阿联酋高等教育国际化发展特色及参考借鉴

阿联酋高等教育发展迅猛,50年时间迅速提升国际化水平,被誉为“全球最大的高等教育国际分校中心”。分析阿联酋高等教育国际化的发展历程,对我国高等教育国际化的发展历程,对我国高等教育发展具有一定参考借鉴意义。     

高等教育的国际化与本土化

随着中国加入世贸组织，中国高等教育如何与世界一流大学展开竞争与合作已经成为高等教育发展中的焦点问题，高等教育国际化与本土化是否能成功将直接影响到我国的社会主义经济建设和中国在世界上的影响力，深入分析高等教育国际化与本土化的过程将有利于促使我国高等教育朝着一个正确的方向发展。     

高等教育国际化发展历程、动因及趋势析

本文在对历史与现实比较中论述了高等教育的发展过程就是其国际化的过程,文章着重探析高等教育国际化发展的动因,并在此基础上对未来高等教育国际化进行了展望。     

论中国高等教育的国际化与本土化

二十一世纪经济和社会发展的大趋向是“国际化”。教育的发展与社会经济的发展密切相关，随着社会经济“全球一体化”的进程，高等教育也发生了一系列变化。在这种环境下中国的高等教育，应当担当什么任务与角色呢？从“国际化”和“本土化”两个角度，对新世纪中国高等教育的发展进行了论述，提出了一些看法和见解。     

我国高等教育发展的现状、问题与趋势

20世纪90年代末以来,我国高等教育步入了数量和规模扩张上的黄金时期,很快实现了由“精英化”向“大众化”的转变。高等教育经费、教师队伍建设、教育质量、教育机会公平、教育结构、大学毕业生就业等成为目前我国高等教育发展面临的主要问题。高等教育普及化、多元化、国际化、信息化等是未来我国高等教育发展的主要趋势。     

高等教育的国际化与本土化

高等教育的国际化与本土化是高等教育发展必须处理好的一对关系、两个维度。高等教育的本土化意味着高等教育的多样性、独特性和民族性,它是国际化赖以存在的基础;国际化则意味着全球范围的理解、交流和资源共享。高等教育的国际化与本土化的结合程度往往反映一个国家学术昌明的程度,而学术昌明的国家往往是强盛的。     

高等教育的国际化与本土化

随着中国加入世贸组织,中国高等教育如何与世界一流大学展开竞争与合作已经成为高等教育发展中的焦点问题,高等教育国际化与本土化是否能成功将直接影响到我国的社会主义经济建设和中国在世界上的影响力,深入分析高等教育国际化与本土化的过程将有利于促使我国高等教育朝着一个正确的方向发展.     

高等教育国际化发展模式的反思与我国的现实选择

高等教育国际化发展已成为不可阻挡的潮流。高等教育国际化发展存在两种不同的模式:依附发展式和借鉴超越式。依附发展式的特点是照搬照抄国外先进的教育理念、教育管理体制等,历经几百年依然无法赶超发达国家的高等教育发展水平;借鉴超越式则是在学习先进教育理念和教育管理体制的基础上,把先进经验和本国实际结合起来,创新教育发展模式,最终实现超越。我国高等教育应该走"本土国际化"的发展道路,要实现这一目标,需要重建本国文化精神,建立适合本国实际的学术评价标准,合理解决人才流失问题,在国际交流中主动展现自身特色等。     

贵州高等教育国际化发展的现状和策略

贵州高等教育国际化取得了一些成绩,但仍存在认识不足、规模较小、形式单一、层次较低、人才缺乏、投入不足等问题。贵州要从思想上提高认识,把推动高等教育国际化落到实处,制定适合贵州高等教育国际化的发展战略,贵州高校要充分发挥自己的特色和地域优势,才能走出一条适合自己的国际化道路。     

阿联酋构建区域高等教育枢纽的路径与挑战

阿联酋通过发布国家创新战略以及制定科学、技术和创新政策等方式为区域高等教育枢纽的建设创造了良好的政策与制度环境.吸引国际分校、打造高等教育发展新引擎、构建知识与创新枢纽以及加大对教育的财政投入等举措成为阿联酋建设区域高等教育枢纽的重要路径.与此同时,阿联酋在建设区域高等教育枢纽的过程中,面临着从知识消费国转变为知识生产国、市场与利益驱动导致供大于需的无序发展、缺乏统一的质量保障机制、高等教育机构研究能力和投入不足等诸多挑战.     

武术运动在阿联酋

通过在阿联酋国家武术教学，发现中国传统体育项目－－武术运动在立益受到世界上许多国家和地区的重视与喜爱的同时，在阿联酋国家推广却很缓慢，对这一问题加以了分析。     

Challenging Appraisal Orthodoxies: Teacher Evaluation and Professional Development in the United Arab Emirates

This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed at every opportunity.     

私有化与美国高等教育财政的新趋势

1990年以来,私有化成为美国高等教育发展的主流趋势。众多大学热衷于资助与企业合作的教育研究项目,并且积极参与商业活动。在高等教育领域中,营利性大学呈现出最为积极的发展态势。此外,各种形式的学生经济资助力度的加大使得美国高等教育财政发生了翻天覆地的变化。对于公立和私立大学而言,私有化均意味着市场力量的大力介入。本文从以下三个视角审视美国高等教育财政的发展变化:考察1990年以来高等教育私有化的宏观发展趋势,分析该时期高等教育在校生规模、大学学费及其收入支出的变化趋势,研究当前经济危机对公立和私立高等教育部门产生的影响。大学学费的稳步增长使美国高等教育财政由政府资助转向学生及其家庭分担。学生经济资助,尤其是联邦学生贷款的大幅增长对美国高等教育财政产生了重要影响,而这种影响作用在私立非营利性大学、公立大学、私立营利性大学的表现是截然不同的。最后,私有化潮流对不同性质高等教育机构的财政及其学术研究产生了不同的动态影响。面对高校收入来源及其总额的变化,美国大学的高度自主特质使得各院校必须独立作出适应,这也由此提升了高校对于市场力量的积极响应。     

Educating children with Down's syndrome in the United Arab Emirates

It is always instructive to hear about the experiences of those seeking to promote inclusion in a range of cultures and countries around the world. In this article Dr Gaad, Assistant Professor in the Department of Special Education at the University of the United Arab Emirates, reports on her Government-funded research into the education of children with Down's syndrome in her country. As an Arabic speaker, Dr Gaad was able to gather the views of parents, professionals and policy makers in some depth. As an educator, she brought a critical level of analysis to the lessons she observed.
In the following pages, Dr Gaad reflects on the attitudes, values and beliefs that impact upon the education of children with Down's syndrome in the United Arab Emirates (UAE). She discusses the educational services that are currently provided for these children and gives focused consideration to the issue of inclusion. The article closes with Dr Gaad's recommendations for future practice.     

The learning needs of beginning teachers in the United Arab Emirates

Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through a self-administered survey with multiple-choice and open-ended questions completed by beginning teachers. Then focus group meetings with selected participants were conducted. Classroom management, creating attractive learning environments, motivating pupils to learn and using different teaching strategies are the most critical learning needs of beginning teachers in the UAE. Interestingly, being responsive to the diverse cultural and social backgrounds of pupils, creating extra-curricular activities and teaching in overpopulated classrooms were considered less crucial. These findings are significant for improving pre-service teacher education programmes and in-service teacher training and mentoring programmes in the country.     

General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities

In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu-Dhabi, the capital of the United Arab Emirates, and set out to explore the extent to which general education teachers there accept the inclusion of students with disabilities in mainstream classrooms. The research process incorporated a questionnaire survey, analysed quantitatively, and a series of interviews with teachers to follow up on a range of issues. The analysis of the results takes account of a number of variables, including the gender of the respondents; number of years' experience as a teacher; and type of learner disability. Emad Alghazo and Eman Naggar Gaad report that there is more work to be done on the development of an 'inclusion culture' among teachers in the United Arab Emirates. They close their article by making a series of recommendations for future practice focusing on initial teacher education, continuing professional development and attitudinal change.     

United Arab Emirates University students’ attitudes towards the handicapped

ABSTRACT

The study aims to explore attitudes of the United Arab Emirates University students towards the handicapped. A sample of 313 students, conventionally drawn, took the College Students' Attitude Scale towards the Handicapped. Statistical analysis revealed significant differences in favour of females vs males, single vs married, residents vs non‐residents, families with handicapped children, previous contact with handicapped and urban vs rural groups. Several recommendations are suggested at the end of the study.     

Gender in STEM Education: an Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female participation in STEM education lags behind men, it is possible that gender stereotypes may influence students’ first impressions of male and female instructors. The United Arab Emirates provides a unique context to study this phenomenon as it is a traditional patriarchal society that is highly dependent on the engineering discipline, especially within the oil and gas sectors. A total of 176 undergraduate students from 2 universities in the United Arab Emirates completed a survey about teaching effectiveness based on their perceptions of photographs of hypothetical male and female instructors. A factor analysis of survey items revealed 2 main subcategories of teacher effectiveness: namely teacher warmth and professionalism. A 2-way between-groups analysis of variance was conducted to explore the impact of teacher gender and student gender on perceptions of overall teaching effectiveness, as well as their perceptions of teacher warmth and professionalism. Findings revealed that there was a significant cross-gender effect on student perceptions of math and science instructors in the United Arab Emirates.