Innovation strategy for building indigenous technological innovation capability in China

Indigenous technological innovation capability-building has emerged in recent years as a new development agenda and the critical problem in China. This paper, based on 5-year empirical research on Chinese firms and theoretical analysis, presents and details the contents of a “3-I innovation strategy”, and finally shows the industrial difference of such strategy. Research work (7930040) supported by Key NSFC Project and International Development Research Center (IDRC) of Canada     

Special educational developments in Zambia

No system of special education exists in a vacuum. The framework of the general education system as well as the economic, social and political conditions and ideologies determine to a great extent its existence, form and content. In Zambia the political ideology is auspicious for the development of educational services for the handicapped. The involvement of the Swedish International Development Agency has resulted in major steps being taken to establish the administrative infrastructure and teacher training. The Zambia National Campaign to Reach Disabled Children has identified a number of severely handicapped children. The moment of birth of special education has arrived in Zambia.     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).     

数字时代中的数学教材研究与开发及使用——第三届国际数学教材研究和发展会议综述

数学教材往往是数学课程发展、研究过程及整个数学教育史中最为可靠和重要的历史见证,对于"定义"作为学校科目的数学、为学生创设学习机会、为教师提供工作及专业发展上的支持,数学教材都发挥着举足轻重的作用。数学教材中的内容、开发及其使用已然成为数学教育研究的重要主题之一。通过对第三届国际数学教材研究和发展会议(ICMT3)的大会报告及主题研讨的介绍,对数字时代下的数学教材在设计、内容、使用及评价等提出新的思考,也进一步揭示出对理解教材在数学的教与学的作用存在更大更高的需求。     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).     

中国和平发展道路有利于亚洲各国的发展

2006年10月25日,由中国人民大学马克思主义学院、“三个代表”重要思想研究中心、当代中国研究中心和韩国韩中思想文化研究所联合主办的“中国和平发展道路对于亚洲各国的影响”中韩学者双边国际学术研究会在中国人民大学举行。来自中、韩、美三国的30多位专家、学者参加了会议。大家本着各抒己见、求同存异的原则,就中国和平发展对亚洲各国尤其是中国周边国家的影响、中国的和平发展与东亚地区的区域经济合作、中韩两国的现代化模式比较和韩国学者眼中的“中国和平发展道路”等几个议题进行了热烈讨论。为了把讨论引向深入,便于相关问题学术交流,现将部分专家、学者的发言摘要刊出,以飨读者。     

中国和平发展道路的特点

2006年10月25日,由中国人民大学马克思主义学院、“三个代表”重要思想研究中心、当代中国研究中心和韩国韩中思想文化研究所联合主办的“中国和平发展道路对于亚洲各国的影响”中韩学者双边国际学术研讨会在中国人民大学举行。来自中、韩、美三国的30多位专家、学者参加了会议。大家本着各抒己见、求同存异的原则,就中国和平发展对亚洲各国尤其是对中国周边国家的影响、中国的和平发展与东亚地区的区域经济合作、中韩两国的现代化模式比较和韩国学者眼中的“中国和平发展道路”等几个议题进行了热烈讨论。为了加深讨论程度、便于相关问题学术交流,现将有关专家、学者的发言摘要刊出,以飨读者。     

国际比较视野中的中国和平发展道路

随着中国的经济进步和社会发展,中国共产党、中国政府和中国人民在认真总结自己发展成就的基础上,通过科学借鉴吸收其他国家的发展经验,明确地将中国的发展道路概括为和平发展的道路。中国和平发展道路及其取得的巨大成功,也日益引起世界各国尤其是与中国相邻的亚洲各国的关注和重视。为了探讨中国和平发展道路的成功经验,探讨中国的和平发展对于亚洲各国尤其是与中国相邻的亚洲各国的影响,     

Trends in inclusive education at regional and interregional levels: issues and challenges

The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education, and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points for future debate on inclusive education.

INTERNATIONAL CONFERENCES ON HIGHER EDUCATION AND THEIR CONTRIBUTION TO THE DEVELOPMENT OF HIGHER EDUCATION

Quite a large number of international meetings devoted to issues concerning higher education are organized each year. The problems of their contribution to the further development of higher education and research in this field are raised in a thought‐provoking article written for “Higher Education in Europe” by Professor E.A. van Trotsenburg, President of the European Association for Research and Development in Higher Education (EARDHE) and Director of the Institute of International Science and University Didactics, University of Klagenfurt.     

21世纪中国和平发展与东亚地区安全论析

东亚区域化的和平是世界和平发展的重要保证。东亚是当今世界最典型的快速发展地区,也是不同社会制度、不同经济利益交汇的地区。寻求发展之路、强国之路是东亚地区共同的主题。而和平发展对东亚国家来说就显得尤为重要。     

中日韩美相互关系与东北亚形势的发展

今天,东北亚的势态从外表看是平稳的,但是内部则是高度紧张的。     

Reviews

Book reviewed:
K. Field, P. Holden and H. Lawlor Effective Subject Leadership
C. Paechter, Changing School Subjects: power, gender and curriculum
E. Margolis (ed.), The Hidden Curriculum in Higher Education
G. Nicholls, Professional Development in Higher Education
R. Andrews, Teaching and Learning English: A Guide to Recent Research and its Application
P. T. Knight and P. R. Trowler, Departmental Leadership in Higher Education
R. Daugherty, R. Phillips and G. Rees (eds), Education Policy-making in Wales
G. Crozier, Parents and Schools – partners or protagonists?
H. Brighouse, School Choice and Social Justice
G. McCulloch and W. Richardson, Historical Research in Educational Settings
J. F. Donnelly and E. W. Jenkins, Science Education: Policy, Professionalism and Change
D. Warner and D. Palfreyman (eds), The State of UK Higher Education: Managing Change and Diversity
G. Mac Naughton, S. Rolfe and I. Siraj-Blatchford (eds), Doing Early Childhood Research – International Perspectives On Theory and Practice
G. Thomas and A. Loxley, Deconstructing Special Education and Constructing Inclusion
S. Tomlinson, Education in a Post-welfare Society     

Should one develop nonformal education?

In the following pages we are reproducing, with the kind permission of the International Council for Educational Development (ICED) and of Unicef large extracts from a report entitled Nonformal Education for Rural Development: Strengthening Learning Opportunities for Children and Youth' (February 1973).The ICED is a non-profit research organization concerned with improving education's contribution to economic and social development in all the regions of the world.In carrying out this study, at the request of Unicef, Philip H. Coombs was assisted principally by Roy C. Prosser, Deputy Director of the Study; Manzoor Ahmed, Assistant to the Director; Roshan R. Billimoria, Research Assistant, and Sven Grabe, Special Consultant.The main part of the text printed here is drawn from Chapters II and VI of the report. Formerly Director of the International Institute for Educational Planning (Unesco). Currently Vice Chairman of ICED Among his many publications is The World Education Crisis: A Systems Analysis (1968).     

第三届国际数学教材研究与发展会议综述

2019年第三届国际数学教材研究与发展会议主要包括教材的研究理论、教材的开发、教材内容的呈现方式、教材的发展、教材的比较、数字教材等主题。通过对会议论文及会议发言的梳理,可以归纳出国际数学教材研究的最新观点、成果与方向,并为中国数学教材研究提供一定的借鉴。     

Reviews

Nicholas Beattie, The Freinet Movements of France, Italy, and Germany, 1920–2000: Versions of Educational Progressivism.
Terence Copley, Indoctrination, Education and God: The Struggle for the Mind.
Fred Inglis (ed.), Education and the Good Society.
Christopher Winch and John Gingell, Philosophy and Educational Policy: A Critical Introduction.
Denis Lawton, Education and Labour Party Ideologies 1900–2001 and Beyond.
Richard Willis, The Struggle for the General Teaching Council.
Tony Gallagher, Education in Divided Societies.
Andrew Goodwyn and Andrew Stables, Learning to Read Critically in Language and Literacy.
Bridget Somekh and Cathy Lewin (eds), Research Methods in the Social Sciences.
Peter K. Smith, Debra Pepler and Ken Rigby (eds), Bullying in Schools: How Successful Can Interventions Be?
J. Ahier, J. Beck and R. Moore, Graduate Citizens? Issues of Citizenship and Higher Education.
Audrey Osler and Hugh Starkey (eds), Citizenship and Language Learning: International Perspectives.
Felicity Armstrong and Michele Moore (eds), Action Research for Inclusive Education: Changing Places, Changing Practices, Changing Minds.
Dennis Hayes (ed.), The RoutledgeFalmer Guide to Key Debates in Education.
Thomas S. Weisner (ed.), Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life.     

Research on mathematics learning at the “Center of Individual Development and Adaptive Education” (IDeA)—an introduction

In 2008, the research center “Individual Development and Adaptive Education” was constituted by the Goethe University, the German Institute for International Educational Research, and the Sigmund Freud Institute, all located in Frankfurt am Main, Germany (http://www.idea-frankfurt.eu). The research of the center focuses on the development of children in preschool, kindergarten, and primary school age by including and combining cognitive, neuro-cognitive and socio-emotional factors. The Special Issue “Early Years” reports about the research activities concerning mathematics learning in the early years.     

Effects of nitrogen fertilization strategies on nitrogen use efficiency in physiology,recovery, and agronomy and redistribution of dry matter accumulation and nitrogen accumulation in two typical rice cultivars in Zhejiang,China

Field experiments were conducted in farmers’ rice fields in 2001 and 2002 to study the effects of nitrogen (N) management strategies on N use efficiency in recovery (RE), agronomy (AE) and physiology (PE) and redistribution of dry matter accumulation (DMA) and nitrogen accumulation (NA) in two typical rice cultivars in Jinhua, Zhejiang Province. This study aimed mainly at identifying the possible causes of poor fertilizer N use efficiency (NUE) of rice in Zhejiang by comparing farmers’ fertilizer practice (FFP) with advanced site-specific nutrient management (SSNM) and real-time N management (RTNM). The results showed that compared to FFP, SSNM and RTNM reduced DMA and NA before panicle initiation and increased DMA and NA at post-flowering. There is no significant difference between SSNM and FFP in post-flowering dry matter redistribution (post-DMR) and post-flowering nitrogen redistribution (post-NR). These results suggest that high input rate of fertilizer N and improper fertilizer N timing are the main factors causing low NUE of irrigated rice in the farmer’s routine practice of Zhejiang. With SSNM, about 15% of the current total N input in direct-seeding early rice and 45% in single rice could be reduced without yield loss in Zhejiang, China. Project supported by the International Rice Research Institute (IRRI), Swiss Agency for Development and Cooperation (SDC), the Potash & Phosphate Institute and the Potash & Phosphate Institute of Canada (PPI-PPIC), the International Fertilizer Industry Association (IFA), the International Potash Institute (IPI), and 948 Project of the Ministry of Agriculture of China (No. 2003-Z53)     

Examining the application of the lifelong learning principle to the literacy target in the fourth Sustainable Development Goal (SDG 4)

International Review of Education - Among the 17 United Nations Sustainable Development Goals (SDGs), the fourth one is about ensuring “inclusive and equitable quality education” and...     

Reviews

Books reviewed in this article:
Nelly P. Stromquist, Education in a Globalized World. The connectivity of economic power, technology, and knowledge
Michele Schweisfurth, Lynn Davies, and Clive Harber (eds.), Learning Democracy and Citizenship: International experiences
Gayle Letherby, Feminist Research in Theory and Practice
John MacBeath and Hidenori Sugimine, with Gregor Sutherland, Miki Nishimura and the Students of the Learning School, Self-Evaluation in the Global Classroom
N. Hativa and P. Goodyear (eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education
Matthew Lipman, Thinking in Education
Paul Weedon, Jan Winter and Patricia Broadfoot (eds.), Assessment: What's in it for schools?
Janice Wearmouth, Janet Soler and Gavin Reid, Meeting Difficulties in Literacy Development: Research, policy and practice
Maria Robinson, From Birth to One: The year of opportunity
David Thompson, Tiny Arora and Sonia Sharp, Bullying: Effective strategies for long-term improvement
Louise Rowling, Grief in School Communities
Rhona S. Weinstein, Reaching Higher: The power of expectations in schooling