Education and the Market Model1

ABSTRACT This paper analyses the underlying conflicts between the principles of education and the market. After identifying an international movement towards justifying excellence in education in terms of a goal external to education, namely “to compete effectively in the international marketplace”, the paper shows that: (i) this justification of education has been increasingly presupposed or prescribed by corporate, government and educational leaderships, and (ii) education as a social institution has been correspondingly subordinated to international market goals, including the language and self-conceptualization of educators themselves. The argument of the paper demonstrates that there are fundamental contradictions between the market and education models in terms of (1) Goals, (2) Motivations, (3) Methods and (4) Standards of Excellence. Counter-arguments to this analysis are presented, and replies are given. The article concludes that the long-term development of education and of civilization itself requires the autonomy of education from market command.     

The role of language and culture in open learning in international collaborative programmes

In the context of internationalisation, the delivery of higher education programmes increasingly combines open learning with collaborations among people of diverse languages and cultures. In this paper we argue that while the literature on international education focuses on mapping modes of delivery in international education, there is also a need to recognise that it is these modes, together with language and culture, which mediate the delivery of programmes. Drawing on data from a case study of collaboration between an Australian university and an educational institution in Malaysia, we argue that international education per force involves collaboration and that this collaboration is mediated.     

高等教育大众化与学士学位授予质量

实现高等教育大众化是国际高等教育发展的趋势,我国高等院校扩招,是实现高等教育大众化的有力措施。各学士学位授予单位应进一步更新思想教育观念,树立新的人才质量观,在主管部门的指导和监督下,修订实施细则,加强管理队伍建设,严格把握标准,确保授予质量。     

网络化与高等教育制度创新

网络对教育各层面的渗透与影响已使得教育日趋网络化，高等教育作为教育系统的一个子系统，在网络化发展过程中不仅要注重网络技术的应用，而且要将网络与制度创新相结合，从制度层面推动高等教育网络化。本着眼于网络对高等教育制度层面的变,革指出当前网络环境下高等教育制度存量不足，必须进行高等教育系统的制度创新，并对高等教育在根本制度，基本制度以及具体制度等方面可能进行的变革与创新作了具体分析。     

International Collaboration in Brazilian Higher Education

This paper examines the approach Brazil has taken to promote the internationalization of higher education over the last decade. Three key areas are identified: human resources development, institution building, and international partnerships. Our analyses of initiatives in these areas demonstrate that Brazil does not follow global trends such as the creation of world-class universities or the pursuit of “excellence initiatives” to help universities reach higher positions in global rankings. Instead, recent strategies for international collaboration in higher education follow variegated domestic goals that encompass the logics of foreign policy and the internal priorities of federal research and education agencies. The nature and limitations of these strategies are discussed.     

远程教师教育问题初探

基于调查和文献研究,针对现行教师教育在机构、教学、管理、政策等方面存在的问题,对欠发达地区特别是广大农村教师教育的现状进行了较为翔实的分析。提出了基于远程教育条件的教师教育的办学模式、技术模式、教学模式和管理模式,以期为教育行政部门决策和远程教育机构(学校)发展提供参考。     

高校思想政治教育模式研究综述

高校思想政治教育模式的分类、创新及理想模式等方面的研究,成果丰富,观点纷呈,出现了很多研究热点.但在概念界定、大学生思想政治教育模式的创新和绩效评估方面,仍需作进一步探讨.     

A Vision for Distance Education: Networked Learning Environments

In this article Melody M. Thompson of the World Campus at The Pennsylvania State University and Alan G. Chute of Lucent Technologies and Bell Labs Innovations in Cincinnati, Ohio, use a range of case studies to provide an international overview of the use of technologies in education and training. The authors identify a number of principles which contribute to meeting the needs of learners, content and institution.     

高校文化素质教育的理论与实践

高校化素质教育的理论与实践探索,对于我国高等教育思想观念的转变,高校人才培养模式的构建以及大学生素质教育的有效实施起着积极推动的作用,也顺应了国际高等教育发展的大趋势,其地位和作用日显突出。准确把握高校化素质教育的几个关系,即科学化素质教育与人化素质教育的关系,化素质教育与专业教育的关系,化素质教育与全面素质教育的关系对于高校化素质教育的理念构建、思路探讨以及实践探索有着重要的指手意义。近来,国家教育部又提出高等学校加强素质教育要实现“三提高”,即：提高大学生化素质教育,提高教师的素质,提高大学的化品位的格调。高等学校化素质教育正在向纵深方向迈进。     

国际教育测评视野下的芬兰教育成功特点探析

芬兰在国际教育测评中,特别是在“国际学生评价项目”中的成功引起了世界各国教育研究者及政策制定者的关注。通过对芬兰在IEA和OECD等组织的测评项目中所取得的成绩情况进行梳理,认为芬兰教育在国际测评中取得了以成绩卓越、均衡公平和持续发展为特性的成功。通过考察芬兰教育成功的特点,以期深化对芬兰教育和教育成功的理解,为我国基础教育提供有益启示。     

日本教师教育认证的制度建构及其启示

"构建以教师教育标准体系为核心的教师教育质量保障制度"已成为当前我国教师教育改革的核心关注,然而目前我国教师教育评估的理论建构与实务经验都明显不足,难以为政策的制定及执行提供科学参考。有鉴于此,本文聚焦于日本教师教育认证制度,对其产生背景、政策法规、认证框架、权责机构、实施程序等进行系统的分析和归纳,并在此基础上进一步针对我国教师教育评估的现实问题,以日本的经验为参照,分析当前我国教师教育评估制度建构的主要任务和挑战,从而为建构适应中国国情的教师教育评估体系和质量保障制度提供参考。     

构建质量多元化的高等教育体系

在构建社会主义和谐社会的过程中,现代中国高等教育的主要使命或者说根本任务就是为社会经济发展培养数以百万、千万计的各种层次、各种类型的高素质劳动者,使我国劳动力的整体素质达到国际水平,承担起富民强国的任务。这个使命的完成,仅靠创建几所世界一流大学是远远不够的,我们需要的是一个体系完整、结构合理的能达到国际水平的高等教育体系。这个体系中的各级各类大学在各自的领域内都应该努力成为与世界相应教育层次接轨的、有竞争力的办学机构。一国高等教育体系和结构是否合理,体现着该国高等教育发展的水平。因此,要根据多元化质量观的要求,从时代与国情出发,构建结构合理的中国高等教育体系。     

推进教师教育一体化改革的思考

我国传统的教师教育体系与国际教师教育一体化的发展趋势已不相称。本文对教师教育一体化的内涵进行了讨论,并就推进我国教师教育一体化改革提出如下建议:重新整合现有的教师教育资源,探索适合我国国情的教师教育机构;设置职前培养、入职教育和职后培训相互贯通的课程体系;改革教师教育各阶段的培养模式;建立完整的教育专业学位体系;为教师个人设立教育档案。     

试析教育制度的意义及教育制度移植须注意的问题

制度移植作为现代制度构建中的一种重要手段,在教育界被广泛应用。被移植的教育制度是外生的,它会受本土环境和内生制度等因素的影响而失去在原本教育制度中的意义,原本的教育制度在被移植的过程中必然会发生一定的改变或出现一些问题。如果不能有效地解决这些问题,势必会影响教育制度本身的价值,使之无法落实和实施,那么移植来的教育制度就会成为无本之木,不能生存和发展,更无法得到充分应用。在分析教育制度的意义和阐述教育制度移植的概念的基础上,提出了教育制度移植过程中须注意的四个问题,旨在为我国教育制度变迁的实践提供一定的理论参考。     

Creating Social Capital: The Impact of International Programmes on Polish and Romanian Higher Education

This paper argues that the impact of international programmes intended to improve the effectiveness of higher education institutions in transitional states is related to the extent to which the programmes are successful, through their various projects, in creating social capital within the institutions concerned. Based on case studies of similar institutions in Poland and Romania, the paper finds that projects developed within the institution had a more lasting impact on organisational change, even when the project was of an academic nature, than did externally directed projects which were actually focused on achieving institutional change. Social capital theory offers an explanation of this difference, and suggests what the mechanisms at work may be.     

试论高校品牌核心竞争力的培育

如今,已进入国际竞争时代,品牌作为一种新的国际语言进入了全世界的千家万户。随着我国教育市场化进程的加快,高校被历史无情地推进了一场没有国界和终结的战争———品牌竞争。中国高等教育面临着空前激烈的国际市场的竞争。中国高校要想在竞争中占有一席之地,必须强化品牌意识,实施品牌战略。而品牌战略的核心就是品牌核心竞争力的培育。品牌核心竞争力的强弱直接决定了高校在市场中的地位。本文从师资建设、学科建设、学生质量管理、校园文化建设等四个方面来具体阐明如何培育高校品牌核心竞争力。     

Challenging Performative Fabrication: Seeking authenticity in academic development practice

While extensive discussion has been devoted to internationalising the curriculum in a response to the presence of international students, little is known about how academic staff members perceive the presence of this student cohort. Using data collected through semi‐structured interviews with 80 academic staff from four different faculties in one higher education institution, this study investigates staff understanding regarding international students, with particular attention given to how disciplinary differences shape their responses. Findings indicate that staff from ‘soft’ and ‘hard’ disciplines hold different instructional beliefs, which then affect their teaching and learning practice. Discussions are provided on how these differing conceptions of teaching fit into the context of academic development with respect to international education.     

Agricultural Distance Education in China

Abstract

The writer reports on a project involving the major agricultural distance education institution in China. The Central Agricultural Broadcasting School (CABS) is a relatively new institution organized to address rural development needs as a foundation to the modernization of the country. The project, supported by an international agency, was constructed to assist CABS in strengthening its audio‐visual design and production capabilities. The writer describes the design, activities and outcome of the project, and cites the lessons learned from it. He maintains that the main reason for the positive results of the project stemmed from careful assessment of the needs of the recipient and from flexibility in adapting to different conditions arising from unforeseen circumstances often occurring in international projects.     

Affording Universal Higher Education

Can we achieve universal or near–universal higher education within the next two decades, without a massive increase in government investment in higher education? It is argued that the answer is yes, with greater involvement of the private, for–profit sector, or by encouraging existing not–for–profit universities to open for–profit campuses, at which the emphasis is on high–quality and convenient undergraduate teaching, with little or no research, and a concentration on high–demand, low–cost disciplines. This position requires us to recognise that research engagement is not conceptually essential for an institution to count as a university, understood both historically and through international comparison. Rather, this assumption operates as a significant entry barrier to new, low–cost entrants. This paper provides a case study of the ways in which Central Queensland University has extended its operations by developing surplus–generating campuses through joint–venture operations with the private sector, and argues such an operation could just as easily be developed as a free–standing, for–profit mode of university degree delivery – provided that present, artificial, protectionist limitations on the use of the name ‘university’ are removed. Degree programmes of such institutions should, of course, be subject to the same quality assurance standards as apply to existing universities.     

公有与私有、集权与分权--政治学视野中的私立教育

私立教育是一种国际现象，无论是从传统还是现实来看，它都是大多数国家教育体系中的重要组成部分。作为一种社会现象，私立教育的生成、演进和发展的影响因素是多元化的，在这当中，国家政治制度和政治活动的传统及其变迁、国家所有制形态、社会权力结构与分配形态是极其重要的影响因素，尤其是国家教育管理体制中的国家化或私营化取向、集权化或分权化取向在某种意义上决定着一个国家或地区私立教育的发展水平。