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1.
Portugal, as a small and increasingly integrated European economy, has been influenced by some of the major trends that defined the agenda of higher education policy in recent decades. Its backwardness – notably in terms of skills, education, and training – has frequently prompted a focus of attention on its international counterparts, particularly those in Europe, in search of affinities, solutions and errors to avoid. The search for guidance has also created an opportunity for the intervention of international organisations. Until Portugal joined the European Union (EU) in 1986, the Organisation for Economic Cooperation and Development (OECD) and the World Bank were the main agencies playing this role. Henceforth, those institutions lost some influence, and the European dimension gained increasing prominence. This article discusses the role of those international organisations in the definition of priorities for Portuguese higher education policy in recent decades, and provides a general overview of the outside perceptions of the Portuguese situation as understood by these international organisations. In particular, the article focuses on those interventions that promoted the influence of market mechanisms in the Portuguese higher education system by emphasising the need for higher education institutions (HEIs) to strive for increased economic responsiveness. 相似文献
2.
Diana Dias 《International Journal of Inclusive Education》2013,17(2):103-120
Massification is an undeniable phenomenon in the higher education arena. However, there have been questions raised regarding the extent to which a mass system really corresponds to an effective democratisation not only of access, but also of success. With regards to access, this article intends, through a brief analysis of the expansion of higher education in Portugal (contextualised in the European context), to focus on how the political system and higher education institutions (HEIs) have answered the social need for a highly skilled workforce and an increased demand for tertiary education. If access democratisation can be questioned, then it stands to reason that more doubts may arise regarding the democratisation of academic outcomes.The methodology underlying this study involved the collection and analysis of relevant data from official international and national sources. This allowed for a comparison of the diverse realities and building the national panorama in terms of democratisation not only of access, but also of success. The comparison of these different quantitative inputs shows that applicants from disadvantaged backgrounds are proportionally fewer in number, and tend to enrol in less socially prestigious institutions and study programmes. Students' financial support and social support systems are analysed so as to gauge the state of Portuguese higher education.Despite the advances made in Portugal on the system's expansion and on access to higher education, equity of access and outcomes in higher education have not yet been achieved, thus meaning that the democratisation process has not been fully accomplished. 相似文献
3.
Clara Cullen 《History of education》2013,42(1):99-113
The Museum of Irish Industry in Dublin, in its short existence (1845–1867) facilitated the access of ordinary people to popular scientific education, became a cause célèbre and was defended by popular protest when the government recommended its abolition in 1862. Its Director, Sir Robert Kane (1809–1890) was not only an advocate of popular industrial education but also had a lifelong commitment to ‘united’ (or non‐denominational) education believing that only this type of education would achieve the ultimate result of tolerance, religious peace and national prosperity in Ireland. From 1854 a Government School of Science was part of the museum’s educational activities and from 1854 to 1867 the professors attached to the museum offered courses of lectures, both ‘popular’ and formal courses, on physics, chemistry, botany, zoology and geology, and in applied science. With its exhibition collections, its laboratories and the range of educational courses organised by its staff the museum was one of the British government’s most innovative experiments in education in Victorian Ireland. Beyond this, Kane’s determination that the courses offered by the museum would be available to all, with no distinction of creed or gender, distinguishes this institution as a pioneer in providing equal access to scientific education to all in the mid‐nineteenth century. This article will explore the role this unique education played in the educational and social life of mid‐Victorian Dublin. 相似文献
4.
The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention
to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it
is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999).
The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal
hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship
between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990;
Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997;
UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies
to students to cover the costs of education. Firstly, the economic and social condition of university students is presented.
Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that
the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in
general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss
the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition
of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the
students of higher education are presented, in order to understand the value attached by them to a university degree, which
explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated.
From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student
and his/her family and to discuss the need for a more interventionist State in higher education financing.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
5.
Jehnie I. Reis 《History of education》2013,42(2):155-173
In the 1920s, French scholars and bureaucrats created the Cité Universitaire in Paris. The institution housed university students from around the world. The Cité founders formulated a model for the Cité that reflected ideological concerns in interwar Europe with a focus on pacifism, international education and cultural internationalism. The organisers of the Cité attempted to adhere to these theories to make the organisation viable in the politically strained interwar era while simultaneously demonstrating the continued excellence of French education. The French attempted to combine the goals of international education with the continued hope of national educational superiority. This article describes Germany and France as the earlier ‘national competition’ model of education. It traces the early history of the Cité as it incorporated the new international education model. Finally, it examines sports and social gatherings at the Cité, which was used as a specific venue to show examples of cooperative exchange. 相似文献
6.
Belmiro Gil Cabrito 《Tertiary Education and Management》2013,19(1):23-39
Abstract The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi‐market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with ‐ that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing. 相似文献
7.
Helena C. Araújo 《Gender and education》1992,4(1-2):7-24
The paper examines the emergence of the new definitions of women's position which constituted a ‘new orthodoxy’ at the turn of the nineteenth century in Portugal. ‘Women's nature’ and the ‘aims of women's education’ were the most debated issues. Different ideological positions were identified. The examination of these debates and of the emerging ‘new orthodoxy’ illustrates women's transition from ‘private’ forms of patriarchy to ‘public’ forms of patriarchy. It also demonstrates that this transition became an arena of contestation and negotiation, in the specific conditions of Portuguese society. 相似文献
8.
潘懋元教授是我国“高等教育学”学科的奠基者与开拓者。在长期的教学工作和教学管理实践中,潘懋元教授坚持潜心教学和研究,建构起层次分明、结构完整、逻辑严谨的大学教学思想体系。基于教育史学与学习科学的双重视角,从发展脉络、基本内涵、实践智慧和教育意蕴四个方面,深入剖析了潘懋元教授的大学教学思想体系,分析了潘懋元教授的大学教学思想的理论基础、实践基础和发展历程,总结了潘懋元教授的大学教学原理论、大学教学过程论、大学教学原则论和大学教学方法论思想。潘懋元教授教学思想的实践智慧在于:正式学习与非正式学习相结合、深度教学与深度学习相融合。潘懋元教授教学思想的时代意蕴在于:基于教育内外部关系规律,促使教学关系转型、师生角色转型和师生发展转型,即实现知识建构与知识创新的统一、“以师为要”与“以生为本”的统一、自我发展与协同发展的统一。 相似文献
9.
Lorna Smith 《Changing English: An International Journal of English Teaching》2020,27(3):305-320
ABSTRACT Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’. In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultaneously, all references to creativity have disappeared. As Britain struggles to cope with the fallout from Brexit, this paper – written from a hermeneutic perspective – discusses the correlation between how each of the three documents positions English in an international context and how they value creativity. Without wishing to over–simplify complex issues, it questions how to what extent a curriculum might echo or shape national politics. It calls for a new curriculum that embraces a creative, internationalist view of English to inspire communities of the future. 相似文献
10.
This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students’ Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students’ perceptions of factors influencing their decisions on international academic mobility. The findings reveal that ‘mobility cost’, ‘quality of host institutions’, ‘future career prospects’, ‘financial aid and employment rate and income in host country’ play leading roles in international academic mobility. Important differences were identified in ‘gender’, ‘major‐ and family‐education background’. Hierarchical multiple regression analysis was conducted to predict the interest in mobility from the external factors. The results indicated that ‘future career prospects’, ‘quality of host institutions’, ‘mobility cost’ and ‘climate environment in host country’ emerged as significant favourable pull factors for Chinese university students' interest in mobility. ‘Geographical distance’ emerged as a significant unfavourable pull factor. ‘Impact from parents’ and ‘language and intercultural training of home institutions’ emerged as favourable push factors. ‘Economic situation of home country’ emerged as an unfavorable push factor. 相似文献
11.
Luís Miguel Carvalho Estela Costa 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):638-646
The paper addresses the Organization for Economic Cooperation and Development's Program for International Student Assessment (PISA) as a public policy instrument, whose worldwide circulation is mediated by processes of reinterpretation, negotiation, and re-contextualization, where national, local, and international agencies intertwine. It is focused on the active reception of PISA in six European spaces (Francophone Belgium, France, Hungary, Portugal, Romania, and Scotland) along its first three cycles. The paper identifies two contrasting developments: the Program's divergent uses and its attractiveness in different social worlds. The paper gives particular attention to what is called the ‘update of reference societies’ in the context of national receptions of PISA. These ‘updates’ are analyzed as part of a composite process that involves domestic reasons, either related to current agendas for education or to deep historical factors, and injunctions related to PISA's rationale and PISA objects. 相似文献
12.
This paper studies the applicability of theoretical models of university governance from the international research literature to the Polish system. In particular, it is to test the applicability of a collegial model in the Polish case. The research question was ‘to what extent is a collegial model reflected in actual governance patterns found in the Polish university sector’. This is based on large-scale internationally comparable quantitative material. The empirical evidence for it comes from 3700 returned surveys in Poland (and more than 17,000 in eleven European countries) produced for two international research projects focused on the academic profession (CAP: “Changing Academic Profession” and EUROAC: “The Academic Profession in Europe”). This paper concludes that Polish universities are operating according to the traditional collegial model of the university as a “community of scholars” to an extent that is unparalleled in Western Europe. A detailed study of selected variables and specifically constructed indexes indicates that the defining feature of Polish academia today is the power of academic collegial bodies. The influence of collegial bodies on academic decision-making in Poland is the highest in Europe; and, in contrast, the power of the government and external stakeholders is the lowest. However, academics, sharing the “republic of scholars” institutional vision of the university, and still highly influential in university decision-making, are currently confronted with higher education reforms grounded in an instrumental vision of the university (in which it is a tool for national political agendas). Consequently, powerful value-driven clashes between the academic community and the community of policymakers and reformers are to be expected to intensify. The major theoretical concepts used in this paper come from Johan P. Olsen’s, Ian McNay’s and Robert Birnbaum’s studies of university governance, and its findings are presented from a European comparative and quantitative perspective. 相似文献
13.
ABSTRACTFor some time now, images in science have been an object of study in the history of science. The multiple roles that images play in scientific practice have been recognised and discussed. However, little attention has been given to science related images in educational contexts. The case of geology is all the more relevant because it is considered that it has a specific visual language that is intrinsic to its own constitution as a science. This work aims to contribute to counter this situation through the analysis of geology-related images present in textbooks for Portuguese secondary education in the period between 1836 and 1974. Temporal limits correspond to the creation of secondary education in Portugal and to the end of the Estado Novo. For this period, five textbooks were chosen and their images analysed. The place of geological subjects in the context of science teaching in Portuguese secondary education was also traced. The interpretation of the results shows that images present in textbooks had other purposes besides introducing students to the typical visual language of geology. In fact, one of their main intentions was to “shape” the student’s mind into a “rational way of thinking”. 相似文献
14.
15.
Peter Scott 《Tertiary Education and Management》2013,19(1):5-14
Abstract ‘Internationalisation’ became a key theme in the 1990s both in higher education policy debates and in higher education research. Starting off from a heterogeneous set of phenomena, internationalisation does not merely mean varying border‐crossing activities on the rise anymore, but rather substantial changes: first, from a predominantly ‘vertical’ pattern of cooperation and mobility towards the dominance of international relationships on equal terms; second, from casuistic action towards systematic policies of internationalisation; third, from disconnection of specific international activities on the one hand and on the other internationalisation of the core activities towards an integrated internationalisation of higher education. Though higher education policy remains predominantly shaped on a national level and tends to underscore specific traditions and conditions of individual countries, the responsibility of individual institutions of higher education in Europe for their own future grows in the process internationalisation which is accompanied, among others, by growing pressure for diversity and increasing popularity of managenalism as well as by a policy of the European Commission which seems to favour de‐nationalisation of higher education. 相似文献
16.
Inês Gomes 《Paedagogica Historica: International Journal of the History of Education》2018,54(4):468-484
Portuguese schools hold important collections, most organised in the late nineteenth and early twentieth centuries. This scientific heritage, however, is still to be discovered. This article focuses on the creation, development, and role of natural history collections in Portuguese secondary schools, between the second half of the nineteenth century and the early twentieth century, that is, before and after the introduction of laboratory-based teaching in science education. Material culture is thus used to expand the current narrative of science teaching in Portugal, by tracking these kinds of collections. Contrary to the current view on science teaching in Portuguese secondary education, in this article I argue that by focusing on collections, and more generally on the material culture of secondary schools, a new picture emerges that contradicts the traditional discourse emphasising the scarcity of appropriate school buildings, infrastructure, and equipment. A brief overview of the current state of Portuguese natural history teaching collections is also provided, drawing attention to their vulnerability, given the absence of a general policy or guidelines orienting its conservation. 相似文献
17.
Friedrich Schweitzer 《British Journal of Religious Education》2020,42(4):381-390
ABSTRACT This article refers to the new European discussion on international knowledge transfer in religious education. Readers are introduced to the background of the recent manifesto ‘International Knowledge Transfer in Religious Education: A Manifesto for Discussion’ which was the outcome of a first international consultation of researchers in the field of religious education in October 2018. In a first step, the demand for international knowledge transfer in religious education is described. Furthermore, the question of the validity of knowledge in religious education is taken up and discussed in the sense of the presuppositions of international transfer and cooperation. Special attention is given to the relationship between universal and contextual elements or dimensions of knowledge in religious education and their epistemological implications which the authors consider a general and fruitful challenge for the discipline, in international as well as in national contexts. In conclusion, the authors set forth a number of perspectives for future research concerning international knowledge transfer in religious education. 相似文献
18.
This paper reports on a mixed-methods case study investigating how higher education staff and students understand, experience and envision the ‘international university’. As it is becoming clear that international student mobility is not in itself a panacea for universities seeking to internationalise, ‘internationalisation at home’ and ‘global citizenship’ are increasingly permeating university policy documents and mission statements. However, little is known about how students and staff on the ground perceive and experience these concepts. Quantitative and qualitative data were collected at one British university through focus groups (N = 19) and through an online survey (n = 148). Findings revealed a conventional mobility-focused understanding of the international university among students and staff, and a great deal of cynicism as regards ‘internationalisation at home’ and ‘global citizenship’. We discuss implications for practice and a research agenda. 相似文献
19.
Alison Pearce 《Educational Action Research》2013,21(2):178-195
This article describes the discovery of action research by a ‘conscious incompetent’ in higher education. The influences on the development of an action researcher’s individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the position of an ‘outsider within’, a tempered radical. Ontological and epistemological concepts of quasi-objectivity, subjectivity, participation and commitment are discussed in relation to entrepreneurship in the higher education context, concluding that action research is a methodology suitable for tempered radicals and strategic entrepreneurs and that the action researcher can play these roles to research the execution of international faculty mobility in higher education. 相似文献
20.
Shaping a culture: oral histories of academic development in Australian universities 总被引：1，自引：0，他引：1
Academic development has had an approximately forty‐year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today’s university. The first concerns a perennial issue in academic development – the struggle to define academic development’s emerging ethos in relation to research and service to the broader university’s endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the ‘lore’ of the field – the role of activism in the shaping of university teaching and academic development. 相似文献