The educational system and national identities: the case of Spain in the twentieth century

The aim of this article is to study the construction of the Spanish education system and its relationship with nationalist education policies. Throughout the 20^th century, there has been a great deal of tension between Spanish nationalism and Basque and Catalan nationalism, in particular, over the establishment of a national curriculum that is the expression of different conceptions of national identity. In this period, the Spanish education system evolved from centralisation to decentralisation, and as a result brought about the creation of the Spanish national curriculum. The educational contributions made in Catalonia and the Basque Country were included in this process, which partially satisfied the aspirations of these communities.     

Full service and extended schools,disadvantage, and social justice

Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students’ family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools can intervene in these contexts by offering a wider range of services and activities to children and adults under the aegis of ‘full service and extended’ approaches. The paper outlines how these approaches have evolved in England and elsewhere, and reviews the evidence for their effectiveness. It concludes that their current limited impacts could be enhanced if the work of schools were aligned with wider social strategies. Such a move, it suggests, raises questions about how school systems are governed and about what kind of society schools are expected to help build.     

Ecumenism,economic necessity and the disappearance of Methodist elementary schools in England in the twentieth century

This study aims to define the extent of, and causes for, the decline of the Wesleyan educational effort in England in the twentieth century. In 1902 the Church had 738 schools, but these rapidly declined throughout the century, with only 28 remaining in 1996. The establishment of these schools during the nineteenth century had been largely for the protection of Wesleyan children, with a denominational mistrust of the proselytism in both Anglicanism and Roman Catholic institutions. This study aims to show how far this mistrust continued into the twentieth century and estimates the influence of growing ecumenism on the Church’s decision to allow its own elementary schools to disappear. Nevertheless, this is an important subject, reflecting the declining influence of all churches on wider society in the twentieth century, as well as the increasing need to form church alliances to counter growing secularism in a post‐Christian era.     

美国的公务员制度及其启示

美国建立了世界上比较先进又卓有成效的公务员制度.中国应借鉴其成功经验:建章立制要具体简明;健全法规制度和公务员的职位分类制度;树立从以控制为主向以服务为主转变的崭新理念;改进和完善公务员的任用制度,推进公务员合同聘任制,培养一支廉洁高效的公务员队伍.     

北洋政府与南京国民政府文官考试制度之比较

文官考试制度是民主政治发展的产物.在民国时期曾产生一定的进步意义.本文将北洋政府与南京国民政府的文官考试制度进行比较,从中反映出两个政府的异同.     

英美文官制度比较与借鉴

英国是世界上最早实行文官制度的国家,在英国影响下,美国也建立了近代文官制度。英美两国的文官制度经过长时间的发展和完善已较为成熟。本文通过对英美两国文官制度的比较分析,借鉴两国的录用、考核等制度,对我国建立科学的公务员考试制度、行政监察制度和社会保障制度有所裨益。     

Outdoor physical education in French schools during the twentieth century

During the twentieth century, outdoor physical education (OPE) gradually integrated with the French education system. Culturally speaking, OPE had to overcome several hurdles because it promoted values such as freedom, initiative and responsibility that were deemed incompatible with the existing educational model. Beyond being a pedagogical tool, the health and welfare implications justified the existence of OPE within the school system, thus changing the meaning of those values. The question of human relations with nature truly facilitated the incorporation of OPE into French educational programmes even if the scope of its development is rather limited today. Some might regret the predominance of a kind of physical activity that conveyed values and was proven to be especially productive in terms of issues related to education, security and respect for the environment. Nevertheless, OPE physical activities found their rightful place within the school system because of the sports facet of the activities.     

信息背景下中小学图书馆读者服务创新

信息技术的发展和应用,使得图书馆的服务方式发生了巨大的变化,特别是读者服务工作的方式发生了巨大的变化。我国的中小学图书馆在信息技术背景下,想要获得更好的发展前景,就必须进行服务方式的创新,以提高服务质量。文章主要介绍在信息技术背景下的中小学图书馆服务工作创新的必要性,以及如何进行图书馆读者服务方式的创新。     

基于中西方公务员制度改革之比较研究

我国国家公务员法于2006年起正式实施,这标志着我国公务员制度建设迈出了实质性的一步。然而,我国公务员制度发展的历史仅仅约20年,在其发展过程中存在一些问题和亟待改革是毋庸置疑的。本文通过比较中西方公务员制度的特点以及产生与发展历程,并在分析西方国家公务员制度改革特点的基础上,以试图探寻中国公务员制度的改革方向。     

深圳现代化进程中公务员制度变迁之特点

深圳的现代化是中国现代化过程中一颗耀眼的明珠,这不仅体现在经济成就的意义上,更为宝贵的还有行政乃至政治体制的探索经验。本文回溯了深圳政治现代化和在此框架内的深圳公务员制度30年发展探索的历程,归纳了公务员制度之变迁的三个鲜明特点。     

爱丁堡大学人工智能本科人才培养

爱丁堡大学人工智能专业有着悠久的历史传统,可以追溯到20世纪50年代创办的AI实验室,在人工智能理论和技术研究上实力雄厚。其人才培养在顶层设计上具备明晰具体、交叉融合、推陈出新的培养目标;在培养过程中开展合理有序、结构均衡、能动高效的课程和教学活动;在质量输出上拥有科学专业的评价体制和完备细致的质量保障。     

经营大学：沃里克大学的办学之道及其成功启示

英国沃里克大学汲取企业精神，将企业家所具有的经营理念用于之于大学办学之中，在短短的三十多年时间里，使学校的办学水平进入英国大学前列，并直逼牛津，剑桥等老牌大学，创造了大学发展史上的奇迹，极大地冲击和改变了传统的大学发展观与办学观，为我们提供了一系列极具价值的启示。总结和研究沃里克大学的成功经验，对于推进我国高等教育改革，促进大学的健康持续发展具有重要意义。     

Godfrey Thomson and the rise of university pedagogical study: a recorded lecture delivered at the University of Edinburgh in November 1950 by Godfrey H. Thomson: a transcript with commentary

Professor Sir Godfrey Thomson is one of the key foundational actors in the history of the educational sciences in the UK. At a time when educational studies and the study of educational psychology were very closely linked, in the decades of the mid‐twentieth century, Thomson was a crucial figure in education research. He is known for his work on intelligence, factorial analysis and the validation and production of intelligence tests (the Moray House tests). However, he viewed himself as a teacher in his work as a professor at the University of Edinburgh and as director of Moray House teachers’ college. He managed closely an ambitious plan to develop an advanced school of education, combining the university department of education, teacher training and a demonstration school, and supervised and taught on many of its courses. This paper is based on a unique resource, an audio recording of Thomson teaching in the early 1950s. It considers the distinctiveness and the research value of this audio source in relation to complementary oral and documentary sources.     

A comparison of the governing of primary and secondary schools in England

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.     

Acting,accidents and performativity: challenging the hegemonic good student in secondary schools

Current educational practice tends to ascribe a limiting vision of the good student as one who is well behaved, performs well in assessments and demonstrates values in keeping with dominant expectations. This paper argues that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools. Student voices in focus group research nominate six rationales of the good student that inform their ‘performances’ of the good student. Understanding the multiplicity and dynamism of the good student is an educational imperative as schools seek to meet the changing needs of society in the new millennium.     

试论高中阶段职普教育关系及其协调发展策略

高中阶段教育包含普高和中职两类 ;职普教育各自在数量、结构、特征及模式等方面有异有同 ;职普教育协调发展是未来高中阶段教育的必然走势。本文提出职普相互沟通和协调发展的五个对策     

The positions of primary and secondary schools in the English school field: a case of durable inequality

In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of power within interactions between representatives of the phases. We analyse differences of size, resources, workforce, pedagogy and history, and how they have resulted in different, and differently valued, practices and professional identities. We explore how attributes of the two phases have been counterposed and how, in complex interaction with wider discourses of politics, gender and age, this process has invested the differences with meanings and values that tend to relegate attributes associated with primary school. By focusing on the activation of cumulative inequality in interactions, we contribute a complementary perspective to studies of perceived relative status and highlight the implications for understanding school positioning in local arenas as the role of local authorities is reduced.     

Educational sciences,morality and politics: international educational congresses in the early twentieth century

Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific disciplines at this time, such as geography, meteorology and physics, one can assume that the internationalizing of education also increased its professional and scientific standards. The “disciplinarization process”1 Whereas this term is used by Hofstetter and Schneuwly, Van Gorp, Depaepe, and Simon prefer the notion “discipline‐formation process”. See Rita Hofstetter, “The Construction of a New Science by Means of an Institute and Its Communication Media. The Institute of Educational Sciences in Geneva (1912–1948)”, and Angelo Van Gorp, Marc Depaepe & Frank Simon, “Backing the Actor as Agent in Discipline Formation: An Example of the ‘Secondary Disciplinarisation’ of the Educational Sciences, Based on the Networks of Ovide Decroly (1901–1931)”, both in this issue. of educational sciences was closely intertwined with the genesis of an international scientific network through special institutions. In order to investigate this assumption, the genesis, structure, contents and effects of international cooperation in the field of education in the first decades of the twentieth century will be considered. This international cooperation took on different shapes. It included, among others, the international exchange of teachers and students, international educational exhibitions, international congresses, transnational institutions, multilateral standardization and international journals. The focus will be on the main agents of institutionalized internationalization, namely international congresses and associations, and individual forms of international communication and cooperation will therefore not be dealt with. The article begins with a short overview of the different kinds of international educational congresses. Two types of internationalization within this institutional setting will then be introduced: the research‐oriented, “scientifically” based model of academic educationists (“new educational sciences”) and the instruction and reform‐oriented, “politically and morally” based model of a social movement (New Education). Finally the geographical extension of internationalization will be analyzed briefly before the main argument is set out in the concluding remarks, namely that the internationalization of education through international institutions found its driving force in moral and political assumptions of the teaching profession and its goals of school reform within the New Education rather than in an international scientific paradigm of the academic “new educational sciences”.     

关于中职学校民族团结教育实效性研究——以新疆司法警官学校为例

新疆自古就是多宗教、多民族、多文化并存的地区,目前,新疆各中职学校学生民族构成成分较多,民族学生也占有相当的比重。不同民族学生之间在学习、生活中因各自民族文化传统、风俗习惯不同,难免会发生一些误解、矛盾与纠纷。因此,加强民族团结教育,培养具有维护民族团结精神和具有高素质、高技术、高技能的人才就是各中职学校面临的一项主要任务。笔者以新疆司法警官学校为例,深入调研,对我校开展的民族团结教育经验与方法进行归纳与梳理,希望对其他中职学校未来开展民族团结教育提供一些借鉴与参考。     

RESEARCH SECTION: Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools

The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers’, parents’ and policy makers’ understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents.