教育:过去、现在与未来的全球挑战

1990年以来全球教育发展缓慢,且各国发展速度不同。普及基础教育仍是发展中国家政府与国际组织亟待实现的目标。这与近年来经济学关于人力资本对于经济增长以及社会发展的催化作用的研究发现形成鲜明对照。本研究基于一个新构建的教育数据库与1950—2010年的国民账户数据,采用不同的方法与若干国家案例,估计与人力资本积累缓慢相关的收入损失及其对公平的影响。研究还基于各国过去与未来加速人力资本积累的假设,推算了1900—1950年与2010—2050年的情况。研究发现,以人均收入表示的福利损失至少为7～10个百分点。此外,提高人均受教育年限对于减少收入不平等也有影响。     

Moving Toward Family-Centered Early Care and Education: The Past, the Present, and a Glimpse of the Future

Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children.     

Imagining Comparative Education: Past,Present, Future

The study is organised around three questions, i.e. (1) how have comparative educators, and relate scholars, used their creative imaginations to construct new knowledge and understanding about ways of representing changing educational phenomena and relations? (2) what genres and forms of representation have been appropriated or elaborated and how have these code choices influenced ways of seeing and thinking? and (3) can this self-reflexive history of imagination in practice be patterned as an intertextual field of difference, as a comparative cultural map that may help to open new vistas into the past and the future? In this, my desire is to move beyond the sterile polarities of modernist rule-making and poststructuralist nihilism in knowledge work. Here I should instead like to privilege a hermeneutic of imagination with its power of disclosure, which I believe marks our basic ethical ability to imagine oneself as another. Two figures and two tables help to visualise my argument and summarise findings.     

Child Care and Early Education: Satisfaction with Services Among Rural Families

Parents were surveyed regarding their satisfaction with early childhood services. Participants were 65 families who had at least 1 child younger than 5 years of age enrolled in a child care center or an early education program in a rural county; a majority of respondents were single, African American females with annual incomes below $20,000. Parents responded to the 20 items of the questionnaire on a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5). The average score for overall level of satisfaction was 4.64 for the child care group and 4.37 for the early education group; the average for individual items ranged from a low of 3.85 to a high of 4.64. Differences between child care centers and early education programs were not statistically significant. Applications, implications, and recommendations for early childhood services are discussed.     

Family Income Dynamics,Early Childhood Education and Care,and Early Child Behavior Problems in Norway

The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high‐quality ECEC buffers children from the effects of income dynamics. In a population‐based sample (N = 75,296), within‐family changes in income‐to‐needs predicted changes in externalizing and internalizing problems (from ages 18 to 36 months), particularly for lower income children. For internalizing problems, ECEC buffered the effect of income‐to‐needs changes. These findings lend further support to the potential benefits of ECEC for children from lower income families.     

Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care

Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.     

Islamic Education in Belgium: Past,Present, and Future

This article focuses on Islamic education in Belgium. First, attention is given to the organization of Islamic classes in state schools, where some important problems occur, such as the lack of appropriate teachers and inspectors, the mono-confessional content of the curricula, and the absence of state control. Next, the content of religious education (RE) classes in Catholic schools, which are also attended by many Muslims, will be addressed. Finally, the author argues that a shift within the current RE classes is not sufficient today. Based on autonomy-based, epistemological, and societal arguments, the author proposes a shift from confessional to non-confessional RE.     

同一→异化→回归：教育现象的历史沉思、现实审视和未来展望

从哲学理性的角度看,异化在人类进化的特定时期,对人的理性生命的发展和教育自身的发达来说是不可或缺的;从与人的同一,经历对人的异化,最终要实现向人的回归,这是教育早就“注定”了的发展轨迹,是人类自身发展规律在教育中的体现;而且,教育与人及其生活,从最初的同一,到最后复归同一,不是无意义的循环,而是一种辩证的回归,是在扬弃了各阶段的悖理性之后所达到的更高层次上的同一,蕴含了“否定之否定”,“螺旋式上升、波浪式前进”的发展意义。     

教育产业的过去、现在和未来

目前,对教育产业的认识,仍是教育的一个热点问题。因此,认真研究与探索教育产业的形成及其发展,是关系到教育改革与发展的大事。 一、教育产业是一个历史范畴 发展教育产业,着实议论了好一阵子。至今还没有完全平息或出现统一的迹象。若细究其因,在这种议论纷纷的背后,根子还是在于人们对教育产业能否成立,或者说教育能否成为一个产业,表示出重重疑虑。勿庸讳言,在当代国际产业经济学界,其所指产业,的确不仅仅指工业或商业,而是泛指国民经济中的各行各业。不仅如此,在一般情况下,产业经济学中的产业,它与市场是一个同义语。由此不难理解,     

寻求高等教育的明智增长——美国高等教育结构的历史与趋势

美国庞大的高等教育系统以高校类型和数目众多见长.超越单一的大学模式拓展高等教育是美国率先实现高等教育大众化的关键理念.本文论述了美国扩张高等教育系统的过程,系统当前的结构和特征,以及奥巴马政府的高等教育系统远景目标,突出美国高等教育的成就和挑战.与其它正处于人口增长期的国家别无二致,追求高等教育的明智增长对美国来说也是一项有难度的政策和一个困难的政治问题.这个问题在当前全球大范围经济衰退的背景下变得更加复杂.     

The Effects of Infant Child Care on Infant-Mother Attachment Security: Results of the NICHD Study of Early Child Care NICHD Early Child Care Research Network

The aims of this investigation were to determine whether Strange Situation attachment classifications were equally valid for infants with and without extensive child-care experience in the first year of life and whether early Child Care experience, alone or in combination with mother/child factors, was associated with attachment security, and specifically with insecure-avoidant attachment. Participants were 1,153 infants and their mothers at the 10 sites of the NICHD Study of Early Child Care. Mother were interviewed, given questionnairies, and observed in play and in the home when their infants were from 1 to 15 months of age; infants were observed in child care at 6 and 15 months and in the Strange Situation at 15 months. Infants with extensive Child Care experience did not differ from infants without child-care in the distress they exhibited during separations from mother in the Strange situation or in the confidence with which trained coders assigned them attachment classifications. There were no significant main effects of Child Care experience (quality, amount, age of entry, stability, or type of care) on attachment security or avoidance. There were, however, significant man effects of maternal sensitivity and responsiveness. Significant interaction effects revealed that infants were less likely to be secure when low maternal sensitivity/responsiveness was combined with poor quality child care, more than minimal amounts of child care, or more than one care arrangement. In addition, boys experiencing many hours in care and girls in minimal amounts of care were somewhat less likely to be securely attachment.     

爱尔兰幼教师资培训:挑战与对策

受终身教育思想的影响,爱尔兰重视幼教师资培训。文章从爱尔兰幼教师资发展现状出发,详细探讨了爱尔兰幼教师资培训所面临的挑战和采取的应对措施。从中可见,规范培训内容、丰富培训渠道、建立评估体系、设立专项资金以及完善进修制度等举措,均有助于幼教师资培训质量的提升。     

过去现在未来：我国成人教育研究探略

过去30年,我国的成人教育研究活动可分为一般性研究和学科性研究两类。前者以社会变化及其与成人教育的相关,以及成人教育实践中的问题研究为主;后者则以成人教育基本理论和学科体系建设研究为主。时至今日,成人教育研究在取得成就的同时,又开始面临外部环境和内部问题凸显的双重挑战。而经过分析,我们又对其新的研究取向与论域选择、研究主体与人才培养、研究方法与学科建设等充满期待。     

School Art Education: Mourning the Past and Opening a Future

This article begins with a brief summary of the findings of a recent research project that surveyed the content of the art curriculum in a selection of English secondary schools. The research findings suggest a particular construction of pedagogised subjects and objects rooted in ideas of technical ability and skill underpinned by a transmission model of teaching and learning. Drawing upon psychoanalytic and social theory reasons for passionate attachments to such curriculum identities are proposed, when in the wider world of art practice such identities were abandoned long ago. Working with the notion of the subordination of teaching to learning and the difficulties of initiating curriculum practices within increasingly complex social contexts, the article argues for learning through art to be viewed as a productive practice of meaning‐making within the life‐worlds of students. The term, ‘encounters of learning’ is employed to sketch a pedagogical quest in which an ethics of learning remains faithful to the truth of the learning event for the student.     

Troubled Relationships in Early Childhood Education: Parent-Teacher Interactions in Ethnoculturally Diverse Child Care Settings

In order to study the nature of the relationships between early childhood educators and minority families, we interviewed child care teachers (N = 199) and supervisors (N = 77) in three Canadian cities of major immigrant influx. Views of minority families were elicited through 14 focus groups (total attendance, N = 108) in these cities. A coordinated analysis of data revealed four main findings as follows: 1) Although both minority parents and teachers agreed that minority parents were not involved enough in the child care setting, they disagreed about the reasons for the lack of involvement. 2) Minority parents and teachers tended to be unaware of their basic differences in ECE goals, particularly with respect to cognition, social skills, and respect for authority; they gave conflicting accounts of difficulties related to these goals. 3) Schools and minority parents appeared to have substantial differences over what constitutes proper child-rearing methods in the home. The practices of minority parents were often viewed by teachers as lax. 4) Based on teachers' and parents' reports, racial and discriminatory incidents, according to the various definitions of those involved, were not uncommon in child care centers; sometimes teachers were unaware of them. Subtle and unintended effects of racism were much more noticed by some parents than by many teachers. Some of these difficulties may be linked to an “expert model” of early childhood education; hence it is proposed that a collaborative approach is one avenue to better relations between teachers and minority parents.     

Training for Child Care and Education Workers in India

The history of Early Childhood Education in India dates from the 1890s, though growth remained restricted till Independence. In 1953, the Government first began to play a larger role, promoting, through voluntary effort, kindergartens in rural areas. The first major training programme was the Bal Sevika (Child care worker) Training scheme in 1961 by the Indian Council of Child Welfare.

The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest to attempt to provide a package of services to the most vulnerable children. The attached four-month job training, intended to develop paraprofessionals with multiple roles, supported by untrained ‘helpers’ is hence somewhat diluted in content.

In addition several other limited kinds of training in Early Childhood Education are available.

Training programmes have had to face several recurrent constraints related to issues of both quantity and quality—availability at different levels; relevance of content and appropriateness of methodology; motivation; certification; and the development of a trainer cadre.

Recently, innovative training programmes, three of which are mentioned, are attempting to meet these challenges in new ways.     

探索过去，谋划未来

去年夏天,为方便游客,麦吉尔大学学生卡蒂·弗雷泽帮忙把克朗代克河的历史以及生活中对淘金热的激情引入道森市博物馆,在这个过程中,他获得了广泛的经验。