第三部门视野中的现代大学制度

现代大学作为第三部门的一个重要组成部分,其制度安排由于受政府制度以及企业制度环境的消极影响,一直以公私两分的形式存在,远离了第三部门制度架构的规范性要求。近年来,随着世界范围内高等教育改革的进一步深入,现代大学制度无论在所有权、管理权、资金来源还是在法律程序的层面,都已基本具备了超越公私两分的可能。在超越公私两分的基础上,现代大学制度的建构必须紧紧围绕自治、非营利与非政府三个核心观念展开。     

Transport sector training in Ecuador

In less developed countries, like Ecuador, there is often a lack of adequately trained professionals working in the transport sector, particularly in the public authorities. This paper reports on the achievements of a project, supported by the British Overseas Development Administration, which has established a postgraduate programme in transport planning and engineering at the Catholic University of Ecuador in Quito. This initiative has already produced a substantial body of trained professionals equipped with the technical skills needed to tackle Ecuador's transport problems and the ability to recognise and develop appropriate policies and programmes. Additionally, the project is helping to create a self-sufficient Centre for Transport Research based in Quito.     

A public sector HPT maturity model

Officials of public organizations with responsibility for embedding Human Performance Technology (HPT) can use the maturity concept as a way to plan implementation and gauge evolution so that it supports broader policy, program, or organizational goals. This article describes such a model, which can help managers decide where to concentrate their efforts and in what priority. Over time, the model may help them make better decisions in using public resources to return the greatest value to taxpayers.     

Holistic strategic planning in the public sector

This article focuses on developing a holistic approach to strategic planning. It suggests that a successful approach will view all components in the process as an integrated system through a holistic strategic framework. In addition, it focuses on reviewing the gaps that can develop in applying a holistic framework in a public sector environment and discusses ways to overcome those gaps to ensure a successful strategic planning process.     

Education sector reform: The Ugandan experience

In 1998 the Government of Uganda (GoU) began implementing an ambitious reform programme called the Education Strategic Investment Plan (ESIP) in order to effect Universal Primary Education (UPE). This paper offers a perspective on how the GoU has met the challenge of financing education reform, addressed the need to improve the quality of basic education and increased access and equity while improving efficiency at primary and post-primary levels of education. The development model described in this paper privileges good governance and donor co-operation within a Sector Wide Approach. Important lessons have been learned in Uganda including the need for political commitment to universal primary education within a clear conception of whole sector reform. However, the discourse of SWAPs tends to function primarily in the formal sphere and not at the level of the experience of most teachers, pupils and their families, yet it is at this level that national education policies have to be mediated in practice. More attention needs to be given in education sector reform to the processes as well as the context of change.     

浅谈不规则扇面花鸟画创作

在中国扇面画的形制中,不规则扇面花鸟画具有审美情趣和独特的个性,给人以不同的视觉感受。本文从扇面花鸟画的兴起,沿着不同形制的扇面花鸟画发现不规则扇面花鸟画的趣味性,并从作品构图和构思、创作风格和图式语言等方面对不规则扇面花鸟画创作进行了一些初步的探讨。希望能通过对不规则扇面画形式的运用,使作品画面在形式感上有更好的的突破。.     

Facilitating expansive learning in a public sector organization

The aim of this article is to discuss how learning opportunities can be organized to promote expansive learning in work practice. The discussion draws on results from a case study examining local development work and conditions that facilitate processes of expansive learning in a work team within a public sector organization in a Swedish municipality. An interactive research design was used. Data were collected over almost four years through individual and group interviews with 12 workers in a work team and their three managers. In addition data were collected through observations of team meetings. The findings demonstrate that work can be organized as a learning environment to facilitate expansive learning even in a resource-limited public sector organization. Furthermore, patterns of expansive learning were evident in the work team's new work activities and new relationships in the organization. The findings also demonstrate the need to support managers in developing a role to facilitate expansive learning. However, the need for and extent of external support for promoting expansive learning in practice vary in different situations and stages during the development work.     

Quality and equity in the Mongolian education sector

This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why, the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in Mongolia.

扇域上Neumann问题的若干结果

首先利用Green第一公式给出了扇域上Neumann问题存在解的充分必要条件,然后利用本征函数法给出了问题的求解过程和解的具体形式,最后利用极值原理说明了问题解的唯一性.     

The third sector and the governance of education

This article explores the nature, scope and form of third-sector involvement in education in New Zealand as demonstrated through a comparison of its relationship with the state in two distinct periods of state and educational development. It begins with an analysis of the period of state expansion from crown colony to centralised administration in the mid-1870s. It then examines the relationship in the decade following the restructuring of education in 1989, as the neoliberal state negotiated economic changes at the national and supranational levels, and challenges to the existing educational organisation from both the political left and the political right. Although an almost mirror image of nineteenth-century arrangements is identified, the nature of the state/third-sector relationship was vastly different as a smaller, but nonetheless stronger, state retained control over the governance of education and, with it, possibilities and limitations for third-sector involvement.     

Competences in demand within the Spanish agricultural engineering sector

The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006–2007 and 2007–2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees.