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1.
Summary

  • A.Drawbacks to attending evening classes

  • (i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).

  • (ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.

  • (iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.

  • B. Incentives to attending evening classes

  • (i) The main incentive was item 1 (it will be useful in getting a better job).

  • (ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.

  • (iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.

  • (iv) All courses except the domestic ones made similar choices in this question.

The great importance of item 3 in question 13 (the rush to get to classes from work) as a disincentive in the group investigated (and in the try-out group) and in the research of Smith and Wilkins, suggest that local arrangements between employers and colleges to give more time between work and classes would attack one of the most accessible, and at the same time most important, causes of wastage.  相似文献   

2.
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:
  • 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.

  • 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.

  相似文献   

3.
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:
  • -redefinition of the role and function of managers in the agricultural and food economic sector;

  • -replacement of a production-oriented approach by a more comprehensive approach to the problem of rural development;

  • -recognition of the educational value of biological sciences as both models and tools for the acquisition of knowledge and the management of complex systems.

  相似文献   

4.
Summary

The early history of factory inspection in this country shows that:
  • (1) voluntary submission to inspection could not be counted on;

  • (2) local forms of inspection were completely ineffective;

  • (3) a strong central government inspectorate was much more effective but made mistakes in its formative years;

  • (4) the absence of any tradition of schooling and all that went with it added to the great educational responsibilities imposed upon the factory inspector;

  • (5) some influence may be traced in negative and positive ways upon Her Majesty's inspectors of schools.

  相似文献   

5.
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:
  • (i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.

  • (ii)Secretarial staff for typing and administration

  • (iii)Laboratory technicians

  • (iv)Visual aid staff

  • (v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.

  • (vi)The active cooperation of academic and technical staff

  • (vii)Flexibility in timetabling and room allocations

  • (viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary

  • (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

  • (x)A cooperative administrative staff.

It is not difficult to provide such resources to make a new experience for a considerable number of college administrators and teachers alike.  相似文献   

6.
The Annual Conference of the Association of Universities and Colleges of Canada (AUCC) entitled “The Changing Conditions within the Universities” was held from 1 to 4 November 1976 in Regina.

The meeting mainly concentrated on the following issues:

  • participation of the AUCC in public policy on higher education and research

  • problems facing the research community in Canada

  • the status of women in universities

An important part of the conference was cax'ried out in the form of workshops which had the following themes:

  • the problems of ahanging growth rates

  • the nature and level of university research

  • international aspects of university operations

  • graduate education

  • the future of the community of scholars

  • the evaluation of performance in the university

  • continuing education

The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.

The traditional role of universities throughout the world has always been to:

  • safeguard and preserve knowledge

  • impart and disseminate knowledge

  • expand the frontiers of knowledge

To this list was recently added a fourth dimension, which, implicitely, has always existed, namely:

  • to contribute to the cultural, social and economic development of society

  相似文献   

7.
Abstract

Recent advances in computer‐based interactive digital technologies have presented a broad range of possibilities to create powerful presentations and instructional messages. However, incorporating these new technologies effectively is not a simple task because the design of effective computer‐based instructional material is a complex process. Successful design involves interactions between individual learner characteristics, instructional delivery media, the type of specific knowledge and skills being taught, and the strategies and methods used to teach the material.

This paper discusses:
  • — The need for an Automated Instructional Design

  • — The integration of learning theory, instructional design and technology

  • — Some approaches for automating instructional design

  • — An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).

  相似文献   

8.
The Annual Conference of the Association of Universities and Colleges of Canada (AUCC) entitled “The Changing Conditions within the Universities” was held from 1 to 4 November 1976 in Regina.

The meeting mainly concentrated on the following issues:

  • participation of the AUCC in public policy on higher education and research;

  • problems facing the research community in Canada;

  • the status of women in universities;

An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;

  • the nature and level of university research;

  • international aspects of university operations;

  • graduate education;

  • the future of the community of scholars;

  • the evaluation of performance in the university;

  • continuing education.

The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada.  相似文献   


9.
We give below information based on the final report (February 1976) of the Symposium organized by the Council of Europe's Committee for Higher Education and Research on “The student in distant study systems” (Tübingen, 6‐10 October 1975). The Symposium dealt with such problems as:
  • definition of distant studies

  • the social image of the distant student (society's appreciation, acceptance etc.)

  • the reasons behind the introduction of distant study

  • students’ situation in this form of study

  • planning and organization, of distant study courses

  • functions of distant study courses

  • interaction between tutors and students;

  • construction of study materials for distant study;

  • methods and media;

  • research on and development of distant study.

  • the future programme of the Committee.

  相似文献   

10.
Summary

  • 1.Wastage is a characteristic of all forms of further education, full-time and part-time.

  • 2.Wastage can be defined in more than one way, and the severest definitions obviously include amongst the wastage many students who have benefited from their participation in further education.

  • 3.Failure rates from first to final year in English Universities are at least 10 per cent on the average, to which have to be added the group—some 5 per cent—who withdrew for reasons other than academic failure. This gives an average total wastage of 15 per cent, from first to final year.

  • 4.Even in the relatively superior conditions of university life and teaching, precise prognostication is not possible; therefore, either some failures must be admitted or some who would succeed must be excluded. To eliminate failures altogether would mean applying selection procedures that would exclude large numbers of those who now succeed.

  • 5.Wastage is a product of multiple causation. Hence, there are no simple or sweeping remedies. On the other hand, such success as is achieved remains unknown because it is not recorded and published.

  • 6.Wastage in technical education can be classified into three sorts: natural, built-in and imposed.

  • 7.Natural wastage is largely, if not entirely, irremediable (in the given conditions). It is valuable to identify it, important to estimate its size and sensible to devote to other causes efforts to improve the situation. It seems likely that natural wastage amounts to something like 25 per cent of the entrants to a five year part-time course—although there is no evidence of a convincing kind to support any particular figure.

  • 8.Built-in wastage is a feature of part-time technical courses. It could very easily be much reduced. The place to begin is with craft courses which are not hedged in by so many Rules and such powerful vested interests as are the National Certificates. The steps to take are simple, and are within the competence of Principals and Heads of Department. The examination results now available annually should be used differently; in particular, the results in the ‘noncrucial’ years should not, in general, preclude students from passing on to the next year of the course. Gross built-in wastage on the average five-year course amounts to 70 per cent or so, having allowed an off-set for students who repeat a year.

  • 9.It will be seen that 70 per cent built-in wastage plus 25 per cent natural wastage amounts to 95 per cent wastage over a five-year course. A success rate of 5 per cent in such courses is often exceeded—it may rise to 25 per cent, but a success rate even lower is by no means unknown, though the recording of some such instances by Lady Williams appears to have shocked many of her readers.

  • 10.The advantage of going through a course may be quite real to a student who does not gain a certificate. Presumably this is truer of craft courses than of other courses.

  • 11.Imposed wastage is remediable to some extent, though not perhaps as completely as might be hoped. At present there is much emphasis on selection, and it is most desirable that selection procedures should be improved.

  • 12.Even more important as an antidote to imposed wastage is an improved teaching force: improved in numbers and quality. This is not to say that teaching in technical colleges is bad—far from it. There always have been excellent teachers in technical colleges and their numbers have grown hearteningly since 1945. Nor is it to say that the need is for more graduates or more teachers with second degrees—although such are most welcome. What is needed is greater total numbers of teachers and far more whose main interests are in their pupils, in the difficulties of their pupils, in teaching rather than in scholarship. Senior lecturers promoted to that position because they are good teachers, because they are educationists, are more important to a college than those elevated on the strength of the letters after their names. Both kinds are valuable. Some splendid fellows are themselves of both kinds.

  • 13.In approaching any particular problem of wastage, it is necessary to know, or to estimate, how much is natural, how much built-in, how much imposed. Obviously the built-in wastage figure needs breaking down. It includes the out-and-out duds and slackers, a small number, probably no more than 2 per cent or 3 per cent over a five-year wastage of 70 per cent. It includes also the weak and doubtful who just don't make the grade—perhaps 7 per cent or 8 per cent more. And it includes a fair number affected by imposed wastage in its many forms—perhaps 25 per cent. The breakdown in a five-year wastage of 95 per cent in a part-time course might then take the form:

Where wastage in such a course amounts to 75 per cent of the first-year entrants, and on the assumption that natural wastage is at the same rate in all such courses, the total wastage might be classified as follows:

No validity is claimed for these figures. They are presented to sharpen the idea that an attack on wastage can only be made if it is known what is being attacked. For example on this analysis, in a five-year course with 75 per cent wastage, improved selection could only hope to affect a proportion of the imposed wastage plus the weaklings, i.e. a proportion of 25 per cent of the total wastage of 75 per cent. A somewhat higher proportion of this 25 per cent wastage could probably be prevented by improved teaching.

  • 14.The need for enquiries and research into these problems is acute. Much information is available, and ready for analysis. On the other hand, on some problems nothing at all has been done and no information exists. For instance, no college, so far as is known, has systematically followed up the part-time students of one year who do not enrol for a succeeding year. Such an enquiry, done over one or two typical National Certificate and craft courses might be illuminating.

  • 15.The price paid for a part-time system of education includes a high wastage rate. As long as part-time education goes on, wastage will be very high. As a route to a major qualification—professional or craft—part-time education is a wasteful anachronism; in its purely evening form it should be abolished immediately.

  相似文献   

11.
In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that:
  • Questioning is not ‘normal’ for everyone;

  • The experience of classroom safety may be different for student participants than for teacher participants;

  • Reflection is a situated responsibility; and

  • Assessment and authority interact within the context of learning in a formal classroom.

Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.  相似文献   

12.
The 34th meeting of the Council of Europe Committee for Higher Education and Research was held in Strasbourg from 3 to 5 November 1976.

The main points raised in discussions were as follows:

  • the current situation and trends in tertiary education;

  • the recognition of degrees and diplomas;

  • the future existence of the Committee for Higher Education and Research;

  • the current situation and trends in university research;

  • the teaching of human rights;

  • mobility of higher education staff and students;

  • the future programme of the Committee.

The information presented below concentrates on some of the above points.  相似文献   


13.
The 34th meeting of the Council of Europe Committee for Higher Education and Research was held in Strasbourg from 3 to 5 November 1976.

The main points raised in discussions were as follows:

  • the current situation and trends in tertiary education;

  • the recognition of degrees and diplomas;

  • the future existence of the Committee for Higher Education and Research;

  • the current situation and trends in university research;

  • the teaching of human rights;

  • mobility of higher education staff and students;

  • the future programme of the Committee.

The information presented below concentrates on some of the above points.  相似文献   


14.
The information below gives the basic elements of the policy memorandum entitled “Higher Education in the Future: possible development in the long‐term and initiatives in the coming years” which was submitted to the Second Chamber for discussion, and which includes proposals for basic changes in the future higher education system of the Netherlands, such as:
  • creation of one system of higher education with no distinction between university and higher vocational training;

  • introduction of as large a range of courses as possible;

  • inclusion of student research only where the study programme requires it;

  • introduction of a more general type of higher education in addition, to courses providing students with specific professional qualifications.

  相似文献   

15.
16.
The article presents:
  • first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.

  • first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.

  • second, hopes and expectations towards various institutions connected with early childhood education in a new political and social situation and in the time of implementation of free market rules which caused unfavourable phenomena in early childhood education, eg. closures of settings and increase of fees paid by parents who take children away for financial reasons,

  • finally, I present my own image of early childhood setting as an institution supporting parents in fulfilling their educational and care duties and involving them in the growth process of a child.

  相似文献   

17.
>Higher education in Malta is in the process of substantial reform which, among other things, includes:
  • transfer of a number of degrees and courses from the Old to the New University and as well as the creation of new courses and degrees in the New University;

  • changes in the administrative structures of higher education institutions (Old and New University)

  • introduction of a worker‐student scheme for university entry;

  • changes in the distribution of authority on higher education.

The introduction of the reform is regulated by the Education (Amendment) Act, 1978. Outlined below are the main elements of this reform as they are introduced in the Act, with a special emphasis on the new “worker‐student scheme for university admission”  相似文献   


18.
In October 1974 a committee was appointed by the Finnish Ministry of Education, with the assignment of studying the necessity, prerequisites, and principles relating to a more balanced regional expansion of the higher education system in Finland.

The committee has recently presented its findings, which concentrate on the following issues:

  • the distribution of higher education places between the regions of Finland;

  • the regional effects of a unit of higher education;

  • the regional distribution of the higher education system and the administrative decisions concerning regional development;

  • principles informing the regional expansion of the higher education system;

  • resources for the regional expansion of the higher education system.

The below information gives the main elements of the committee's report.  相似文献   


19.
This paper reports a surrey of public sector law lecturers' methods of assessment of their undergraduate students, and their attitudes towards these processes. The survey was conducted by postal questionnaire to all public sector law teachers. The findings indicate that:
  • Law lecturers are unclear about course objectives. Moreover, where course objectives are specified they tend not to be explicitly related to criteria for student assessment.

  • Methods used for assessment often do not match specified course objectives.

  • Law lecturers tend to be ‘conservative’ markers who use a narrow range of marks clustered round relatively low average points.

  相似文献   

20.
Abstract

The basic aims of NVCQ are ones which can be fully endorsed. However, it has been envisaged that the notion of ‘competence’ will provide the required flexibility to enable NCVQ aims to be realised in the new vocational qualifications system. This is not so. In this paper, the distinction between ‘having NCVQ competences' and actually being competent is clearly drawn. For instance:
  • 1. Theoretical knowledge and understanding is essential to being competent. But scant attention is paid to this in the specification of NCVQ competences. The value of knowledge and understanding is reasserted in this paper.

  • 2. Being competent in the workplace usually involves the ability to engage fully in teamwork. But NCVQ actually adopts an individualistic orientation by emphasising personal competences. In fact, the required capacity for teamwork is hardly analysable in individual terms.

  • 3. Competences are based on a strictly behavioural analysis. While this looks attractive from the point of view of assessment, it tends to support both the biases above, being individualistic and ignoring relevant mental activity.

  相似文献   

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