Comparative education in primary teacher education in Ireland and South Africa

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education.     

中美高职旅游人才培养比较分析与启示

美国高职旅游教育在经历了较长时期的发展之后形成了比较完善又独具特色的培养模式,而我国高职旅游教育在许多方面还有待提高。本文尝试与美国高职旅游教育人才培养作一比较,分析差异存在的原因,并从中得到一些启示,以求我国高职旅游教育的改进和提高。     

中美博士研究生教育的学科结构比较分析

学科结构是博士研究生教育的重要方面.以美CIP-2000和中国1997年学科专业目录为基础,制作了中美研究生专业口径对照表.以此为标准,分析了美国20世纪70年代以来博士研究生学科结构变迁和我国1996-2006年博士研究生学科结构变迁,并比较了中美博士研究生教育学科结构的变化特点.     

中美高等教育机构分类比较分析

中美高等教育机构分类在思想基础、指标体系、分类主体及分类功能等方面,既存在着共同的方面,也有差异。比如两国的分类都体现了“重学术”的价值取向,分类的标准都呈现出一元化的特点。不同的地方表现在我国的高等教育机构分类带有明显的行政性,分类的理论滞后于实践等方面。两国高等教育机构分类的差异是受本国的政治、经济和文化传统等因素影响的。     

Comparative studies on Sino-Canadian higher education

Today education is internationalization. Both China and Canada have their own strong merits of higher education. This paper approaches comparative studies on differences of Sino-Canadian higher education from new points, so as to achieve an inspiration to the development of Chinese higher education： preserve relative independence between higher education and politics, establish Degree Quality Assessment Board and formulate Degree Authorization Act, and open up to promote international exchange of Sino-Canadian higher education.     

Comparative education in Spain in the 21st century

ABSTRACT

The current process of globalisation has led to a convergence of international and Spanish concerns regarding teaching and research issues in the area of comparative education. Both in their teaching and their research work, the academics within the Spanish comparative community display a notable – and typically Hispanic – heterogeneity. This includes their use of epistemologically diverse frameworks and paradigms as well as their penchant for intellectual and teaching traditions built upon a wide-ranging, diverse gnoseological foundation. Along with research agendas focused on topics well within the orthodoxy and tradition of the field, Spanish comparative work has also tackled subjects long advocated by the late-modern agenda such as post-colonialism, the world ‘disorder’ and refugees and hospitality pedagogy. The community's engagement with and analysis of the cultural reality of Latin America stands out as a specific feature of Spanish comparative studies. While the works published in the Revista Española de Educación Comparada (REEC) (Spanish Journal of Comparative Education) attest to the theorisation and markedly interdisciplinary nature of the analyses carried out by many of our academics, the authors of this essay argue for the inclusion of teleological perspectives. Only by incorporating the viewpoints offered by these teleological disciplines will we be able to stand up to the sterile, eminently relativist tendencies of post-modern epistemology.     

Comparative education and education sciences: Variations on an old theme

where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.     

高等工程教育课程改革的比较研究--以华南理工大学与MIT为例

理工科大学的课程改革应趋向于确保科学教育、工程专业教育、人文教育三方面的完整和平衡 ,但由于大学本身的特点和所处外部环境的复杂多变 ,要实现这种平衡并不容易 ,在教育实践中往往“重理工、轻人文”。本文分析了几类重要的工程教育理念 ,并对两所典型理工科院校的课程体系及其改革实践进行比较研究 ,以探讨理工科大学如何处理好科学教育、专业教育、人文教育与实践教育各类课程之间的关系     

中日两国日语教育比较研究

日语作为中国范围内仅次于英语的第二大外语,其教育也随之受到重视和瞩目。本文从三个角度,即学习目的、师资安排、课程设置对中日两国日语教育的现状进行比较研究。在此基础上提出各自优点及存在不足,从而促进两国日语教育发展。     

Comparative higher education: potentials and limits

Research on higher education is an object-focussed area based on a broad range of disciplines. The institutional base is often shaky and diverse. Various characteristics, notably the blurred distinction between the scholar and the reflective practitioner, contribute to considerable tensions, though research on higher education enjoys substantial public attention.Interest in comparative research on higher education grew in recent years and was reinforced by the community of higher education researchers in Europe. As it can be conceptually and methodologically demanding and fruitful, the growing interest could serve as a stimulus for enhancing a common identity and a growing quality. However, few comparative research designs represent the ideal type of setting a research agenda of clearly defined hypotheses to be tested, and if they do so, the study mostly turns out to be too simplistic due to disregard of the complex context. Rather, most comparative projects are exploratory and most productive in providing unexpected insight.In addition, comparative research faces many problems of a practical nature. Costly research seems to be granted sufficient funds only if it addresses issues of current political concern. Language barriers and limits of field knowledge often lead to a poor provision of information. International collaborative research teams tend to be vulnerable due to, among others, a heterogeneity of schools of thoughts, spiralling costs and different work styles.The author argues that comparative studies on higher education are most fruitful in destroying conceptual reasoning based on narrow experience; they are a gold mine for the early stages of conceptual restructuring. They are indispensible for understanding a reality shaped by common international trends, reforms based on comparative observation, growing trans-national activities and partial supra-national integration in higher education. Comparative projects can be regarded as theoretically and methodologically most promising if they are based on a semi-structured research design, whereby the strengths of various conceptual approaches in explaining the phenomena are analysed and the researchers systematically deal with the fact that the project is likely to generate surprising information requiring to restructure the initial conceptual framework.     

研究生生均教育成本分析

依据高等学校职能和会计科目管理区分成本对象,根据配比原则可将高等学校成本分为教育成本、科研成本、社会服务成本和“杂项成本”四类。在确定“杂项成本”、科研成本和各类奖助学金不属于研究生教育成本之后,我们发现目前国内课程学习阶段的研究生生均教育成本与本科生接近,没有倍数差别,可以按1:1考虑;研究阶段研究生生均教育成本为0。如果采用成本补偿理论作为学费定价的理论基础,按同样补偿比例研究生和本科生学费应当基本接近。比较研究支持了这一结论。此外,成本分析表明生均教育成本并不一定随教育级别的提高而提高,研究生教育成本可能低于本科生教育成本。     

“教育管理者”与“教育领导者”辨析

“教育管理者”和“教育领导者”是教育管理学中应当着力研究的重要概念。本文针对目前教育管理界在两者认识上的误区 ,认真分析研究了两者的异同 ,并提出了如何正确处理好两者关系的建议     

Religion and education: Comparative and international perspectives

International Review of Education -