世界银行对中国的教育贷款研究

改革开放以来,我国经济已取得了飞速发展,世界银行作为促进我国发展的一个重要的外部资金来源也相应地改变了它的贷款重点。从历史的线索考察这种改变以及世界银行现行的政策和以后的趋势,对我国教育取得世界银行的进一步贷款尤为重要。     

基于农村人力资源开发的职业教育制度创新

人力资源是经济发展的第一资源。要促进农村人力资源开发，就必须对农村教育尤其是农村职业教育制度进行改革和创新。包括建立发达的具有农村个性特色的职业教育体系；注重农村人力资源的能力建设；重构职业教育公共治理结构；建立包含财政和非财政的多层面的教育投融资制度。     

教育创新是人力资源开发之本

教育是文明社会的太阳。在人类文明步入21世纪的时代背景下，人力资源成为第一资源。开发并加强人力资源建设，已成为关系当今各国发展的重大问题。人力资源开发的基础和关键是教育。     

人力资源开发需要制度创新

６月上旬,我去西安一个关于西部开发的会议上做报告,晚上在宾馆的房间里打开电视,看美国ＣＮＮ电视台的节目。其中一个节目是联合国秘书长安南举行的记者招待会。会上各国的记者提了很多问题,从发达国家到发展中国家,内容相当广泛。看完这个节目,心中生出许多感慨:只有看这样的节目,才知道什么叫国际社会,什么叫置身于国际事务。但是,直到现在,我们国内的电视频道仍然没有一家国外的频道。仅就这一现象,就可以看出我们中国的对外开放度。对外开放和加入世界贸易组织,不仅仅是物质和产品贸易的加入,更主要的是思想、文化、心理和制度、体制、…     

基于农村人力资源开发的职业教育制度创新

人力资源是经济发展的第一资源。要促进农村人力资源开发,就必须对农村教育尤其是农村职业教育制度进行改革和创新。包括建立发达的具有农村个性特色的职业教育体系;注重农村人力资源的能力建设;重构职业教育公共治理结构;建立包含财政和非财政的多层面的教育投融资制度。     

教育发展与教育制度创新略论

教育发展背后的核心机制是教育制度创新。本文论述了教育制度创新与教育发展的关系，分析了我国教育发展面临的主要问题，提出了教育制度创新的策略和思路。     

教育发展与教育制度创新略论

本文论述了教育制度创新与教育发展的关系。分析了我国教育发展面临的主要问题，提出了教育制度创新的策略和思路。     

创新教育是实现人力资源能力建设的制度保障

随着经济全球化、知识化趋势的不断加强，人力资源能力建设日益成为现代经济发展的重要因素。近年来，随着教育体制的改革，我国的教育事业也取得了很大的成绩，但与创新教育目标的要求还相差甚远，因此，需要全面把握创新教育的时代内涵，根据创新原理实施时学生创新意识、创新思维、创新能力及创新个性的培养，为我国的人力资源能力建设提供可靠的制度保障。     

当代中国教育与人力资源开发的本质探讨

社会人力资源开发以教育为基本途径,同时始终离不开经济和社会发展的特定背景。探索以理性主义为基础的中国未来改革与发展道路,要求深刻揭示当代中国教育与人力资源开发的本质特征。全球性金融危机背景下,实现＂以人为本＂的创新发展,将成为推动中国未来教育与人力资源开发新的根本动力。在人力资源开发过程中特别需要注意区分＂以人为本＂和＂未富先骄＂之间的界限。     

制度创新与创新教育

传统的高等教育已不适应我国工业经济和知识经济发展的要求 ,高等教育实施创新教育势在必行 ,制度创新应成为创新教育的先导     

教育与人力资源开发的问题与挑战

—结构失衡— 一、劳动力人口文化素质过低,科技创新人才严重短缺 1.劳动力人口受教育程度不高 2000年,我国劳动力人口80％以上仅具有初中及以下文化程度,10.97％为未上过学或扫盲班文化程度,接受过高中和中等职业教育者占11.95％,而接受过高等教育的劳动力人口比重仅占3.81％。 我国25～64岁劳动力人口中,初中及以下文化程度所占比例为82％,具有高中及以上学历的比例为18.0％,与1999年OECD国家同一指标的平均值69％相比,相差近3倍;与美国同一指标90％相比相差4倍(表1)。     

The global politics of education: Brazil and the World Bank

This paper questions the cultural neutrality of modernizationand globalization policies that are imposed by major internationalmonetary agencies. The authors propose that the structuraladjustment policies imposed by the World Bank and InternationalMonetary Fund are predominantly guided by the concept of developmentalassociation. Guided by this concept, the dominant countries andagencies perceive all developing countries to be merely culturalvariations of the same problem that assumes all countries requirethe same solutions. Through an analysis of the failures of WorldBank programs in Brazil and other developing countries, the authorsargue for greater recognition of the problems inherent in imposingcosmopolitan and global solutions on local contexts. The authorsconclude that globalized solutions for local contexts areinappropriate when they are formulated out of ignorance of thelocal culture and context.     

以教育创新推进高等农林教育改革与发展

结合学校实际,在更新教育观念、深化教育教学改革、优化育人环境、完善教学管理制度等方面,以教育创新思想推动高等农林教育改革与发展。     

改革中解困创新中发展

孝感工业学校有30多年的办学历史,上个世纪80年代曾被称为孝感的"小华工".然而到了90年代中后期,学校办学遇到了极大的困难,1998年招生仅200多人,成为湖北省第一个走入低谷的中专学校.面对这种形势,从1999年开始,学校提出了改革兴校、特色立校、质量强校的口号,以人事分配制度改革为突破口,在湖北省事业单位率先进行了大刀阔斧的学校内部管理体制改革,取得了立竿见影的效果,一举扭转了困境.几年来招生人数屡创新高,2004年招生4 300多人,在校生达到7 400多人,是目前湖北省规模最大的中职学校.学校不仅还清了1998年遗留下来的1 700多万元的债务,还成功兼并了一所技工学校.近三年,学校占地扩大了一倍,实验实训条件得到了根本改善,办学呈现出蓬勃生机.我们的做法主要有以下几个方面:     

开发人力资本与改革高等教育体制

我国高等教育滞后于经济和社会发展对人力资本的需求，导致人力资源配置低下。要改变这一状况，就必须根据投资收益率法则．进一步建立起高等教育面向市场的运行机制。     

Promoting sustainable development through whole school approaches: an international,intercultural teacher education research and development project

This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.

This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold.     

教育与人力资源开发的问题与挑战(续)

—体系不全— 教育体系是社会体系的一个重要组成部分。我国目前的教育体系在教育观念、基本构成上依然保存着传统教育体系的主要特征,尚未形成一个适应社会经济发展和满足人民群众多样需求的,以终身学习为理念,以现代国民教育体系为基础的完整、新型教育体系;尚未形成学校举办,办学、管理职责明确,高效的、完整的分工体系;正规的学校教育依然还是教育体系的主体。     

Education in the network age: globalisation,development and the World Bank

This article reviews the World Bank’s (1999) Education Sector Strategy document as a response to the challenges and the complexities of globalization and development as they relate to education. The article begins with an introduction to the Education Sector Strategy document. It moves on to discuss the nature of the new world economy, particularly its discursive shape, its form and the modalities of its reproduction. In this part of the article, the work of Carnoy and Castells (1999) and other analysts, such as Scott (1997), of what they all the networked economy, is used to show what is at stake for the developing world, and also, by implication, for the world as an interconnected community. Central to the reproductive modalities of the new economy, it will argue, are 1) entirely new education-work requirements and 2) a reconfigured and repositioned state. The article will attempt to show the implications of these for education. The article then moves towards a brief analysis of the developing world and then concludes with an assessment of the World Bank’s sector strategy. In summary, the article will argue that the Education Sector Strategy document is a critically important report but that is underestimates the complexity of the information age economy, particularly its modes of reproduction. The article will argue that the document does not sufficiently address the complexity of the modern developing world, especially the uneven and unequal ways in which its component parts articulate with the globalized order and the role of education in addressing this complexity. Critical weaknesses in the document relate to the relationship between education and work and the role of the state     

高等教育的发展与政策创新

高等教育的发展与教育政策的创新有着深刻的联系。 2 0世纪 70年代末以来 ,我国高等教育的发展紧紧依托政策创新而不断向前推进。其中 ,恢复高考、体制改革和启动大众化的步伐是高等教育政策创新的突出表现。新世纪初叶我国高等教育在朝着实现大众化的方向前进 ,这种发展对于教育政策的创新有着更深切的需求。为此 ,必须进一步加强对高等教育的政策研究 ,进一步加强高等教育的政策法规建设