念。文章在简单介绍这一政策提出的时代背景的基础上,论述了白皮书中对于高等教育与商业合作的具体建议。高等教育与商业的合作将是未来国际范围内高等教育的发展趋势。 相似文献
7.
This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon’s point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam – fundamentalist or moderate – which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post‐Washington consensus. 相似文献
8.
Colin Raban 《Perspectives: Policy and Practice in Higher Education》2013,17(4):112-118
The English Funding Council has announced its intention to invite tenders for the contract currently held by the Quality Assurance Agency for Higher Education (QAA), and the Australian government is promoting a Bill to curb the activities of the equivalent body, the Tertiary Education Quality and Standards Agency. This article compares the two agencies, and it draws upon debates and developments in Australia to interpret recent changes in QAA's relationship with universities focusing, in particular, on the significance of the UK Quality Code for Higher Education and the new single review method – Higher Education Review. The authors suggest that QAA's current crisis may have been precipitated by its failure to attend to the concerns of its members (Universities UK and the other representative bodies). The article concludes by proposing three basic principles which should govern the design of any new method for the review of UK higher education institutions. 相似文献
9.
The identity of the worker foregrounds the development of higher education rather than the other way around. It is developed in contrast to the lack of higher education innovation in the recent UK Government White Paper on Higher Education and in the educational philosophy of Tawney and the neo‐pragmaticism of Rorty. The proposal is that higher learning, after capabilities have been nurtured in compulsory schooling, may be developed through communities of workers acting as agent for improvement of their communities; not in universities at all. This is a radical approach to higher education and employment and one that might bring true diversity to the higher education sector. 相似文献
10.
2006年3月27日,英国政府颁布了《继续教育:提高技能,改善生活机遇》白皮书,旨在提高英国14～19岁青年人和成人的技能,实现继续教育的功能,迎接社会发展提出的挑战。本文主要介绍白皮书中关于改进继续教育机构资质和服务质量的部分内容,期望对我国继续教育和培训机构的改革与发展提供启示。 相似文献
11.
Paul Morris 《教育政策杂志》2013,28(1):89-107
Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options. 相似文献
12.
2005年3月,英国政府在2003年国家技能战略的基础之上,颁布了《技能:在企业中进步,在工作中提高》(Skills:Getting on in business,getting on at work)的白皮书,目的是为了确保雇主获得促进企业发展的技能,帮助个人获得就业和自我发展所需的技能,加强英国作为世界主要经济国的地位。本文简要分析了该白皮书颁布的社会背景、主要内容,以及对我国应对技能短缺问题的启示。 相似文献
13.
目前对高职非计算机专业计算机基础课程的教学内容研究较少,教学内容也比较混乱,影响了该课程的教学效果,尽管教育部计算机基础课程教学指导委员会制订的＂白皮书＂主要是针对本科计算机基础教学的,但对高职院校计算机基础课程的教学也具有重要的指导意义。以＂白皮书＂为依据,结合我院多年的计算机基础课程教学改革经验,对高职非计算机专业计算机基础课程的内容进行了较为准确的定位。 相似文献
14.
《Journal of Education & Work》2012,25(1):5-31
Abstract The widening of access to higher education for mature students has been placed on the policy agenda by the government, in part as a response to demographic changes which will reduce the number of young graduates entering the labour market. This article examines the current position of students in the over 30 age group in UK universities with reference to their entrance qualifications, degree attainment and first destinations on leaving university. It compares the experience of men and women in this age group with young students in the conventional undergraduate population and questions whether a university degree is sufficient to overcome the barriers to the labour market experienced by older graduates. Finally it challenges the access model of equal opportunity implicit in the government's White Paper on Higher Education. 相似文献
15.
With the passage of the 1992 Further and Higher Education Act the British system of higher education formally moved from a binary to a unitary structure. However, ever since successive governments have argued for a diversified model of higher education within which institutions should pursue contrasting goals. This article offers an interpretation of the key ingredients of institutional diversification and constructs alternative structural models of higher education. It proceeds by exploring the changing structure of British higher education since the creation of the unitary model. The argument is that there has been a steady emergence of flexible sectors, which both converge and diversify. However, there is a danger that the 2011 White Paper, rather than sustaining flexible sectors, could intensify the nascent shift in the direction of stratification marked by increasing differentiation between sectors as they converge internally.
相似文献16.
优化人力资源结构提高公民技能水平——英国继续教育白皮书述评 总被引：1，自引：0，他引：1
2006年3月,英国出台了<英国继续教育白皮书>,提出了继续教育的核心使命:提高全民技能水平与就业能力.围绕此教育理想,白皮书从继续教育体系的专业化、满足学习者及雇主需要、提高教学质量、传播成功经验、资金计划、内外关系建立六个方面列举了种种改革措施. 相似文献
17.
Since its creation in 1964 the Council for National Academic Awards (CNAA) has been responsible, both for the awarding of degrees in the public sector of higher education and for the validation of the courses leading to those degrees. The 1987 Government White Paper, ‘Higher Education: Meeting the Challenge’ (DES, 1987) marked the first step towards the creation of a new system of accreditation of institutions and a shift in emphasis from external to internal validation. This paper fills in the background to this change of direction before discussing various issues which arise out of it such as the problems of defining academic quality, public accountability, the appropriate role of the Government in education and what the future holds for the CNAA and education as a whole in the age of accreditation which is about to dawn. 相似文献
18.
Leon Tikly 《教育政策杂志》2013,28(3):177-188
This article provides an exposition, analysis and critique of post‐election policy concerning state schooling in South Africa. In particular the article focuses on the White Paper on the Organisation, Governance and Funding of Schools. Policy is analysed at three levels, namely the economic, ideological/discursive and the political. At the economic level it is argued that although the White Paper makes provision for redress of past inequalities, limitations in government expenditure are limiting the possibilities for reform. It will also be argued that the White Paper must be seen as the outcome of contestation between different discourses concerned with race, culture and education. Finally the White Paper has been shaped by the interim constitution as well as by political struggles within the state and civil society. 相似文献
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20.
Mary E. Earick 《International journal of qualitative studies in education》2018,31(8):800-820
AbstractThis article presents White social justice archetypes identified applying extended case study methods over 6 years at two Predominantly White Institutions (PWIs) in the USA. Primary data collection was conducted during public departmental and program meetings, supported by meeting minutes and the documentation of counter White-hegemonic narratives through critical incident journaling. White scholar social justice archetypes were interpreted applying Critical Whiteness Studies (CWS) and Critical Race Theory (CRT) lens to conversational and metaphor analysis using Witnessing–Interpreting–Knowing protocols. This research is in response to a growing number of White scholars, entering the field of CRT, identifying as ‘Crit’ social justice scholars without using CRT as a lens to interrogate their role in perpetuating White Supremacist ‘racial ideology in the composition and culture of American Institutions [i.e. Higher Education]’) . 相似文献