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George J. Nolfi Ph.D. 《Innovative Higher Education》1977,1(2):151-164
This paper addresses the problems of financing adult continuing and recurrent postsecondary education in America. An analysis of the public investment and policy needs and recommendations for a specific state policy and program for meeting these needs are presented. It is adapted from the state-based Adult Recurrent Education Entitlement Voucher (AREEV) plan pending as legislation in Massachusetts. The AREEV design and the data on which it was originally based in Massachusetts are generalizable to other states. The rationale is not peculiar to Massachusetts.The AREEV proposal provides public investment in recurrent education in a manner that will enable existing educational resources to be utilized most efficiently by adults currently not being adequately served. The general context and rationale for public policy and investment is presented, and a specific, implementable design for legislation to create a state-based Adult Recurrent Education Entitlement Voucher program is recommended.This proposal is designed to aid selectively the working middle class, the disadvantaged, and the socially dependent to pursue part-time recurrent education to improve their career and social condition. The program places a priority first on subsidizing those adults who have the greatest need and then on subsidizing those activities that will yield the highest social rate of return, particularly in relation to problems of unemployment, social dependency, and the national skills base.Dr. Nolfi, an independent public policy analyst, is President of University Consultants, Inc., 45 Hancock Street, Cambridge, Massachusetts 02139. This paper is a chapter in the forthcoming bookRecurrent Education and Open Learning: Policy Analysis and Program Design at the State and National Level. The substance of the paper is drawn from several documents, and extended references for those sources are available from the author. 相似文献
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网络时代的课程,学与教 总被引:4,自引:0,他引:4
网上的学与教是全球关注的一个教育热点,这种关注大致体现在:(1)课程本身的问题,即我们将要教什么?(2)学习自身的性质。(2)学习以及他们所需要的学习环境,(4)对教育提供的影响。(5)不同的国家为规范远程学习和网上学习所采取的的不同方式。(6)我们一旦选择这种方式所存在的大量的合作机会,其中也存在同样多的健康或不健康的竞争,(7)与那些在网络时代所提供机遇面前落伍的人们有关的。 相似文献
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George R. Francis 《Higher Education in Europe》1990,15(4):76-85
On‐going attempts by governments to implement measures intended to eliminate environmental degradation in the nearshore waters of the Great Lakes have revealed a critical need for integrative understanding that transcends disciplinary and professional specialisms. Academics from universities in the United States and Canada began, ten years ago, to meet with government officials and with people from nongovernmental organizations to find solutions to the problems in question. Groups of academics followed up these meetings with policy oriented studies using systems and transdisciplinary perspectives. Results have been readily disseminated into a wider constituency of interests because of the participation of nonacademics in the guiding of the studies. Similar collaborative approaches have been used to design role playing exercises for students in environmental studies courses at universities, using various Great Lakes situations as examples. An action learning/research mode lies at the core of environmental education at university level which also has considerable potential for addressing other global issues at universities. 相似文献
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Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends. 相似文献
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A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted. 相似文献