Book reviews

Adult continuing education research has acquired growing policy significance in a number of European countries. We provide an analytical overview of current adult continuing education research in the UK, where organizational structures, funding sources, topics and disciplinary parameters are all currently in a process of change. The policy significance of the field is exemplified by a major research council programme on The Learning Society; interest in this national programme of studies extends far beyond the traditional academic departments of adult education. Research in the field in universities is characterized by eclecticism and inter‐disciplinarity, within a broad social science framework. The paper summarizes the main trends and focuses in published research. One significant development is in the growth of comparative and international research.

     

我国成人高等教育发展研究

成人高等教育作为我国高等教育的重要组成部分,在其发展过程中应该发挥自身优势,整合教育资源,积极促使我国高等成人教育的健康发展。基于此,在分析我国高校成人教育发展所面临的外部机遇以及存在的问题的基础上,对我国高校成人教育的发展提出相应的完善对策。     

论高校成人培训的管理体制创新、组织变革和组织文化

在构建学习型社会、打造终身教育平台的过程中,高校成人培训的作用越来越重要。高校成人培训的管理体制在事权、财权关系的处理上,在注重社会效益和经济效益的平衡点上,必需按照成人培训的特点和发展趋势,调动高校内部和外部的积极性,不断调适成人培训组织架构,构建具有网络化、柔性化、扁平化和多元化等特点的培训组织结构。最终形成彰显高校成人培训的组织文化特征的培训平台。     

新时代高校基层党支部组织力提升路径研究

高校基层党支部作为高校最基层的党组织,肩负着党员教育和培养,思想教育阵地占领,立德树人等重要职责.在调查分析高校基层党支部建设以及组织力发挥作用的过程中存在问题的基础上,对高校基层党支部组织引导力、凝聚力、决策力和发展力进行研究,并从政治功能、组织体系、制度体系和队伍建设四个维度,分析问题产生的原因,探究高校基层党支部组织力提升路径.     

Virtual Universities: Current Models and Future Trends

The first section of this article examines the current models of "virtual universities" that provide various forms of distance education. Distance teaching at university level is offered, nowadays, through at least five major organizational models: single-mode distance teaching universities, dual- and mixed-mode universities, extension services, consortia-type ventures, and new technology-based universities. The article analyzes the merits of the new information and communication technologies (ICTs) in the context of each of these five models, as well as the problems associated with their implementation. The second section discusses future trends in the development of distance education in higher education systems and touches upon five domains: potential student constituencies, new roles for the academic faculty, new forms of knowledge generation and delivery, the restructuring of the organizational infrastructures of universities, and the impact of globalization on higher education markets. The conclusion highlights some of the major difficulties in the processes of implementing the new ICTs into various higher education systems and offers a few suggestions as to how to proceed in tackling major problems.     

对普通高校成人高等教育办学体制的反思

普通高校既是我国成人教育成长发展壮大的关键,也是造成其今天逐步没落的原因。在外因方面,有高校举办成人高等教育的办学积极性不断减弱以及高校自身服务机制的完善等原因,在内因方面,成人高等教育专业品牌意识不强,缺乏改革创新精神,师资力量薄弱等都造成了成人高等教育的困境,而自学考试、电大教育、网络教育等多种形式成人高等教育的兴起,也对成人高等教育构成了冲击,在这种局面下,站在成人高等教育全局的角度,客观审视各类办学形式的优缺点是必要的,并合理吸收利用,是促进成人高等教育重新焕发活力的前提和保障。     

The National Technological University: Sharing Premier Educational Resources via Telecommunications

Since the mid‐1960s, instructional television (ITV) in the US has grown steadily so, today, ITV is the primary way engineers and technical managers continue their education while at work. Regional ITV systems operated by individual universities continue to grow, and these networks, since 1985, have been simultaneously interconnected nationally by satellite via the National Technological University (NTU) network. By cooperating, 45 major universities are each year providing almost 26 000 hours of high quality instruction to more than 100 000 technical professionals. Last year, more than 180 MSc degrees were awarded by NTU in 11 disciplines and more than 1750 adult learners are now working towards this goal as part‐time students. In addition, 3000 hours of continuing education, research seminars and symposia were delivered to more than 100 000 participants. NTU provides 78% of all university instruction delivered by satellite in North America. The network consists of 43 uplinks and more than 300 receivers linked by a state‐of‐the‐art 2.9 Mbps compressed digital video system. NTU is an accredited and widely respected university. All programmes focus strongly on learner needs. Total quality management is an organizational hallmark. The rapid growth of both member universities and sponsoring employers attests to the success of this unique, cooperative endeavor. To extend educational services globally, national ITV networks interconnected by satellite to serve Europe, Southeast Asia, the Middle East, Africa, Latin America, and so forth, need to be planned and implemented. On occasion, for mutual benefit, these satellite networks could be interconnected globally.     

大学组织结构的内外部权变因素分析及启示

改革开放以来,我国的内外部环境发生了巨大变化,大学作为社会的重要组成部分,作为先进思想、科学文化的传播者,应走在社会变革的前沿。但是,目前其组织结构变革的相对滞后已给大学造成越来越多的不利影响。在此背景下,为了使我国大学在日益平坦的世界中保持活力和适应国内高等教育的发展,本文通过分析影响组织结构的内外部权变因素,并结合与西方发达国家大学组织结构的比较分析,试图为我国大学组织结构的变革探索出一条可行之路。     

高校趋同化发展的多维解读

随着我国进入高等教育大众化阶段,高校出现多样化发展的趋势,同时也出现了趋同化发展的现象。针对高校趋同化的主要表现,从组织社会学、管理学、政策学的角度分析产生高校趋同化发展的原因,然后提出避免趋同现象的建议。     

关于来华留学生的隐性课程建设

随着高校国际化的发展,留学生教育作为高校全校发展规划的一部分,越来越受到重视。在发展显性课程的同时,隐性课程建设也越来越受到关注,隐性课程是在显性课程之外而包含于学校整体教育中的诸方面,如学校环境、组织制度、教学活动、文化心理等。本文在对来华留学生教育问题上,从隐性课程的角度提出建设策略,以期创造最优化的对外汉语教育环境,使留学生们尽可能缩短来华适应期,在学习、生活、心理及文化等方面顺利过渡并全面发展。     

An analysis on the impetus of online education: Curtin University of Technology, Western Australia

The Internet provides a venue for several purposes. One purpose is to disseminate information. Compared to other infrastructures, the Internet is one of the more cost-effective ways of improving a country's educational system. Online education is growing in popularity as it provides accessibility and encourages collaborative communication among student peers. The main purpose of this paper was to analyze the impetus of online education through the perception of adult learners at Curtin Business School. The majority of the respondents valued the direct interaction of traditional classes and easy access to information on subjects being offered on online courses. A combination of both traditional and online methods proved to be the most comprehensive solution as students were able to increase their interpersonal skills and computer literacy. Based upon the conducted survey, the three main driving forces to the development of online education were identified as information technology, education brokers (universities), and market demands. The main implications of technology to universities were identified in its changing roles and organizational structure and being able to form partnerships with other business counterparts. Simultaneously, this trend would produce a new generation of knowledge workers with new expectations on career advancement and learning opportunities. As such, it becomes imperative that universities and information communication technology-based organizations form a symbiotic relationship to meet the expectations of the new e-generation.     

高校成人思想政治教育校园文化的缺失与重构

新的时代背景下,高校成人教育面临转型与改革的巨大挑战,其思想政治教育与校园文化建设作为引领成人教育转变发展的先导已经出现了不和谐现象。分析当前高校成人思想政治教育需求特性以及与校园文化建设的特殊关联性,探讨高校成人思想政治教育校园文化的缺失与重构策略,有利于对二者关系的正确认识,为高校成人教育的转型发展服务,促进其可持续发展。     

社会转型背景下成人教育机构组织文化建设研究

社会转型背景下,成人教育机构组织文化建设是其能否顺利实现适应性变革的关键。本文在对成人教育机构组织文化建设现状分析的基础上,提出应重视成人教育,凝炼组织文化价值体系;完善制度建设,保障组织文化行为规范;创建共同氛围,内化组织文化行为形态;加大基础投入,加强组织文化物质风貌建设,以构建适合成人教育机构发展的组织文化。     

学习型社会建设视角下农村职业教育与成人教育融合发展研究——以河南省为例

学习型社会建设背景下,通过研究河南农村职业教育和成人教育发展情况,初步探明农村职业教育与成人教育的融合发展还存在缺乏政策制度保障,教育机构不够健全,发展力量比较薄弱,区域发展不平衡,农村职业教育与成人教育师资队伍建设有待加强等问题。针对国家层面学习型社会建设的具体任务和措施要求,河南省需要加快立法进程,强化组织管理,确保经费投入,深化农村职业教育教学改革,促进农村受教育对象全员化,加强教师队伍建设,建立监测评价体系。     

慕课环境下新建地方本科院校教学改革--基于翻转课堂的项目式教学

慕课,指“大规模、开放式的网络在线课程”,对传统高等教育带来的挑战极大,影响着我国高等教育的教学改革。目前教育部希望引导一些普通本科高校转型为应用技术型大学,旨在发展我国职业教育,而新建地方本科院校由于其的特殊性成为转型发展的主要对象。本文探讨在此种大环境下,基于翻转课堂的项目式教学模式对新建地方本科院校教学改革的意义及适用性,并介绍其具体的教学模式和指出目前实施过程中存在的挑战。     

普通高校成人教育管理刍议

成人教育作为传统教育向终身教育发展的一种新型教育制度，对不断提高全民素质，促进经济和社会发展具有重要的作用。普通高校的成人教育是成人教育体系中的一支重要力量。在新形势下，要更好地服务于社会主义经济文化建设，在数量上要扩大，质量上更要提高。质量是成人教育的生命线，强化高校成人教育的管理，是提高普通高校成人教育质量的关键。     

新时期高校成人教育模式转型发展探索

学习型社会的构建需要大力发展成人教育,在国家复兴、教育强国发展的关键历史时期,以高等院校为依托,分析成人教育模式现状问题以及全民终身教育下高校成人教育的需求特征,借鉴国外发达国家的成功经验,研究高校成人教育的转型模式,有利于对二者关系的正确认识,为高校成人教育的发展方向提供指导,促进其和谐可持续发展。     

Ettore Gelpi: an appreciation

Abstracts

English

The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts.

The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions.

The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum.

In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.)

Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered.

The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector).

The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other.

A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience.

In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors.     

高教园区应促进高等教育与社会经济的协同发展

高等教育与社会经济协同发展是知识经济时代对高等教育发展的要求，也是大众化高等教育的重要特征。高教园发挥整合作用和组织作用，促进高等教育系统与社会经济系统之间加强人员和信息交流，建立相互信任，相互依赖的下校，校企关系，实现两者的协同发展。