英国现代学徒制质量保障体系构建举措及启示

自2017年以来,为创建世界一流且由雇主主导的高质量现代学徒制度,英国通过明确评估主体职责、制订学徒制标准规范、创建终点评估制度等一系列创新举措,不断完善现代学徒制质量保障体系,为推动英国高职教育现代学徒制发展提供了保障。我国的高职教育现代学徒制已从先行试点阶段进入全面推广阶段,应该从加强顶层设计明确各方职责、建立质量评估体系、发挥企业主体作用等方面着手创建现代学徒制质量保障体系,促进现代学徒制高质量发展。     

新西兰高等教育质量保证机制的新框架

近年来，在高等教育发展进程中如何处理数量增长与质量保证之间的关系问题越来越引起各国政府和社会各界的重视。新西兰的高等教育在世纪之交也面临着同样的问题与挑战。本文介绍了新西兰高等教育目前存在的问题，描述了新西兰政府提出的新的质量保证机制的框架，并分析了建立这一新机制的重要意义。     

The supply of mathematics teachers in England and Wales

This paper reports the findings of an ethnographic study of student teaching experiences in a preparation program that emphasizes field‐based practicums. It explores what students do in these practicum sites; what forces influence their behavior, ideas, and/or attitudes; and the different ways students respond to the constraints found in their field placements. Finally, it discusses the implications of the study's findings towards the theoretical constructs of reproduction and resistance as they apply to the professional socialization of future teachers.     

New hopes and prospects for Colleges of Education in England and Wales

This contribution offers a statistical and policy analysis of the movements of student enrolment in Colleges of Education and other teacher training institutions in England and Wales. It discusses the situation of the Colleges of Education, which differ widely in size, against the background of educational economics and policy after 1960, in particular the consequences of the rapid increase in the number of students and the resulting overcrowding of these institutions, especially the Colleges of Education. Thus some 1,000 more students than the Robbins Committee had anticipated for 1974 were already enrolled in Colleges of Education in 1969. The preponderance of women students with their specific study motivations also influences the work and results of the Colleges of Education. A principal factor in the organisation and content of the courses is the decision in favour of “concurrent courses” integrating specialist studies with practical teacher training. This design of the study programme will become an important issue in the integration of the Colleges of Education with other institutions where different didactic principles prevail, such as the universities (“consecutive courses”). Another point of crucial significance for the future of the Colleges of Education is the link between teacher training and further education for teachers. In the Annex the student population is analysed and extensive documentation provided on the possibilities of integrating these Colleges with other institutions.     

The International Dimension in Quality Assessment and Quality Assurance

Many countries are working on the design of an external quality assessment agency for higher education. Such an agency has to fulfil national needs and expectations. However, higher education is as such international in scope. This paper draws attention to the need for internationalisation of quality assessment. The national frontiers are too narrow for validating our standards. Looking at the situation in Europe, the author discusses the need for a European dimension and makes a proposal for a European Centre for Substantial Equivalence. In the future a European or international quality hallmark will play an important role in student mobility, staff mobility and the mobility of employees.     

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…     

Teacher Education in England and Wales

Teacher Education in England and Wales (Studies in Education, No. 8) GEOFFREY PARTINGTON, 1999 London: Institute of Education, University of London. 163 pp., ISBN 0 225 36476 8, £12     

新时期澳大利亚高等教育质量保障的变革与启示

澳大利亚高等教育质量保障在2011年有重要转折。按照最新的《布拉德利法案》要求,联邦政府在大学质量保障机构及保障框架等方面进行了诸多改革。澳大利亚新时期的质量保障变革启示我们：应加强质量保障的立法工作,保障高等教育质量的稳定性;应加强风险管理,保证高等教育的质量底线;我国新一轮本科教育评估可以采用主题质量审核的方式,以促进高校的办学特色形成;必须明确中央到地方的各级评估机构责权,才能构建多元一体的质量保障体系。     

开放远程学习的新趋势:质量保证的挑战

包括手机媒体在内的信息通讯技术的迅速发展,对知识的获取和共享产生了深远的影响。日益成熟的网络、手机和视频会议、高速网络和社交工具一起创造了一个新的社会方向,为人们提供了前所未有的参与知识革命的机会。当前的主要挑战是适应开放远程学习的新趋势（学生、教师和科技都在发生变化）,为促进电子学习的使用和发展而采取保障电子学习质量的新措施。     

质量与保证

质量究竟是什么?按现代汉语辞典解释,即是产品和工作的优劣程度。“质量”与检查、评估、报告等组成词组,词义是明确无误的,但与“保证”组合而成为“质量保证”,似乎感觉就不那么明白了!一是我们要保证的这种质量究竟是一种什么样的、什么水平程度上的质量?二是我们所要追求实现的质量目标依靠的究竟是什么?难道仅仅依靠保证及其系统就一定能够实现?不去咬文     

20世纪90年代以来英国高等教育质量保障机制的变迁

英国的高等教育机构种类齐全、层次多样,其实力也相当雄厚,这与英国建立并不断调整其高等教育质量保障机制是息息相关的.本文概述了自20世纪90年代以来,英国高等教育质量保障机制的变迁,以期对我国完善高等教育质量保障机制提供有益的借鉴.     

Geographical education and ideology in England and Wales

Conclusion If ideology is a nexus of ideas which represent the values of a society and the way that society operates, then clearly such ideas, in so far as they are held by those who have power in society, are bound to affect what is taught within the system of education. This may not be openly avowed, though in totalitarian regimes the education system is determinedly used to enforce the only ideology—that of those in power. The saving grace in a democratic system is that those being educated have access ideologies other than the dominant one. In England and Wales and to some extent elsewhere in the United Kingdom, there is little doubt that the geography curriculum has tended to serve the dominant ideology during the heyday of the British Empire and even during its period of decline in the 1930s and 1940s. In the 1960s and 1970s, an alternative ideology stressing the rights of the underprivileged became manifest in a geography curriculum that was not controlled centrally. The 1980s saw a reversal of this trend by those who had political power, though the reason advanced for the greater control of the curriculum was couched in terms of the economic needs of the nation and the desire to raise standards. But clearly those in power considered that theraison d'être of education was to promote an enterprise culture. However, in practice no ideology is ever pure. When the enterprise culture came into contact with long-cherished ideas of national sovereignty, marrying the two proved difficult. This was reflected in the neutral (not to say negative) position of the national curriculum in geography with respect to the European Union. Original language: English Norman Graves (United Kingdom) Professor Emeritus of Geography Education at the University of London Institute of Education. He is consultant to UNESCO in association with the International Geographical Union. Author of numerous works on geography education, he is involved in curriculum and textbook planning and is an acknowledged expert in his field of research.