回顾与展望:澳门高等教育质量保障与提升的战略思考

澳门高等教育正面临新的发展机遇与挑战。近几十年来,特别是回归以来,澳门特区政府通过制定政策法规、实施课程改革、加大经费投入、优化师资结构和加强国际合作与交流等举措,较好地保障了高等教育的质量,实现了高等教育的跨越式发展;在未来的发展战略上,澳门高等教育还应进一步完善管理制度,突出办学特色,提高治校效能,协调学科关系,拓展发展空间,走出一条可持续的质量提升之路。     

多元化还是一元化——后殖民语境中的澳门教育现状思考

澳门多元文化生态中的多元教育模式是四百年中西文化碰撞、融合的结果。在后殖民时代的全球化语境中,这种模式的生存与发展面临新的挑战：由于政治、经济、文化地位的变更和全球化的冲击,澳门多元教育体制很难在继承中创新,在改革中壮大。而澳门的基础教育和高等教育长期以来一直处于自由发展的散漫状态,过分的自由、无序的竞争,也耗散了有限的资源。面对全球化浪潮,澳门的教育环境难免缺乏抗争能力。因此,如果没有正确的指引和必要的改良,任其盲目发展,澳门多元的教育体制很可能走向式微,最终出现一元化或单极化的局面。所以是保持多元化还是走向一元化,是后殖民语境中澳门教育难以回避的问题。     

Exploring the global/local boundary in education in developing countries: the case of the Caribbean

This article focuses on education in developing countries in the context of globalization and with specific reference to the Caribbean. It examines the concept of globalization and related concepts and positions developing countries within this context. It explores the possibility of the creation of a third space where the local and the global can co-mingle and new understandings can emerge. The article argues that although the global/local interface constitutes a zone of tension, it can, in the realm of education, become an area of creative opportunity. It outlines some parameters that can guide the way in which the third space can be shaped when Caribbean and other developing countries are faced with the challenge of accommodating external ideas into local education.     

Is teacher education at risk? A tale of two cities – Hong Kong and Macau

Consequences of competition for global university rankings, such as changes in funding modes, have been extensively discussed in the field of higher education. However, few studies have reviewed its implications on knowledge production. This study provides a contextualised method for theorising the implications of this competition on the development of East Asian higher education, specifically teacher education. It identifies the new forms of knowledge being produced in two teacher education institutions in Hong Kong and Macau by reviewing the publications of new recruits in a five-year period. The study considers the following variables: author(s), date and form of publication, abstract, title, keywords, journal name, language, data source, research context and methods. The findings show that the dominant publication trends are towards quantitative research and multiple authors. Psychological research is the most popular area and studies of other long-term issues in teacher education are being marginalised.     

回归以来澳门高等教育发展的成就与经验

澳门回归二十年来,高等教育发展经历了规模扩张、稳定发展和质量提升三个阶段,实现了从量到质的快速发展,初步形成了独具特色、较为规范的高等教育体系,取得了令人瞩目的成就：租赁澳门大学横琴校区,扩展高等院校办学空间与规模;获批四所国家重点实验室及多个教育部人文社科重点伙伴基地,高等教育科研水平达至新的高度;颁布《高等教育制度》、设立高等教育局以规范管理高等教育事务;建立高等教育国际化网络,建设高等教育质量评鉴体系。历经多年发展,澳门高等教育也积累了宝贵经验,主要有：借助国家教育发展平台,融入国家发展;完善高等教育配套制度,规范高等院校运作管理机制;注重高等教育质量评鉴,强化高等院校持续自我完善;发挥中西融合文化特色,提升高等教育的国际竞争力。     

Locating Self in the World: Elementary school children in Japan,Macau and Hong Kong

In the so-called 'global age', the issue of how children learn to locate themselves in the world is an important one. Working from a foundation of theories related to globalisation, identity development and citizenship education, this paper describes the findings of a research project which explored elementary school children's geographical and affective location of the self in Japan, Macau and Hong Kong. Analysis and discussion of Japanese education policy is then presented in an attempt to explain the finding that Japanese children are far less likely than their counterparts in Hong Kong and Macau to locate themselves in an international sphere.     

From special to inclusive education in Macau (SAR)

The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied.     

校园文化建设与创新性人才培养

知识经济时代的到来客观上要求我国高等教育必须重视创新性人才的培养。培养创新性人才是校园文化建设的新理念。作为一种非强制性教育手段 ,校园文化建设是创新性人才培养的新视点 ,为其提供了广阔的拓展空间。在校园文化建设中 ,必须坚持正确的方向 ,建立创新机制 ,搞好校风建设。     

澳门高校旅游管理课程设置比较研究

采用比较教育法理论,通过随机抽样选取样本,收集澳门各高校公布的课程内容作为研究数据,在课程结构、课程内容和课程维度等方面对澳门各高校旅游专业学士课程设置进行比较。通过分析得出澳门高等旅游教育中的课程设置严谨科学、专业范畴明确清晰,澳门本土特色凸显,国际化程度高,但课程形式尚不完整,实践课程不足、职业道德等通识教育仍显薄弱、国际化程度仍需进一步整体提升。在比较分析的基础上提出促进澳门高校旅游管理学士课程建设的一些建议,以供内地高校借鉴和参考。     

University ranking as social exclusion

In this article we explore the dual role of global university rankings in the creation of a new, knowledge-identified, transnational capitalist class and in facilitating new forms of social exclusion. We examine how and why the practice of ranking universities has become widely defined by national and international organisations as an important instrument of political and economic policy. We consider the development of university rankings into a global business combining social research, marketing and public relations, as a tangible policy tool that narrowly redefines the social purposes of higher education itself. Finally, it looks at how the influence of rankings on national funding for teaching and research constrains wider public debate about the meaning of ‘good' and meaningful education in the United Kingdom and other national contexts, particularly by shifting the debate away from democratic publics upward into the elite networked institutions of global capital. We conclude by arguing that, rather than regarding world university rankings as a means to establish criteria of educational value, the practice may be understood as an exclusionary one that furthers the alignment of higher education with neoliberal rationalities at both national and global levels.     

坚持与时俱进的教育思想--学习江泽民同志在北京师范大学建校100周年庆祝大会上的讲话有感

教育创新必须坚持与时俱进的教育思想。在教育发展战略指导思想上,要有“不进则退,慢进则退”的紧迫惑,增强跨越、机遇、特色意识。在全面推进素质教育过程中,要以全新的视野,深刻理解素质教育思想。在人才培养上,要站在时代制高点,认清经济全球化、科技国际化、文化多元化对高等教育提出的更新、更高、更全面的要求,树立新世纪人才培养的新观念。     

Dimensions of higher education and the public good in South Africa

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities.     

澳门回归十周年教育发展战略与未来走向

澳门回归以来,澳门教育实现了跨越式发展,开辟了澳门教育发展的新纪元。在确立教育主体下实现了从殖民体系向主体教育、从简陋落后向现代先进水平、从放任无主向创建本澳特色教育体系的三大历史性跨越,并全力推进了澳门教育的转型升级,创立了全开放澳门特色的教育体系。澳门未来教育发展走向应以创建现代化的澳门主体性教育,创建优质、公平、和谐教育,推进全开放的教育国际化为发展战略重点。     

澳门成人教育发展特征及未来走向探析

澳门开埠400多年来由于澳葡政府不重视教育,成人教育在推进民众教育上承担着极为重的作用。本文回顾了澳门成人教育的发展历史,分析了澳门成人教育的发展特征及存在的问题,展望了澳门成人教育的未来发展趋势。     

Spatial imaginaries: universities,internationalization, and feminist geographies

In this article, we conduct a discourse analysis of the strategic plans of two universities, one from the global South and the other from the global North, to understand how the constitution of space and place reconfigures human experience in the two institutions. We argue that universities do not simply respond to dominant logics of globalization but are active participants in its production. We draw on feminist geographers to elaborate how these universities’ discourses of internationalization reify a division of higher education as local ‘place’ and globalization as abstract global space, ‘out there’. This imaginary spatiality obscures the work of the ‘local’ in producing the ‘global’ with important implications for the redefinition of the student-citizen, useful knowledge, and managerial practices.     

International Collaboration in Brazilian Higher Education

This paper examines the approach Brazil has taken to promote the internationalization of higher education over the last decade. Three key areas are identified: human resources development, institution building, and international partnerships. Our analyses of initiatives in these areas demonstrate that Brazil does not follow global trends such as the creation of world-class universities or the pursuit of “excellence initiatives” to help universities reach higher positions in global rankings. Instead, recent strategies for international collaboration in higher education follow variegated domestic goals that encompass the logics of foreign policy and the internal priorities of federal research and education agencies. The nature and limitations of these strategies are discussed.     

Trapped in university rankings: bridging global competitiveness and local innovation

ABSTRACT

For over a decade, global university rankings have played a growing role in the status competition in higher education. More recently, we have seen a proliferation in rankings of innovation and urbanization. In this article, we argue that while these new measurements bring with them some conceptual adjustments, they draw heavily on existing rankings and embrace the embedded competitive logic. Local rankings of innovation objectify higher education as an element of global competitiveness. Furthermore, we argue that this logical shift is made with the help university rankings that now come to bridge global competition and local innovation; the existing global university rankings are directly used in the composite indicators of local innovation or their methodology is copied. Consequently, political imaginaries of global competition are now projected to regional and city level.     

Private Higher Education and Economic Development

In Western Europe, especially in Germany, private higher education is generally perceived as an alternative to public higher education for students from relatively affluent families; more broadly, there is a general perception that attending a private higher education institution is correlated to wealth. This perception is influenced by private higher education in the US, which is the world's most visible private system, but also probably the most atypical. In this article, we will analyse the relationship between private higher education attainment and the wealth of nations as reflected by their per capita GDP. We will try to relate the indicators in models that use cross-sectional transnational data as well as time series analysis for four contrasting countries (Chile, Germany, Romania, and the US). We will address two questions: (1) do wealthier nations have a higher percentage of enrolment in private higher education? and (2) does enrolment in private higher education grow with economic growth? Our analysis shows that a simple general relationship between enrolment in private higher education and the wealth of nations does not exist.     

全球性竞争环境下的我国高校发展战略

章认为,知识经济和经济全球化的发展实质上是全球性竞争的发展新阶段,高等教育国际化使我国高校也面临全球性竞争的挑战。章分析了我国高校在全球性竞争环境下所面临的教育资源的竞争、高校发展空间的竞争、综合国力的竞争等问题,并提出了我国高校应规划可持续人才发展战略、加快高等教育现代化的步伐、构建终身教育体系等对策。     

河南民办高等教育资源配置的思考

对河南而言,加强新型城镇化建设,必须以中原经济区战略为契机,带动全局的协调发展。河南的民办高等教育要在此过程中优化自身资源配置,保持快速健康发展的势头,必须解决教育规模与新型城镇化不相适应、区域分布不均衡、高校学科设置不均衡、服务地方经济社会机制欠缺等问题,建设优质河南民办高等教育资源,为河南新型城镇化建设积极发挥人才培养和高层次人才吸附功能。