从教育部“分家”看英国中央教育行政机构的改革及其影响

2007年6月28日,新一届英国政府对中央教育行政机构——教育与技能部做出了重大调整,将教育与技能部分为儿童、学校与家庭部和创新、大学与技能部。这一变化将对英国未来的教育发展产生重大影响。了解新成立的两个教育部门的职能,可以帮助我们把握英国中央教育行政机构改革的意义,并对今后一段时期内英国教育的发展做出判断。     

英国中央教育行政机构改革评析

2007年6月28日,新一届英国政府对中央教育行政机构--教育与技能部做出了重大调整和人员变动.将教育与技能部分为儿童、学校与家庭部和创新、大学与技能部.这一变化将对英国未来的教育发展产生重大影响.了解新成立的两个教育部门的职能和责任,可以使我们把握英国中央教育行政机构改革的背景和意义,并对今后一段时期英国教育的发展做出判断.     

布朗政府教育管理机构变革——英国教育部一分为二后的观察报告

2007年6月底,英国布朗政府执政之后,对教育管理体制进行改革,将原有的教育和技能部重组并拆分成儿童、学校和家庭部与创新、大学和技能部,相关的职能也随之发生变化。     

布朗政府教育管理机构变革——英国教育部一分为二后的观察报告

2007年6月底,英国布朗政府执政之后,对教育管理体制进行改革,将原有的教育和技能部重组并拆分成儿童、学校和家庭部与创新、大学和技能部,相关的职能也随之发生变化。[编者按]     

英加强政府教育管理职能

据英国《卫报》报道,布朗首相上任后,对教育事务非常关注。对教育监管部门进行了改革,对部分职能进行整合,原先的教育与技能部被分解为两个部门：一个是由鲍尔斯议员负责的儿童与中小学校部;另一个是由前住房、卫生与保障大臣德纳姆先生领导的创新、大学与技能部。     

英国教育与技能部增加职能调整两位部长的分工

英国政府决定将儿童社会服务与家庭政策的职能由卫生部划归教育与技能部，将负责“儿童良好开端计划”的机构(SureStart)、儿童与青年事务机构及全国相关的社会服务机构的职能，连同他们的经费一并合到教育与技能部新成立的儿童部，以确保学龄儿童教育得到足     

英加强政府教育管理职能——教育与技能部一分为二

据英国《卫报》2007年6月29日报道,布朗首相上任后,对教育事务非常关注,对教育监管部门进行了改革,对部分职能进行整合,原先的教育与技能部被分解为两个部门:一个是由鲍尔斯议员负责的儿童与中小学校部;另一个是由前住房、卫生与保障大臣德纳姆先生领导的创新、大学与技能部.     

国际教育快讯

英加强政府教育管理职能——教育与技能部一分为二；英设立新部门监管大学科研；英国加大高校学生资助力度；英推行“社交、情感与行为技能”课程计划；英设立“学校裁决者”监管“抽签入学”；英国：让学生学会快乐；     

新世纪英国教育发展的目标与策略述评

为应对知识经济和全球化的挑战 ,进入新世纪后英国立即着手制定相应的教育对策 ,这些政策将直接影响今后英国教育的走向。本文对英国教育和技能部制定的教育发展目标与策略作了评述。     

英国布朗时期教育体制改革政策与效果研究

布朗政府教育体制改革主要内容是将原来的教育和技能部重组并拆分成为两个部:儿童、学校和家庭部与创新、大学和技能部。两大部门职责明确英国儿童、学校和家庭部是布朗政府新成立的三个主要政府部门之一。布朗政府坚信,无论是社     

实现一流技能 领跑世界经济——英国白皮书World Class Skills： Implementing the Leitch Review of Skills in England

英国新的创新、大学与技能部于2007年发布了白皮书World Class Skills：Implementing the Leitch Review of Skills in England。从世界一流技能的目标、支持个人改善技能、增加雇主的发言权、创设新型的技术发展伙伴关系和重视年轻人工作和生活所需技能的培训等五个方面,阐述了英国提高全社会劳动力技能的计划及措施,以确保英国在2020年成为世界经济的领跑者。     

RELIABILITY AND STRUCTURAL VALIDITY OF THE TEACHER RATING SCALES OF EARLY ACADEMIC COMPETENCE

Currently, there are few strengths‐based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at‐risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS‐EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five‐factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five‐factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS‐EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.     

Superteachrs: From Policy Towards Practice

This article is concerned with the origins and evolution of the Advanced Skills Teacher (AST) initiative from its announcement in 1995 to the end of 1999. It examines the Government rationale and the contributions of the Department for Education and Employment (DfEE), the Teacher Training Agency (TTA) and the School Teachers' Review Body (STRB).     

Combining a human performance model and a Six Sigma model to assess performance in a military environment

Military officials continually search for improvements in processes that focus on high‐performance outcomes. This qualitative study investigated process improvements of two departments within the Naval Diving and Salvage Training Center (the Security Department and the Testing Department) by assessing performance levels of the two departments using a combinatorial model from human performance theory and Six Sigma theory. Study findings produced strong empirical evidence with specific recommendations for initiating cost‐effective interventions for improvements. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.     

Building capacity in social care: an evaluation of a national programme of action learning facilitator development

This account of practice shares the findings of an evaluation into the impact of a facilitator development programme on participants' knowledge, skills and subsequent practice. The Centre for Action Learning Facilitation was established to develop action learning set advisors and has been working with Skills for Care over the last two years to develop an internal capacity in social work departments to use action learning primarily to support newly qualified staff.     

Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments

The development of reasoning skills, higher-level thinking skills, and science process skills are some of the benefits students can realize by participating in inquiry in the science laboratory. We used student responses to the Alternative Assessment of Science Process Skills (AASPS) developed by the Missouri Department of Education and the Department of Educational Assessment to develop the Science Process Skills Inventory (SPSI). The SPSI was then used to analyze student efforts at writing experimental designs. Our goal was to gain insight into factors that may be related to students successfully designing experiments. The instrument guides teachers and researchers in assessing seven main components of experimental designs. Each component consists of elements unique to the specific laboratory exercise. Subsequent to its development, the instrument was used to score 364 student responses to the “design an experiment” portion of an alternative assessment instrument for science process skills. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science experiments. Implications for the classroom and for research are discussed. © 1996 John Wiley & Sons, Inc.     

Whatever Next? Education Policy and New Labour: The first four years, 1997‐2001

Book reviewed in this article: New Labour's Policies for Schools: Raising the Standard? Jim Docking (Ed.) Taking Education Really Seriously Michael Fielding (Ed.) Schools Achieving Success (White Paper) Department for Education And Skills The Learning Country (Paving Document) National Assembly For Wales     

Enchanting a disenchanted child: revolutionising the means of education using Information and Communication Technology and e‐learning

The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum.     

英国政府关于提升继续教育机构办学资质和服务质量的若干举措

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。