印度高等技术院校师资队伍质量问题及改进措施

印度理工学院的教师队伍已经跻身于世界一流大学的教师队伍行列。但是,印度绝大多数高等技术院校却长期饱受合格教师数量不足、教师学历层次偏低和教师教学水平不高等问题的困扰。尽管印度政府为解决高等技术院校师资队伍质量问题采取了一系列措施,然而问题的严重程度并未得到根本缓解,其中的成败得失值得我们引为借鉴。     

印度科技人才的培养机制探析

安双宏在<比较教育研究>2010年第5期中撰文对印度科技人才的培养机制进行了探析.作者首先介绍了印度的科技教育机构.作者指出,印度科技教育机构层次多、类型多,有学者将印度的高等技术教育机构分为4层:一层为含印度理工学院在内的"国家重点学院";二层为中央政府拨款、一些著名大学的附属学院和声誉良好的民办院校;三层为全国技术教育认可理事会评出的办学质量良好院校;其余院校为第四层次,以民办院校为主,也有少数由邦政府拨款的学院.     

师专现代教育技术公共课程教学改革探索

对培养中小学教师的师范专科院校而言,为学生开设现代教育技术课程,培养学生现代教育技术能力刻不容缓。本文立足于临沧师范高等专科学校,通过对本校现代教育技术公共课程教学现状的分析,提出了针对教学内容、教师、教学模式和教学评价四个方面进行教学改革的看法。     

我所了解的日本高等职业技术教育

日本高等职业技术教育相当发达，其学校数占日本高等院校总数的８６．３％，其在校生总数占日本大学生总人数的３４．５％。高等职业技术教育机构主要包括短期大学、高等专门学校和专门学校三类。本文以短期大学为例，论述了日本高等职业技术院校的设置基准（即合格评估标准），介绍了高等职业技术院校的教师选聘标准，教师聘任办法及教师工作量等问题。一、日本高等职业技术院校的合格标准１９５６年日本政府颁布了《大学设置基准》，这是对普通高校进行合格评价的统一标准，而１９６１年颁布的《高等专门学校设置基础》，１９７５年颁布的…     

通过NIIT感受中印计算机教育差异

NIIT（印度国家信息技术学院）是总部设在印度首都新德里的信息技术跨国公司，是专门从事教育、培训、软件解决方案和教育多媒体业务的上市公司。为了解决江苏省软件人才缺乏的问题，做大做强信息产业，实现以信息化带动工业化的战略部署，在江苏省教育厅的大力支持和倡导下，江苏联合职业技术学院与NIIT成功合作，在江苏联合职业技术学院下属34所院校和办学点中开办NIFF课程置换。所有授课的院校老师均需参加NIIT总部的教师强化培训，获得了NIIT教师上岗认证才能开始授课。     

国外高等工科院校培养职教师资的经验

世界发达国家为了提高职业技术教育质量,保持本国在经济竞争、人才竞争中的优势,十分重视职业技术教育师资的培养,除在职业师范学院里培养职业学校教师外,还采取多渠道培养的办法,如建立专门职业教育教师的高等工程师范学院,发挥工科院校的优势,在工科院校内开设职业技术师范系或专业,积极为职业技术教育培养专业师资。     

新形势下高职业专业教师教学之我见

能力的培养是高职教育发展的关键。高职院校的专业教师要师为先，科学施教，以培养出合格的高等技术应用型人才。     

残疾人高等教育院校教师专业素养培育的有效途径

残疾人高等教育院校教师专业素养的培养,在中国高等特殊教育发展中具有重要作用。文章在对全国16个培养特殊教育教师的师范院校进行抽样调查的基础上,详细阐述残疾人高等教育院校如何提升特殊教育教师的专业素养,对于调整高等特殊教育院校师资结构、优化师资资源配置、推进残疾人事业的加快发展、实现教育公平具有重要意义。     

高等师范院校教师教育技术能力标准构建研究

当前国内教师教育技术能力标准主要有中小学教师和高校教师的教育技术能力标准,还没有专门的针对高等师范院校教师的标准体系,因此,有必要构建高师院校教师的教育技术能力标准体系。文章旨在探讨高等师范院校教师教育技术能力的特殊性,构建高等师范院校教师教育技术能力模型,提出了高等师范院校教师教育技术能力标准的框架。     

地方高等师范教育技术应用研究

分析了教师专业化发展的内涵、国家对教师教育技术能力的要求、高等师范在教育中的地位等因素．提出了高等师范学校培养教师教育技术能力的方法,并指出了地方高等师范学校推广应用教育技术的几个领域。     

印度科技人才的培养机制探析

印度在科技人才培养方面的成就举世瞩目。本文研究了印度在科技教育机构的设置、科技教育的管理以及师资培养等方面采取的措施,概述了印度科技教育取得的成就,分析了印度科技教育存在的问题,希望能对我国全面深入了解印度的科技人才培养机制有所帮助。     

印度基础教育阶段教师教育及启示

印度是我国的邻邦,两国山水相连,印度自古以来就非常重视对教师的培养,独立后教师教育体系愈加完善。研究印度基础教育阶段教师教育的发展历程和现状,以期为我国教师教育改革提供借鉴。     

Teacher participation in the decision‐making process: reality and repercussions in Indian higher education

The study reported here focused on comparing teachers’ actual and desired participation in different decision‐making situations and examined how participation in decision making differs in Indian higher educational institutions. The paper provides a comparison of findings with similar studies conducted in Western settings regarding the relationship of participative decision making (PDM) with some selected organizational variables: teachers’ job satisfaction, organizational goal commitment, role ambiguity, and role conflict. Data were gathered through a survey of 281 faculty members of Banaras Hindu University, India. Results indicate that in the Indian context, teachers’ actual and desired participation was highest in institutional decisions and lowest in technical decisions. Among the personal variables, age, designation, teaching experience and span of service in present institution were found to be significantly related with decisional participation of university teachers. It is recommended that administrators evolve a mechanism for inviting participation of teachers in different decisional domains, based on the findings of this study.     

Institutional correlates of faculty outlooks and professional behaviours: A study of Indian engineering faculty

This paper investigates the relationship between institutional affiliation and scholarly activities and outlooks for a sample of Indian engineering faculty. The research is based on a survey of Indian academics conducted in 1971–72.Respondents at various types of engineering institutions were compared in terms of their research productivity, professional involvement, attitudes toward professional life in India and job satisfaction. Significant differences were observed between faculty employed by affiliated colleges and those at other types of engineering institutions with respect to these measures. Affiliated college faculty are accorded a marginal role in India's system of technical education and much demoralisation is apparent. This has important implications for educational policy.     

印度高校教师的任用与晋升

高等院校教师的学术水平是影响高等教育质量的决定性因素之一。尽管对印度高等教育质量的高低有不同的评价，但由于有严重的任用与晋升制度，印度高校教师学历层次之高在发展中国家是十分引人注目的。本介绍了印度高校教师的任用与晋升标准及具体做法，其对我国高校教师的任用与晋升制度改革有重要启示。     

印度高等工程技术教育改革的经验、问题与启示

印度近年来在工程技术方面取得了世人瞩目的成就,工程技术人才得到了世界的承认。这与其对高等工程技术人才的培养是分不开的。印度在高等工程技术教育方面所进行的一些改革有力地推动了工程教育的发展和国民经济的增长。其中一些在政策、管理、合作、课程等方面的一些成功经验和存在的问题对改善我国的工程教育有着借鉴和启发的作用。     

The Status and Role of Vocational Teacher Education Institutions in Transforming the Vocational Teacher Development Model

As China transitions from teacher education to teacher training, its vocational teacher development system should focus on vocational and technical teacher education institutions with the participation of other higher education institutions. The advantages and unique functions of vocational and technical teacher education institutions should be fully used and recognized in order to adapt to the transition and build an open development system for vocational teachers.     

Ambiguities About English: Ideologies and Critical Practice in Vernacular-Medium College Classrooms in Gujarat,India

Situated amid tertiary-level institutions in the city of Ahmedabad, in Gujarat, India, this article explores how particular ideologies countering English inform pedagogic choices made by language teachers teaching in "vernacular-medium" (VM) college classrooms. The ideologies under discussion are two linked "thought structures." The first, the Gandhian ideology, is distinctly pro-vernacular and anti-English in its stance, embedded as it is in Gandhi's struggle for Indian independence (1925-1940s). The second, while markedly informed by Gandhi, yet a distinct ideology of its own, is the Remove English Lobby (Angrezi Hatao Aandolan) of the 1970s. My long-term, naturalistic endeavour regarding English and vernacular-medium education in Ahmedabad reveals that these linked-yet-separate ideologies impact choices VM teachers make in what and how they teach in simultaneously direct and indirect ways. Teachers seem to draw on different strains of these ideologies to enhance features of the vernaculars to counter English domination.     

Performance of management education institutions: An Indian sampler

In the 1950s and 1960s, several institutions were created in India to cater to the needs of management education and to assist in the process of national development. To date, there has been very little systematic comparative analysis of the experience of creating these institutions and examining their performance. The present paper reports the results of an attempt to assess the performance of six management education institutions in India which were established in the 1950s and 1960s and equally divided between post-graduate and post-experience education. Being an exploratory study, the emphasis has been on developing a methodology for assessment of performance and applying this to the area of management education. Basically, performance on both system survival and system effectiveness dimensions has been incorporated into the performance measurement attempt. System survival has been operationalized through a series of indicators on capability development; the system effectiveness dimension has been operationalized through a series of indicators on innovative thrust and penetration for these six institutions. An attempt has also been made to relate various process mechanisms of institution building to the different aspects of performance. Thus, the paper also explores the relationship of institution building processes with performance.The project on which the present paper is based is funded by the Indian Council of Social Science Research through its grant F-1-265/76 RG. However, the responsibility for the facts stated, opinions expressed, and conclusions reached is entirely that of the author and not of the ICSSR nor that of the Administrative Staff, College of India where the author was based during the work on the project; nor that of the Indian Institute of Management, Ahmedabad, where he is presently located.     

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

This study compared the financial literacy and teaching practices of 82 early and elementary teachers in India and US using a 43-item survey. Analysis showed that financial literacy of Indian teachers was lower than their American counterparts. Teachers in India enjoyed teaching financial literacy more than teachers in the US. Indian teachers received more professional development training than American teachers. Indian teachers reported using the school store, children’s literature and pictorial worksheets while American teachers reported using learning centres, play money, fake credit cards, technology and games to teach financial literacy.