The impact of current developments in post-compulsory education on young people with learning difficulties and/or disabilities

Deborah Cooper, Economy and Learning Manager with Milton Keynes Council and previously Chief Executive of Skill: National Bureau for Students with Disabilities, considers ways in which opportunities for children with special educational needs in England and Wales are being affected by current developments in post-compulsory education.     

高校学生教育工作的现状及对策研究

随着知识经济的到来,高等教育也在不断进行改革以适应时代发展的需要,而学生的教育工作也随之面临着更高的要求。一方面,高等学校学生教育工作的新特点和新情况要求采取新的措施;另一方面,高等学校教育的工作与时代步伐脱节,不能满足时代的要求。因此,在现实工作中探讨学生工作的新思路,是高校学生工作亟需解决的问题。本文分析了高校学生教育工作的研究现状,本着创新的思路,对高校教育工作的发展提出了可能性的探索意见,从而为加强高校教育工作提供了可供参考的思路。     

Introducing self-assessment on an in-service certificate in education programme for teachers in post-compulsory education

This article describes how self-assessment was introduced into a Certificate in Education course for practising teachers in the post-compulsory sector, and how the method and instrument of self-assessment used was refined over successive cohorts for a 4-year period. It describes an action research project (which, as a whole, lasted 6 years), but does not discuss the methodology of action research. Rather it provides a narrative on how one piece of action research was actually carried out.     

Education for work: Reflections towards a theory of vocational education

By integrating aspects of a philosophy of work and a sociology of work, this article draws conclusions relevant to framing a theory of vocational education. Education for work is accepted in this paper as the common central meaning of the term vocational education. The two concepts, education and work, are first examined separately: work is seen to include recreational and occupational work, while occupational work is seen to fall on a continuum ranging from constrained to unconstrained occupational work. Education and training are distinguished. After a discussion of the conceptual links which might be drawn between education and work, recommendations are made about the aims, the place, and the curriculum of vocational education within the general institution of education.

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Zusammenfassung Durch die Integration von Aspekten einer Philosophie der Arbeit und einer Soziologie der Arbeit kommt der Verfasser dieses Artikels zu Schlußfolgerungen, die eine Theorie der Berufsbildung entwickeln. Bildung für die Arbeit wird in diesem Artikel als die allgemeine, zentrale Bedeutung des Begriffes Berufsbildung verstanden. Die beiden Begriffe Erziehung, und Arbeit werden zunächst einzeln untersucht: Arbeit umfaßt hier Freizeit- und Berufsarbeit; Berufsarbeit ist ein Kontinuum von mehr oder weniger vorgegebener Tätigkeit. Es wird zwischen Bildung und Ausbildung unterschieden. Im Anschluß an eine Diskussion über begriffliche Gemeinsamkeiten zwischen Erziehung und Arbeit werden Vorschläge über Ziele, Einordnung und Curriculum der Berufsbildung innerhalb des allgemeinen Systems der Erziehung unterbreitet.

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Résumé En intégrant des aspects d'une philosophie et d'une sociologie du travail, cet article tire des conclusions pertinentes pour l'élaboration d'une théorie de l'éducation professionnelle. L'éducation pour le travail est prise dans cet article au sens commun central du terme éducation professionnelle. Tout d'abord, on examine séparément les deux concepts éducation et travail: on considère que le travail inclut les occupations récréatives et professionnelles alors que le travail professionnel est vu en tant qu'un continuum allant du travail professionnel contraint au travail non contraint. On distingue l'éducation de la formation. Après une discussion sur les liens conceptuels qui pourraient être établis entre l'éducation et le travail, des recommandations sont faites sur les objectifs, la place et le contenu de l'éducation professionnelle au sein de l'institution générale de l'éducation.

     

Imaginary Friends: Managerialism,globalisation and post-compulsory education and training in England

The paper draws together a number of themes concerned with managerialism, the labour process and the attempt to shape an educational settlement in post-compulsory education and training (PCET) in England. In particular it examines the place of managerialism as a central plank in the PCET settlement in which there is an attempt to construct a social bloc organised around these interests. This discussion involves an examination of the relationship between globalisation, economic relations, technicisation and managerialism itself. This analysis sits alongside an exploration of the relationship between these and state provision of education and welfare. These notions lead into a discussion of values, entrepreneurship, creativity and subjectivity. It is argued that an education system that sees itself as committed to the development of the creative problem solver poses real questions as to whether the social formation can solve the problems of our time. Paradoxically, whilst capitalism requires the value-creating capacity of labour and education is charged to develop this, this capacity is nevertheless one that can be used to debunk capitalist relations.     

Teaching as a collective work: analysis,current research and implications for teacher education

This article investigates teaching as collective work. The goals, functions and forms of teachers' collective work and changes in the professional representations or repertoire of actions through collective activity are identified. A synthetic framework is outlined and shown to be useful in addressing the data, by revealing the importance of interactions in professional competence acquisition. The article relates this framework to data collected from new teachers in the induction year in Scottish secondary schools (age range of pupils 11–18 years) and discusses the relationship of collective work to competence standards. Some issues for teacher educators and further research questions are identified.     

浅析互联网时代高校思政教育工作现实困境及应对策略

随着信息技术的不断完善,人类已经进入一个全新的互联网时代,互联网信息技术正在逐渐的渗透到现代人日常生活中的方方面面,在给现代人的生活、工作、学习提供便利的同时,也给高校学生的心理、思想、行为、个性造成了一定的影响。目前,高校思想政治教育工作的互联网特性日益显著,给思想政治教育工作带来了现实困境。本文将针对互联网时代下高校思想政治教育工作的现实困境进行分析,找到合理的应对策略促进思想政治教育工作的顺利进行。     

The dilemma of change in Indian higher education

India has been trying to reform its higher education system for more than a half-century but the results in terms of systemic change have been minimal. The universities have expanded dramatically to meet the demands of an increasingly powerful middle class although resources have not been adequate to ensure the maintenance of standards. In India's bureaucratic environment, political will to change the universities has been inadequate. For these and other reasons, the mainstream of Indian higher education, now including 7,000 colleges and 150 universities serving more than 4 million students, suffers from deteriorating standards, occasional unrest and inadequate resources. However, at the margins of this seemingly unmovable system have been a variety of significant changes and reforms. The Indian Institutes of Technology, for example, provide high quality post-secondary education. Even within the traditional universities and colleges, some interesting reforms in curriculum have been successful in limited areas. This analysis points to the factors inhibiting reform and change as well as some examples of limited successes.     

专业化的创业教育:现实困境与实践路径

创业教育已经成为我国高等教育教学改革的重要领域,成为高校人才培养的重要方面,成为推动大学生就业的关键环节。针对现有创业教育存在的困境,试图探讨构建专业化的创业教育体系,提高创业教育的实效性和可操作性。     

关于当前高等师范院校学生德育工作的思考

文章分析了当前高等师范院校德育工作的地位和存在问题，结合德育工作的现状提出了具体的建议和对策。