新西兰跨国高等教育的发展

经济全球化和社会信息化的日益加深,加快了高等教育国际化的步伐,形式多样的跨国高等教育活动成为这一时期高等教育国际化的重要特征。新西兰政府以高等教育市场化、国际化为指导,确立明确的教育输出战略,跨国高等教育发展迅速,成绩斐然。本文从发展规模、主要形式、流动模式、专业领域和专业层次等方面介绍新西兰跨国高等教育的发展现状,详细描述了特许办学、课程衔接、远程教育这三种主要的跨国高等教育形式。     

“新”式教育——对话新西兰教育参赞

21世纪初，《指环王》三部曲席卷全球票房的同时，也把新西兰这个南太平洋岛国如画的风光介绍给全世界。从此，到新西兰旅游的热潮在中国大陆始终未曾断绝。但多数人并不了解的是，这个小小的岛国还拥有世界上最好的教育体制之一，教育出口是其第四大支柱产业。     

新自由主义与新西兰的教育改革

80年代以来，新西兰开展了一系列的教育重建改革。这场改革被指标为以新右思潮为指导思想、以纯市场为范式的改革使新西兰的教育观念、教育体制发生了根本性的转变。经过近20年的发展，新西兰的教育改革面临许多困难，并受到国内学术界的强烈批评。了解和认识新西兰的教育改革对理解和认识我国教育改革有着重要的启示借鉴意义。     

Secondary Education and Research in New Zealand

Through the 1990s the secondary sector was a site of considerable change as the Government sought to ensure that the curriculum and associated assessment practices were designed to meet student needs and the long-term goals of New Zealand society. The new regime aimed to promote student achievement and in particular to attain more equitable educational outcomes for all New Zealand students. These were policy rather than practice driven initiatives that linked somewhat tenuously to research based evidence. This paper begins by giving an overview of the secondary sector in New Zealand and these educational reforms. The overview sets the context for the following section that describes links between educational research, policy and practice during this time. Key issues within the sector are highlighted and some of the ways research has been used to monitor changes and inform policy are identified. It is argued that much of the research over the past decade has been small scale and short term and while this has served the immediate policy agenda it has provided only fragmentary evidence to inform longer term goals such as improving student performance. The paper concludes by discussing some of the current initiatives that might contribute to improving the interface between research and policy/practice in secondary education. This revised version was published online in July 2006 with corrections to the Cover Date.     

Research assessment as a pedagogical device: Bernstein,professional identity and Education 1 in New Zealand

Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.     

论加快远程教育学科专业建设

远程教育概念经历了重大变革.本文探讨了作为教育手段和教育方式的广义远程教育和狭义远程教育的界定及其意义.在此基础上,给出了远程教育学的新定义.讨论了当前国际国内远程教育学科专业建设的现状,以及在我国加快远程教育学科专业建设的意义.     

新西兰学校教育质量评估的述评

监控与评估是强化和提升教育质量、促进学校办学效益的最重要和有效的方式。发达国家在20世纪60年代就开始了教育质量监控与评估的研究,而我国在教育质量监控与评估方面起步相对较晚,需要借鉴国外经验来不断自我完善。新西兰国家性的学校教育质量评估体系是近几年开始建立和运行的,充分了解分析其学校教育质量评估的状况,能够为我国的学校教育质量评估提供有意义的借鉴和启示。     

Development Education Revisited: The New Zealand Experience

Until the mid-1980s, New Zealanders were progressing in their understanding of the causes of and strategies for overcoming world poverty and injustice. However, the arrival of more multinational aid agencies and the increased competition for the donor dollar have given rise to a new conservatism in the development debate. This has coincided with the imposition of structural adjustment policies in New Zealand which provides an opportunity to demonstrate connections between poverty and powerlessness, and parallels between the growth of poverty and inequality at home and in "underdeveloped" countries. The government, the media and the wealthy agencies conceal these parallels and promote aid responses based on charity. This excludes from the development debate the increasingly marginalised sectors of New Zealand society and undermines the international solidarity essential for building strategies for change.     

新西兰教育质量保障体系略论

一、新西兰教育质量保障体系的基本框架新西兰教育质量保障实行行政首长负责制。参与新西兰教育质量保障的机构有教育督察室(Education ReviewOffice)、新西兰学历资格评审局(New Zealand QualificationAuthority,NZQA)和大学校长委员会(New Zealand ViceChancellors’Committee,NZVCC),它们全都向教育部长(Minister of Education)、负责,其中新西兰学历资格评审局和大学校长委员会还接受教育部的指导。在这个体系中,中、小学(中学的全国教育成绩证书项目除外)和大学的教育质量保障分别由教育督察室和新西兰大学校长委员会负责,高…     

新西兰教育及管理体制

新西兰现代教育出现的时间不长,但发展较快.目前已形成了面向国际的多元文化教育体系.本文从学前教育、小学教育、中学教育、高等教育以及管理体制上对新西兰教育作了全面介绍.     

澳大利亚、新西兰成人教育的启示

在成人教育的发展过程中,相互学习、相互交流、取长补短、共同发展是一种必要的措施。本文作者通过对澳大利亚、新西兰两国成人教育的实地考察,结我我国成人教育发展的现状,提出了很有现实意义的启示,值得我们关注。     

新西兰教育服务贸易研究

教育服务贸易是当下国际教育领域中备受关注的话题,而新西兰教育服务贸易在最近十年的发展尤其迅速。文章主要介绍新西兰发展教育服务贸易的背景、教育服务贸易发展的现状,并在此基础上总结其经验与得失,以便学者们关注教育服务贸易的比较研究。     

新西兰中小学教育的特点及其启示

今年暑期有幸去新西兰旅游考察,尽管非专门教育考察,但一路走来导游非常热衷给我们介绍新西兰的各种教育情况,引起我们对新西兰教育,尤其是中小学基础教育的浓厚兴趣,一路上和导游讨论了很多教育问题,回国后又查阅了一些新西兰的教育文献,就新西兰中小学的教育特点梳理出几个方面并谈谈由此而获得的启示。     

新西兰远程高等职业教育与培训——新西兰开放式理工学院初探

新西兰开放式理工学院是新西兰最大的、公立的,提供远程高等职业教育的机构。是新西兰25所正式注册的理工学院之一。本文着重介绍新西兰开放式理工学院的概况、特点,为我国远程高等教育发展提供借鉴。     

新西兰“太平洋岛屿族裔教育计划”述评

新西兰政府于2006年7月出台了太平洋岛屿族裔2006~2010年教育计划,2009年又重新修订了该计划并将计划的适用年限延长至2012年,旨在通过增加拨款支持岛屿族裔教育发展,为所有岛屿族裔学生提供充分的教育机会,提升其学业成就,激发其发展潜能。该计划的实施有效促进了岛屿族裔学生早期教育的参与度,提高了基础教育阶段学生的学业成就,增加了岛屿族裔教师的数量,促进了新西兰教育的整体发展。     

新西兰高等教育管理概况

新西兰,这个坐落在南太平洋的美丽岛国,是一个比较发达的高福利国家,其教育也比较发达并具有自己的特色。根据经济合作与发展组织(OECD)1996年资料统计,新西兰的教育水准在OECD国家中居前列,...     

新西兰学校的核心价值及中国意义

介绍了新西兰各级各类教育的做法,进行了中新教育的比较,阐述了什么才是各级各类学校的主要办学目标,提出了借鉴新西兰办学经验、实施教育创新的基本设想.     

Supranational Organizations and Transnational Education

This article opens with a few words on globalization and internationalization and the views of the Organization for Economic Co-operation and Development regarding the broader higher education policy environment. Secondly, it gives some examples of national approaches, and third, some comments on quality and internationalization.