国家竞争是欧洲资本主义产生的外部条件

近代欧洲国家间联系较为紧密,国家间竞争较为激烈,这种国家竞争给近代欧洲各国带来了巨大压力,并促使它们在军事和经济等方面通过创新和互相学习不断取得进步,社会快速发展,并最终使得适应更高生产力发展水平的资本主义生产关系在各国逐步占据主导地位,资本主义制度在欧洲得以确立。     

走向新世纪的欧洲语言教学 --《欧洲语言教学与评估共同纲领》述评

欧洲委员会颁布<欧洲语言教学与评估共同纲领>是欧洲各国积极谋求共同发展,推动多边合作的产物.本文主要阐述了该共同纲领出台的社会背景和主要内容以及对学校语言教学与评估的作用.     

欧洲国家小学外语教学研究与发展趋势

<正>欧洲国家历来重视小学的外语教育教学与研究工作。随着欧洲经济一体化进程的推进和发展,欧洲各国的贸易与文化往来日益密切,小学外语教学越来越受到欧洲各国的重视和研究。外语教学的起始年龄、教学目标、教学模式、教学内容及方法、教学评     

欧洲高等教育区建设:背景、进程与意义

建设一个开放的欧洲高等教育区成为目前欧洲各国高等教育努力的目标。本文从欧洲社会经济发展及欧洲高等教育系统等层面，分析了欧洲高等教育区建设的深刻背景，阐述了欧洲高等教育区建设的具体过程，揭示了欧洲高等教育区建设将对欧洲社会、欧洲高等教育系统产生的深远影响。     

欧洲工程教育一体化进程分析及其启示

欧洲各国的工程教育都拥有漫长的历史和各自的传统。在欧洲一体化的过程中,这种多元模式由于缺乏兼容性而对欧洲各国间的教育交往和人才流动造成不利的影响。为解决这一问题,自欧盟成立以来,欧洲工程教育加快了一体化的进程。本文通过重点分析"欧洲工程师认证计划"和"欧洲工程教育项目鉴定计划"两项举措,总结了欧洲工程教育改革的特征,并在此基础上探讨了欧洲工程教育一体化进程对我国工程教育改革和发展的启示。     

混乱的欧洲节奏

欧洲各国的国土面积都不大,但在作息时间上却存在着很大的差异。在欧洲, 没有一个国家在相同的时间内做相同的事情,也没有相同的时间观念。法国的一名外交官员曾抱怨说：“你必须牢牢记住欧洲各国的作息时间,才能精确地计算出何时乘飞机,何时给同行打电话而不致落空。”北欧各国与南欧各国的差异最为明显。北欧习惯把社会生活的重心放在上午,南欧却放在下午。西班牙人22：30     

欧陆趣闻

虽然现在有欧洲共同体,表现了欧洲统一的愿望,但欧洲各国都有自己历史悠久的民族特性和风俗人情,这也是众所周知的。有些幽默的欧洲人便在 T 恤和明信片上,把欧洲各国人的特性展现一番,幽他人一默,也让他人“一目了然”欧洲各国人民的不同,发出会心的微笑。去欧洲旅行时,便在地摊市场发现了卖给游客的这种 T 恤,绘制了“完美的欧洲应该是怎样的”:法国人     

博洛尼亚进程改革成效及其对京津冀区域发展的启示

从1999年欧洲各国教育部长发布博洛尼亚宣言至今,欧洲高等教育改革成效显著,尤其以欧洲高等教育制度框架的构建力度最大。京津冀区域高等教育发展可以由此获得借鉴。     

欧盟职业教育跨区域合作启示

正欧洲职业教育整体发展水平在世界上处于领先地位,为欧洲经济的发展作出了重要贡献。分析其成功经验,跨区域合作模式是其中非常重要的原因,值得我国高等职业教育学习和借鉴。欧盟职业教育跨区域合作特色聚焦1975年2月,欧洲各国部长级委员会决定成立欧洲职业培训发展中心,负责制     

欧盟国家高等教育发展趋势及其特性

欧洲高等教育的发展模式曾对世界高等教育的发展起到了重要的作用。本文在分析欧洲同等教育的国际化、区域化及其发展趋势和欧洲各国教学模式的独特性的基础上，旨在对我国高等教育的发展提供借鉴和参考。     

Child Welfare,Education, Inequality,and Social Policy in Comparative Perspective

Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income inequality), child health and safety (birth weight, infant mortality, health care, and childcare), educational attainment, and family and peer relationships (including generational cleavages). Using Bronfenbrenner's ecological systems theory as an organizational framework, the impact and interrelatedness of these systems on educational attainment are examined, with parallels drawn between a nation's social policies, child well-being, and educational attainment. The author asserts that social policy in the United States is more comprehensive than is commonly believed, although the redistributive benefits of social policies are allocated much differently compared to OECD countries. Explanations for comparative differences in social policy include differences in political culture and political development as well as racial and class conflict. The author concludes that it is difficult to ignore the role of race and socioeconomic class in explaining differences in social welfare expenditures between the United States and European countries because the pattern of social welfare distribution (broadly conceived—including programs, tax breaks, and incentives) falls largely along racial and class lines.     

Adult education in transition: three cases and periods compared

The focus of this article is the development of adult education. As Kjell Rubenson maintains, adult education has gone through three eras of development: the humanistic, the strong economic period and a softer version of the economic period. Based on this model, we examine whether the development of adult education has similarities across countries and time. The development of adult education is analysed in relation to political and social development in two countries and one region: Portugal, Norway and the region of Andalusia in Spain. We discuss similarities, differences, important aspects and concepts to pinpoint some key factors that have strong influence on the development of adult education in the region and the two countries.     

Cost-Sharing in Higher Education: Differences between countries and between distinct socio-economic groups

The paper studies the relation between different national cost-sharing models and how students from different socio-economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio-economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures.

     

Education and Social Transformation in Central and Eastern Europe

This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social-economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes.     

A Comparative Overview of Some Fundamental Aspects of University Management as Practiced in Several European Countries

The author of this article, who took part in a PHARE-sponsored project (RO 9601) aimed at the restructuring of the administration of higher education in Romania, at system and institutional levels, describes some of the key elements of the administrative process that have been developed in the European Union countries and that are being adapted to the Romanian situation. These include the legal framework of higher education administration, the structure of the system as a whole, the awards structure, and the organization of academic governance at institutional level. Also examined are the linkages between universities and social and economic development and the financing of higher education. The Western countries of reference for this project were France, Germany, the Netherlands, and the United Kingdom.     

Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Abstract

This study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school.     

全球化与欧洲"福利国家":一个理论研究视角

本文从全球联系日趋紧密和传统社会发生深刻变迁的大背景下,对欧洲福利国家社会发展模式进行多维度的理论探讨,提出了经济全球化背景下欧洲福利国家问题研究的一个基本视角和分析框架,希冀为考察当前金融危机下的欧洲福利国家问题有所启迪。     

Cooperation in European Construction Education: The Development of the Master's Degree Course in European Construction Engineering

The Master's degree course in European Construction Engineering has many unique features. Its students come from several different European countries, each student studies in at least three different European locations, and the teaching staff are drawn from seven different European universities. The course is therefore genuinely multinational and European. The development and delivery of the course over the past 6 years has revealed fundamental differences in European education practices which have provided a learning experience for both students and staff. This paper describes the course development and discusses some of the issues that have arisen during the development process, many of which are yet to be finally resolved.     

Quality assessment,decision‐making and institutional change

The paper studies the relation between different national cost‐sharing models and how students from different socio‐economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio‐economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures.     

近代自然法学说与法国大革命

自然法学说渊源于古希腊 ,中世纪时沦为神学统治的工具。西方社会向近代化转型时期 ,自然法学说开始复兴 ,16 - 17世纪被赋予近代意义。在欧洲转向近代化的背景下 ,近代自然法思想家所倡导的自由、平等、民主、法治原则深刻影响了法国的社会进程。自然法学说适应时代的需要 ,与人类理性原则一起成为资产阶级反封建的思想武器