国外农业教育对发展我国农业职业技术教育的启示

本文通过分析借鉴国外农业职业教育发展的经验，指出我国只有建立以市场为导向，多元化、完备的农业教育体系，提高农村劳动力的素质，加强农业技术推广和成果转化，才会走上农业现代化的道路。     

马斯喀特全球会议呼吁确立2015后发展议程的教育目标

据联合国教科文组织网站2014年5月14日报道,日前,在阿曼首都马斯喀特举行的全球全民教育会议发布了《马斯喀特共识》（Muscat Agreement）,与会代表共同呼吁,     

从教育法规看法国职业技术教育的发展趋势

法国的职业技术教育改革是靠教育法规来保证和推动的。因此，从历史上不同时期颁布的教育法规可以看出法国职业技术教育发展的趋势。     

全国农业职业技术教育研究会中国职业技术教育学会农业职业教育专业委员会2006-2010年工作规划

为明确中国职业技术教育学会农业职业教育专业委员会（以下简称：农专委）2006～2010的工作任务，根据中国职业技术教育学会的要求，制订农专委今后5年的工作规划。本规划是农专委开展工作的重要依据。是各委员单位开展工作的指南。[第一段]     

创建“三个中心” 发展农业技术教育

创建“三个中心”发展农业技术教育龙灵渊，文玉书要迅速发展农村经济，必须优先发展农业技术教育，创建“三个中心”是一条可行的路子．一、创建农业技术教育协调研究中心根据大农业、大科技、大市场的需求，教育对农业科学技术进行选择性、针对性传递，塑造现代化的农民...     

谈农业职业技术教育的发展措施

在现实条件下，农业职业教育的特殊性将保持相当长的时期。发展农业职业技术教育，必须从教育外部、教育内部和教育对象等多方面寻求出路。解决农业职业技术教育面临的困难，促进农业技术教育的稳定和发展，是一项系统工程，需要政府、有关部门和农业教育培训机构的共同努力。     

从教育法规的演变看法国职业技术教育的发展趋势

法国的职业技术教育改革是靠教育法规来保证和推动的。因此,从历史上不同时期颁布的教育法规可以看出法国职业技术教育发展的趋势。     

终于：教育=学习!

三月末，在春寒料峭的巴黎，联合国教科组织开了一个小型的会，题目别开生面——如何学得更好：从入学到成功!（Enhancing Learnng：From Access To Success）。印象中，这还是大型国际组织少数以学习为题的教育会议。听起来好笑：天天面对教育的国际组织竟然不提学习!的确，国际组织关心的是各国全国性的教育系统，他们关心的是大系统的指标，或是人数：入学率、巩固率、辍学率、合格率、师生比等等，或是钱财：人均成本、私人成本、财政分权等等。[第一段]     

Higher education challenges in Yemen: Discourses on English teacher education

We investigated Yemen's higher education challenges by focusing on the English teacher education program. Interpretative analysis of policy statements and interviews revealed several factors that are hindering the quality of the program. Deeply aware of the socio-political dimensions impeding progress, the university lecturers shared convoluted visions for improving higher education and, in reflecting on the mission and realities of their program, voiced their quest for social justice and recognition by university administrators. The administrators acknowledged key problems in teacher education, but proposed no specific corrective measures. The findings highlight the urgent need for systemic change in Yemeni higher education.     

Planning agricultural education in India

Abstract

The study is an attempt to report the growth and status of agricultural education in India and to project a future scenario. The forecast made for trained agricultural manpower is based on socio-economic considerations which are then converted into an educational plan. Issues relating to educational policy to achieve supply-demand adjustments are subsequently discussed. Three main recommendations have emerged from this study. First, the number of diploma holders at the lower end of the professional ladder needs to be increased to cater for the social demand for more trained and readily available manpower to help clientele (farmers) to enhance the level of their awareness concerning technological developments in agriculture. Second, the number of specializations at postgraduate level needs to be decreased and agricultural education needs to be more broad based in commensuration with occupational demands. This would allow skilled and qualified manpower to be directed into areas of employment where they are needed most. Third, the participation of the private sector in the institutionalization of agricultural education may offer healthy competition to state supported agricultural universities and inculcate better entrepreneurship. Finally, recommendations pertaining to the job preferences of graduates and remedies to certain internal inconsistencies such as inbreeding in the system are also made.     

Story of a conference: Distance education students' experiences in a departmental conference

This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity.     

Conflict at higher education institutions: factors and solutions for Yemen

This is a qualitative case study focusing on reporting the dynamics that cause conflicts between academics and administrators in higher education in Yemen. Drawing upon a critical review of two policy documents, observational research and in-depth interviews with 59 administrators and academics, the article presents the key factors for conflict in higher education and provides a model for resolving it.     

Promoting gender parity in basic education: Lessons from a technical cooperation project in Yemen

Many girls are not sent to school in Yemen, despite basic education being free as well as compulsory for all children aged 6–15. Aiming to improve girls’ enrolment by increasing parental and community involvement, the Japan International Cooperation Agency (JICA) offered a technical cooperation project in June 2005 called Broadening Regional Initiative for Developing Girls’ Education (BRIDGE). Phase 1 of this project ran for three and a half years, piloting a participatory school management model supported by school grants in six districts of the Taiz Governorate in the Southwest of Yemen. To find out how successful this approach has been in a traditional society, the authors of this paper analysed the gender parity index (GPI) of the project’s pilot schools. Based on data collected at three points in time (in the initial and final years of the project, and two years after the project’s end), their findings suggest that interventions in school management which strongly emphasise girls’ education can be effective in improving gender parity rather quickly, regardless of the schools’ initial conditions. However, the authors also observe that the pilot schools’ post-project performance in terms of gender parity is mixed. While the local government allocated budgets for school grants to all pilot schools even after the project’s end, training and monitoring activities were cut back. The authors further observe that the variation in performance appears to be significantly correlated with school leaders’ initial perceptions of gender equality and with the number of female teachers employed. These findings point to the importance of providing schools with continuous long-term guidance and of monitoring those which implement school improvement programmes.