Education in young offender institutions and secure youth care institutions

The main goal of this study was to gain a better insight into efforts made to provide optimum education to juveniles in young offender institutions and in secure youth care institutions, and into barriers with which educators are confronted in this process. Results show that for a substantial number of juveniles insufficient information is available about their educational background and specific learning difficulties when being placed in these institutions. This complicates the process of determining which type of education would best suit their educational needs. Several other barriers have been identified that impede the provision of adequate education to these young people. These include frequent changes in class composition, limited possibilities for practical training, and difficulties in finding a mainstream school willing to enrol a juvenile after leaving a young offender institution or a secure youth care institution.     

金牌培训机构

北京汇智卓越企业管理咨询公司北京汇智卓越企业管理咨询公司是一家专业从事企业战略规划与设计的管理顾问公司,由中国最著名的实战派营销战略专家高建华先生担任首席顾问,并汇集了一批在国内成长起来的,有跨国公司管理实践的职业经理人担任管理顾问和助理。公司秉承有所为,有所不为的经营理念,相信惟有专注才能形成专长,我们不走小而全或大而全的道路,而是专注于以营销为核心的企业战略规划与设计,以及与之直接相关的配套体系建设,既不照搬国外咨询模式,也不是完全自己摸索,     

Identifying “comparable” institutions

To be most useful in the resource acquisition and resource allocation processes, cost studies require the collection of detailed information from “comparable” institutions. This investigation reports the rationale, procedures, and outcomes of an attempt to identify institutions that were comparable to specific universities operating under the Kansas Board of Regents. The three-phase study involved (1) selecting states that were similar to Kansas on several key variables, (2) using information about breadth of academic programs and locale to identify public universities in those states that resembled a given Kansas institution on these features, and (3) using detailed information about enrollment, expenditure pattern, and academic emphases to measure the similarity of universities in each pool to a given Regents university. The system produced results that proved to be credible by three different tests and responded effectively to some issues involving the Kansas formula funding process. It is sufficiently flexible that it could be adapted to other states or universities whose rationale or assumptions differed from those employed in Kansas.     

Creating new institutions in Australia

The creation of new institutions of postsecondary education offers researchers many opportunities. Although most institutions stress that they will be anxious to “serve the community”, a number of writers have suggested that academic institutions tend to be captured by interest groups. For example, the Hurtubise-Rowat Commission in Canada (1970: 121) warned of the danger that institutions could be dominated by powerful academics and administrators. Iannacone, too (1981: 25) argued that that academic institutions tend to be ruled by an in-group working to resolve disputes to its own advantage. This article examines the creation of three new institutions in Australia in the 1980s to test whether these statements apply. In short, why were the institutions established, how unique are they and whose interest do they seem to satisfy? The two hundred years' anniversary of white settlement in Australia in 1988 makes such questions more pertinent than usual.

     

浅析学生伤害事故中的学校责任

学生伤害事故是学校管理中的常见事故,要正确处理学生伤害事故,必须先明确学校与学生的法律关系是教育关系,而不是监护关系或合同关系;因此学校承担责任的原则只能是过错责任原则,而不能适用无过错责任原则或公平原则;据此,学校仅承担文中所列十三类事故之责任。     

浅析学生伤害事故中的学校责任

学生伤害事故是学校管理中的常见事故,要正确处理学生伤害事故,必须先明确学校与学生的法律关系是教育关系,而不是监护关系或合同关系;因此学校承担责任的原则只能是过错责任原则,而不能适用无过错责任原则或公平原则;据此,学校仅承担文中所列十三类事故之责任.     

Lifelong learning: Implications for institutions

Lifelong learning poses a large number ofthreats and opportunities for the traditionalhigher education institutions. Not justprogramme offerings and means of delivery willhave to be restructured, but, morefundamentally, universities and colleges willhave to rethink and reshape their businessconcept, that is: their way of creating valueand maintaining their competitive edge overother providers in the education system.It will be argued that a business concept thatis based on the idea of creating value throughenhancing differentiation requires highereducation providers to move as much as they canto a student-centered provision of educationand training. This has far-reachingconsequences for the curriculum, the concept ofresearch, the interaction with students, andthe relationships with other institutions inthe education system. It may very well lead toan education system in which there is room forsome universities to transform themselves intodual-sector institutions, that contain both ahigher education part and a vocational part.     

Tertiary institutions and human rights obligations

One question arising in the context of universities as corporate entities is the reason why being an ‘entity’ is important. One relevant consideration is whether it is necessary or sensible that a ‘community of scholars’ has the status of a ‘corporation of scholars’ because that ensures that the community abides by various obligations, including those based on considerations of equity and rights. This article examines universities as legal entities in light of the human rights framework, with a focus on the right to tertiary education to illustrate the more general question of rights. It does so by setting out, first, the use of legal personhood for corporations generally and universities particularly. Secondly, it notes that the modern international regime for the protection of human rights commenced with the idea that its obligations should rest on all elements of society, including corporations. Thirdly, it point out that the developed regime has a focus on the obligations of states to secure rights, including through ensuring remedies against corporate and other private actors. Finally, the main part of the article examines the substance of the right to education and suggests that its realisation is most likely if there are obligations on universities, which they can adopt themselves.     

论高等学校定位

高等学校定位 ,包括高等学校在整个社会大系统中的定位 ,一所学校在整个高等教育系统中的定位 ,学校内部各要素在学校发展中的定位三个层面。当前应重点研究的是高等学校在高等教育系统中的定位 ,其实质是高等教育系统的分层。在对高等学校进行定位时 ,应综合考虑社会发展的需求、相关学校的状况以及自身具备的优势等各方面的因素 ,展其所长 ,要有大视野、大智慧和大手笔     

略论高校办学特色建设

高等学校必须对办学特色建设有一个正确、全面的认识 ,以促进其健康发展。办学特色涉及物化层、行为特征层、理念层三个层次。其中 ,理念层是办学特色系统的核心、灵魂与原动力。办学特色建设要求对学校进行准确定位 ,坚持显性内容与隐性内容并重的原则 ,力戒急功近利思想。     

State divestment and tuition at public institutions

This study examines the pass-through rate of changes in public funding to tuition and fees paid by students. Using an instrumental variable-fixed effects identification strategy, I estimate that a $1000 per student decrease in funding leads to the typical student paying $257 more each year in costs, with. However, both the pass-through rate and the proportion of tuition increases which can be explained by state divestment have increased over time. The pass-through rate increased from 10.3% prior to the year 2000 to 31.8% post-2000. I outline several avenues of future research which should be pursued in order to more fully understand which students shoulder the burden of reductions in public support.     

Professional higher education institutions as organizational actors

Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational actorhood is constructed in professional higher education institutions. Based on over 100 interviews and document studies of two case institutions, this article argues that professional higher education institutions show many characteristics of aiming to construct organizational actorhood, while their understanding of accountability is broader than would be in traditional comprehensive universities.     

我国普通高校的分类标准与分类管理

借鉴美国卡内基教学促进基金会的大学分类体系,并根据我国实际,可采用不同层次的学生数量、最高层次学生与本科生的比例、主要科研成果产出和政府资助的研究经费四个指标,建立我国普通高校的分类标准。