影响城乡家庭高等教育需求因素的差异分析

通过对3050位高中学生家长的调查研究表明,影响家庭高等教育需求的经济资本、社会资本、文化资本、子女因素、高校因素与社会因素等6个维度之间,由于城乡家庭资本的不同而呈现显著性差异。农村家庭认为家庭经济资本、社会资本与文化资本对高等教育需求的影响程度大于城市家庭,而城市家庭认为子女因素、高校因素和社会因素的影响程度大于农村家庭。要消除这种影响差异,需要实行城乡一体化,提高农民收入,缩小城乡差距,实现教育公平。     

农村经济结构现状分析及调整对策

随着传统农业向现代农业的过渡,现有农村经济结构存在很多问题。农村经济结构的调整必须坚持以市场需求为导向,以科学技术为支撑,根据地域特点、市场供求关系挑选主导产业,积极推进农业产业化、规模化经营;完善市场机制,形成竞争、开放、有序、多样的农产品市场体系,提高农产品的市场竞争力;加快城乡一体化建设的步伐,推进农村小城镇第二、三产业的发展,大力兴办乡镇企业。把加强对农民的文化素质教育,提高农民的科技文化水平作为农村经济结构调整的基础。     

边疆民族地区农村教育扶贫的空间性思考--以云南省瑞丽市D傣寨为例的分析

本研究以云南省瑞丽市D傣寨为例,从空间性的视角探讨边疆民族地区农村教育扶贫的有效路径,强调社会文化的再生产应以主体的在场为前提,具有场域性和空间性。教育作为社会文化再生产的主要方式,在不同的社会形态中均具有特定的空间性特点。本研究中首先以传统的奘寺教育为例,阐明传统教育的实践空间具有地域性特点;其次运用数据分析,呈现瑞丽城乡教育资源分布不均的特点,这种不均在结果上表现为农村傣族青壮年多外出从事体力劳动并且最终返乡。教育赋予了个体实现就业流动的能力,这种赋能体现了以人力资本为基础的劳动力市场的运转逻辑和跨时空联结。学校是现代教育的实践空间,成为将社会行动从地方社会脱离出来的脱域机制,并对传统社会文化空间产生冲击。本研究还对目前教育扶贫中的行政举措和市场力量加以分析,由此强调教育扶贫需遵从场域的逻辑,重视农村社区教育的建设;村落社区公共文化空间的重构是有效增强内生动力的非制度化路径,儿童应成为非制度化路径中教育扶贫的重要对象。这是教育精准扶贫的应有之义。     

边境少数民族地区教育脱贫攻坚政策实践与效能研究

边境少数民族地区能否顺利脱贫是我国脱贫攻坚取得全面胜利的关键环节,也是国家安全、区域经济发展与社会和谐的重大议题。地形地貌限制、机会与资源有限且分配模式相对固化是其贫困文化的内核。本研究以云南省怒江傈僳族自治州和德宏傣族景颇族自治州两个边境少数民族地区的教育脱贫攻坚政策实践为例,阐释了边境少数民族地区的贫困特征与特殊挑战,从杜绝因学致贫、阻断代际贫困、促进民族团结、辐射边境教育等方面分析了教育脱贫攻坚政策的效能,并指出教育脱贫攻坚政策的设计与实施基本是按照教育外部因素和内部因素两层逻辑展开。     

“教育公平”内涵之多学科解读

＂教育公平＂包含了＂起点——过程——结果＂的公平。对其内涵的教育学解读,体现为教育正义对教育公平的影响,并通过弱势补偿实现教育正义;对其内涵的社会学解读,体现为阶层资本差异对教育公平的影响,因经济资本、社会资本和文化资本等方面差距改变了各阶层受教育的机率;对其内涵的经济学解读,体现为人口红利对教育公平的影响,即人口红利的延续亟需教育公平提高人口质量;对其内涵的法学解读,体现为教育权利对教育公平的影响,以法律的高度维护各主体教育权利从而实现教育公平。     

职业教育如何促进社会流动——机理、向度、限度及其进路

基于职业的流动和基于能力的发展是职业教育促进社会流动的本质特征。现实中,职业教育在促进受教育者转变思想观念、拓展区域空间和职业领域、提高收入水平和就业层次等方面发挥着积极作用。与此同时,职业教育也面临着一系列挑战:难以支撑受教育者向乡村流动,受教育者难以向高层次就业发展和通过职业与技能向上流动,以及他们返乡后生存发展遭遇新困境等。为此,有必要提升职业教育赋予受教育者发展能力的水平、拓展职业教育促进社会流动的范围空间、构建旨在强化职业教育促进社会流动功能的制度保障,以此加快类型职业教育的发展步伐,增强人才的社会性流动,提升人才的社会配置效能。     

论毛泽东农民教育思想的主要内容与特点

在毛泽东思想理论体系中,农民教育问题占有突出的重要地位。毛泽东立足于中国农村社会发展状况和中国农民的特点,对农民教育问题进行了广泛的调查研究和深入的理论探讨。他的农民教育思想,无论是对当时还是现在的农村社会发展和农民教育,都有着极为深远的影响。     

农村地区撤点并校政策的价值诉求及其现实选择

始于2001年的农村地区撤点并校政策理应实现优化教育资源配置、提高教育教学质量、促进区域内义务教育均衡发展、加速农村城镇化等价值诉求。但农村地区撤点并校政策在落实过程中存在着忽视教育公平原则且使教育的可选择性流于形式、削弱农村文化建设且抹杀家庭教育功能、忽视合法性原则且违背就近入学原则、增加农村地区家庭的教育成本和负担且加剧了学生的辍学等价值缺损。要使农村地区学校均衡配置与合理布局,必须坚持教育平等与教育效率和谐统一的教育均衡观、坚持受教育者"权利本位"理念、坚持学校布局与地区经济社会发展适度协调的原则、坚持区域教育均衡发展的原则。     

中国农村社会流动的教育视角

教育作为社会流动的符号标志,因为其特有的公正性和制度性,容易得到社会认同。然而,我们的教育体系一直只是通过终端选拔(即选拔接受高等教育)从农村筛选出少部分的人,使他们实现社会流动而进入城市,而淘汰下来的众多人仍然留在农村。这种农村人才的掠夺性开发和利用带来的直接后果之一就是数量供给充裕的农村劳动力大军往往与较低的文化素质相伴随。如何把农村丰富的人力资源转化为雄厚的人才资源是影响农村经济和社会发展的带有根本性的问题,也是农村社会流动必须关注的重要问题。     

Veränderungen in der sozialen und ethnischen Zusammensetzung der Schülerschaft aus demografischer Perspektive

In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity.     

教育对农村人口社会流动能力的影响——基于阶层背景实证材料的分析

教育水平是经典的分析社会地位和社会流动的指标,个人的教育水平与其经济社会地位互为因果。由于经济地位和自然环境等等的差异,农村人口在接受高等教育的机会以及实现社会流动的能力方面存在着许多差异,这些差异带有历史文化的印痕和乡土的特征。     

Culture and country choice of international students: evidence from Ghana

ABSTRACT

This study seeks to examine the influence of the cultural elements on international students’ country choice. It also examines whether individual values moderate the influence of cultural elements on the country choice of international students. Drawing upon a sample size of 223, the data was analysed using structural equation modelling technique. Among the five cultural elements, education, language and social institutions were found to have a positive significant influence on the international student’s country choice. When moderated by individual values education was found to be the only key significant value to international students when selecting a country to further their education. The cultural elements should be given much attention by marketers, government and managers of academic institutions. An improvement in the standards of education in developing countries would attract more students from developed countries.     

陕西农村幼儿教育资源开发障碍与对策分析

随着我国农村学前教育的改革与发展,农村幼儿园及其教育工作者对教育资源的认识在不断深化。提高农村幼儿教育质量,发展特色课程资源,是农村学前教育发展的有效途径。陕西历史悠久,文化底蕴深厚,广大农村蕴涵着丰富的教育资源,但要正确认识并合理开发这些教育资源还存在着诸多障碍。只有不断转变办园理念,以农村特有的地域优势为基础,积极开发利用具有农村特色的教育资源,才能有效提高教育质量,使农村幼儿教育走上特色发展之路。     

Romantic expectations and harsh realities: tertiary access to the rescue

This paper examines the educational ambitions of adults from a disadvantaged area in Australia who returned to study at a further education institution as a means to access higher education. The study examines the significance and influence of romance, gender and social class on their formal learning, and the delaying influence of these factors in realising lifelong learning aspirations. It draws on written testimonies of students’ early expectations and beliefs about learning, education and life choices, their current beliefs and future tertiary and career expectations to argue that romantic conceptions of early motherhood/marriage have a negative impact on women from low socio‐economic backgrounds. The focus is on self‐reporting of the impact of early parenthood and/or the consequences of premature dissolution of a romantic relationship on educational aspirations or opportunity. We define the basic concept of romance as concerning love and ‘living happily ever after’, incorporating love and people’s social aspirations, hopes and dreams, offering the promise of a better life. We find, one, that the discourse of romance had a very powerful early gendered influence on the female students’ educational aspirations, and on their ‘enlightenment’ after romance ‘went wrong’ which contributed to their educational disadvantage; and two, that exclusion from education is a motivating factor in returning to learning as an adult and strongly influences parental aspirations for those with children.     

实践科学发展观,全面发展农村教育 --欠发达地区人力资源开发的思考

通过全面发展农村教育,提高农民科学文化素质和职业技术能力,变人口压力为人力资源,促进欠发达地区经济和社会协调发展,是实践科学发展观的要求;优先、全面、协调发展农村各项教育事业,开拓为农村经济和社会发展服务的大教育格局,形成欠发达地区人力资源开发体系,也必须以科学发展观为指导.     

What matters for rural teachers and communities? Educational challenges in rural Turkey

This research aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser’s three dimensional justice approach – distribution, recognition and participation – to frame these challenges and to argue that rural challenges go beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages; 9 interviews with community members; and 2 focus group interviews, 1 with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources; insufficient understanding of social, cultural and economic contexts that constrain educational attempts; lack of collaboration between teacher and communities; and irrelevant education. The study concludes by scrutinising how these difficulties interact with one another and result in marginalisation or casting out of rural lives.     

乡村振兴战略背景下农村社区音乐教育的价值审视与发展策略

农村社区音乐教育作为"全民学习"的平台与载体,对提升农民精神文明素质具有极为重要的现实意义,更关系着乡村振兴战略的顺利推进。农村社区音乐教育发展关乎对传统文化的传承、农民生活的改善丰富以及农村精神文明建设的促进。然而,农村社区音乐教育在面临巨大社会需求的同时,却存在着缺乏社会广泛关注及多维发展动力不足等系列困境。基于此,农村社区音乐教育发展应当在"自助"和"他助"的基础上,善用多方资源,完善可持续发展机制,实现可持续发展。     

Community Cultural Wealth: Uyghurs,Social Networks,and Education

This article employs Yosso’s framework of ‘community cultural wealth’ to explore the ways in which educated Uyghurs, one of China’s 56 officially recognized ethnic groups, build on social networks like family and friends to improve their own social standing and contribute to the benefit of their communities. Through Yosso’s lens, ethnic minorities have their own cultural capital, which is distinct from the dominant group, and which can also be maximized to garner a successful status within society. This study undertook to discover: (a) In what ways do Uyghurs draw from their own community resources to navigate within a Mandarin Chinese-dominant education and economic system? (b) In what ways do Uyghurs support others within their own community for success? The article is based on ethnographic fieldwork collected within Xinjiang during the fall of 2013, interviews conducted with educated Uyghurs in Xinjiang and eastern China during multiple visits between the years of 2010-2013, and an analysis of interactive Uyghur language websites during the Spring of 2014.     

城镇化进程中农村基础教育政策的思考

城镇化是中国社会和经济发展的必然趋势,在城镇化的背景下,农村基础教育面临着新的机遇和问题,而国家城镇化政策中教育的缺失,会严重影响农村基础教育的健康发展.为此,文章提出若干教育政策的建议.     

Education for sustainability (EfS): practice and practice architectures

This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia’s future. The study focused on rural/regional Australia, specifically New South Wales sites in the Murray-Darling Basin (crucial to Australian agricultural economy, under substantial environmental threat, undergoing significant social and demographic change). The research used and explored new developments in practice theory, aiming to achieve innovative rich characterisations of individual and extra-individual (cultural, discursive, social, material) aspects of practice. The study aimed to derive implications for theory, policy and practice in relation to sustainability and EfS, practice theory, education, and more specifically education for the professions (including the initial education and continuing professional development of educators).