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<正> 现时,不脱产教育有着很大的社会经济意义,学习期间学生从事生产劳动,亦是当代熟练专业人员培训过程的基本要素之一.在未来的10-15年内,培训不脱产的专业人员将有特殊的国民经济意义,它首先决定于科技进步固有的社会经济因素.苏联部长会议干1981年颁布的《关于进一步完善通过不脱产的高等和中等专业教育培训专业人员的决议》中指出,在当代条 相似文献
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Colin Symes David Boud John McIntyre Nicky Solomon Mark Tennant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(1):565-579
Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal. 相似文献
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Experiment 1 compared food-storing marsh tits and nonstoring blue tits, and Experiment 2 compared food-storing jays and nonstoring jackdaws, in a one-trial associative memory task, Birds obtained a reward by returning to the site where they had eaten part of the reward 30 min earlier. In “visible” versions, the reward was visible in Phase 1 but hidden in Phase 2 so that the bird had to search for it; in “hidden” versions, the reward was hidden in both phases. No species differences were found in performance in the visible version. However, in the hidden version, the 2 storers preferentially returned to rewarded sites, whereas nonstorers preferentially returned to sites that had been visited in Phase 1, irrespective of whether or not they contained a reward. This suggests that storers differ from nonstorers in the way they discriminate between remembered events. 相似文献
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Malgorzata Klatt Kira Clarke Nicky Dulfer 《Journal of Vocational Education & Training》2017,69(4):473-494
This paper highlights troubling patterns within the Australian School-based Apprenticeships and Traineeships (SBATs) by analysing statistical data of 21,000 of 15–19 year old apprenticeship/traineeship learners engaged in Vocational Education and Training in School (VETiS). It confirms the alignment of social groups to certain qualification fields and levels and provides a compelling picture of the learner profile of SBAT including the type of occupations and qualifications being undertaken at school level. In a complex policy environment, where VET in Schools has been assigned the important task of preparing ‘workforce job-ready’ students for the ‘high skill and high earning roles our economy demands’, we argue that the SBAT pathway is not yet adequate to meet these high expectations. It is not an effective apprenticeship pathway as it potentially ‘locks-in’ already disadvantaged young people to precarious pathways, and reinforces the nature of an already highly gender-segregated Australian labour market. The paper helps to focus attention on endemic weaknesses in the Australian VET system that serve to entrench disadvantage in Australian society. 相似文献
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Stephen Rowland Catherine Byron Frank Furedi Nicky Padfield Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141
Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK. 相似文献
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Helen Cowie Nicky Hutson Ozhan Oztug Carrie Myers 《Emotional and Behavioural Difficulties》2013,18(1):63-71
The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support. 相似文献