NEED FOR CAREER EDUCATION IN THE UNITED STATES HIGHER EDUCATION INSTITUTIONS

Career education is given increasing importance by the growing employment problems of higher education graduates. Below we give a summary of a statement concerning this problem in US four‐year colleges and universities prepared by the Committee on Career Education of the American Association of State Colleges and Universities (AASCU). The statement was presented during the AASCU Annual Conference held in New Orleans from 10 to 13 November 1976.     

EXPENDITURE ON HIGHER EDUCATION IN AUSTRIA

The level of public expenditure on higher education has been the subject of considerable public debate recently in Austria. The following information, concerning this problem, is based on a statement by Dr. Hertha Firnberg, Federal Minister for Science and Research of the Austrian Government.     

CAREER EDUCATION FOR OLDER PEOPLE

Though they need help, most people who are over 60 have an aversion to welfare as such and want to work. Most older persons find their pensions and/or social security benefits rapidly eroded by inflation and need some supplemental income. Similarly, many need to be sought out, assisted, and counseled back into active involvement in their own lives and that of their community. Career education, particularly directed at training older people to work in human services, the work of helping others, is viewed as a plausible, viable concept. It can help many older adults “retire to” rather than “retire from” and help them help themselves, their peers, and others. This paper encourages new and/or second careers for many older people.     

REFORMING THE RUSSIAN HIGHER EDUCATION SYSTEM

An aperçu of the reform process in higher education in the Russian Federation is given. It begins with a statement of the objectives of reform and a listing of the laws and decrees concerning it promulgated in 1991, 1992, and 1993. Great weight has been placed on the setting of standards and the creation of mechanisms to enforce these standards. Also, efforts are being made to adapt certain higher education course programmes to regional needs. The article concludes with a short discussion of current problems.     

Predictors of outside funding for research among AASCU institutions

A summary of a survey concerning external funding for research of the 338 member institutions of the American Association of State Colleges and Universities (AASCU) is presented. Results indicate that AASCU institutions which have been successful in obtaining outside funds for research purposes tend to place more emphasis, in both policy and resource allocation, on graduate teaching and internally and externally funded research. This information might prove useful to AASCU or similar institutions examining policies aimed at increasing the amount of external funding for research.Presented at the Twenty-First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.     

Needed a Professional Identity: Aces or Jokers?

The ASCA statement on the role of the school counselor is a reification. As a generalist the counselor dissipates his professional identity. Institutional restraints on the job and upon the campus lead to incompetence in counseling practice and a pervasive belief that counseling is ineffective. A suggested alleviation of this problem specifically involves the abandonment of the teaching experience requirement, increasing counselor education staff commitment to counseling, and the introduction of a paid internship for counselor candidates. Two specialists are recommended to replace the present guidance model: A Counselor-Consultant and a Career Information Specialist.     

IMPLEMENTING COLLEGE AND CAREER STANDARDS IN MATH METHODS COURSE FOR EARLY CHILDHOOD AND ELEMENTARY EDUCATION TEACHER CANDIDATES

This study is purposed to measure the efficacy of implementing College and Career Readiness Standards (CCRS) math standards into math methods courses for early childhood and elementary education teacher candidates at an urban university located in the Dallas and Fort Worth metroplex area. A total of 161 college seniors (teacher candidates) enrolled in the mathematics methods courses for early childhood and elementary education participated in this study. The results showed that incorporating CCRS into the math methods courses was successful as shown by the significant findings between pre- and post-assessments in both skills- and knowledge-associated items. Although only two items were found to be significant between pre- and post-assessments on disposition, teacher candidates showed higher scores in pre-assessments on disposition compared to skills- and knowledge-associated items.     

思政教育在高职学生职业生涯规划中的探究

职业生涯规划教育是学校教育的重要内容,将思想政治教育引入职业生涯规划教育环节中,充分发挥思想政治教育的启发功能、引导功能、沟通功能和激励功能,以职业目标教育为基础端正学生思想,以创业教育拓展素质发展,以校园文化为载体强化校内实践,实现教育教学与职业岗位的无缝对接.     

美国生涯教育发展及对我国职业教育的启示

美国生涯教育对我国职业教育有诸多启示,一是要树立以生涯发展和规划为核心的教育观念,二是在我国职业教育中要建立紧密联系的生涯教育系统,三是要加强生涯教育师资队伍的培训,四是要注重实现职业教育的终身化发展。     

加强免费教育师范生职业理想教育的若干思考

对免费教育师范生的职业理想教育状况,直接关系到免费师范生职业理想的确立,关系到能否把免费师范生培养成为优秀的人民教师和教育家。加强免费师范生职业理想教育,一要深刻认识免费师范生职业理想教育的战略意义;二要准确把握免费师范生职业理想教育的本质规定;三要以推进免费师范生职业理想教育创新为导向加强对实践经验的回顾与总结。     

关于职业院校开展职业生涯教育的现状研究

职业生涯教育对职业院校学生的职业发展具有重要意义.目前职业生涯教育已经从政府主导转向学校重视、社会关注.针对职业院校职业生涯教师专业水平不高、教育内容与形式不能满足学生个性化需求的现状,职业院校可以采取构建阶梯型职业生涯教师队伍、系统设置职业生涯教育内容、创新职业生涯教育形式等措施,引导学生立足现实科学规划自己的职业生涯.     

直指精神灵魂出窍--心育作为教育学体系和教育范式的意义

心理教育在于精神世界的建立,心理是文化,更是精神,心理教育直指精神。心理教育的意义是使精神成为教育目的本身,这是由心理学所揭示的,所以,心理学对教育(学)并不仅仅具有方法论意义。心理教育的另外一个意义是,它给心理学体系的建构一个契机;心理教育所揭示的是一个本土化的教育学体系,一场教育的新文化运动,一股带有宗教情结的怜悯。     

职业生涯教育应关注人的生涯发展

职业生涯教育是后工业化社会职业指导发展的必然趋势。职业生涯理论经历了人一职匹配和生涯发展两个不同的历史阶段。生涯发展思想认为个体职业发展是一个与人的身心发展相一致的过程。在这一思想背景下,职业生涯教育应该在生涯意识教育、生涯成长支持与辅导等方面进一步拓展工作。     

大学生职业生涯规划的现状及其对策

随着大学生就业问题的日益凸显,大学生职业生涯规划教育逐渐进入公众视野,受到了高校、学生甚至全社会的关注。不少高校已逐步开展大学生职业生涯规划的相关课程,但传统教育模式的根深蒂固以及课程设置针对性的薄弱,都使得当前大学生职业生涯教育存在诸多问题。     

美国职业生涯教育热点解析

本文通过对美国《2006年卡尔·珀金斯生涯和技术教育改进法》、白宫于2004年发布的《新一轮美国创新》和布什总统在2006年2月签署的《美国竞争力计划》等美国政府文献的分析,阐述了当前美国职业技术教育的关注热点.尤为明显的变化是:2006年的《生涯和技术教育法》就是用"生涯和技术教育"取代"职业和技术教育",从而将原先局限于学校教育阶段的职业和技术教育延伸到毕业的工作阶段,以及尤其通过设立"帐户"的方式扩大对在职工人培训的投入.     

THE IMPLICATIONS OF INTERCULTURAL EDUCATION FOR HIGHER EDUCATION

Studies on intercultural education undertaken by the Council of Europe have highlighted a gap at the level of higher education between transmitted knowledge and the indispensable information needed by individuals living in the pluricultural contexts of contemporary European societies. A task of higher education is to inculcate in teachers an intercultural perspective both for work in schools and for activities in community contexts and perspectives. The intercultural dimension should not simply address itself to a special category of culturally different students, but rather, should address all students so as to sensitize them to the cultural pluralism which surrounds them and to educate them to successfully master it. Certain disciplines have a privileged status with regard to the transmission of useful information for the education of all citizens living in pluricultural societies: history, geography, anthropology, philosophy, psychology, economics, sociology, and law. Several examples of intercultural education programmes offered by higher education institutions are presented in this study (in Portugal, Canada, and France) as well as reference to activities sponsored by the Higher Education and Research Division of the Council of Europe.     

高职职业生涯教育现状分析

职业生涯教育在高职院校学生中存在很大的需求,但其开展在我国还呈现出明显落后的状态。由于学生对自己缺乏正确的认知、对职业前景缺乏明确的了解等原因,学生对自己没有一个基本的职业生涯规划,从而严重的影响了学生学习的积极性和主动性。因此,高职院校的职业生涯规划教育要早开展,多开展,尽快实现专业化。     

职业生涯教育：高等教育不可缺少的内容

大学生职业生涯教育是建设人力资源强国的需要,是高等学校提高学生培养质量的需要,是大学生成长成才、实现最优化发展的需要。高等学校应将就业指导提升为系统性、全程性、全员性的职业生涯教育,从提高认识、加强研究、完善课程、建设师资队伍、整合社会资源等方面着手,深入推进大学生职业生涯教育的研究与实践。     

STRUCTURING LIFELONG EDUCATION

The thesis of this article is that all forms of education are increasingly becoming parts of a process of lifelong education, a constant which continues to manifest itself even as education is increasingly diversified and internationalized through processes which are both complementary and oppositional. The author proposes a means of classifying types of education which emphasizes the continuity of education as a whole ‐ each type and level being subsumed under twin rubrics of basic education and supplementary education. Each level of education as delimited by various standard classification systems, particularly those of Coombs and the Unesco ISCED system, can be made to fit at least partially under either one of the author's rubrics. Viewing all forms of educational classification in terras of basic education and supplementary education, from grade school to PhD levels, gives a more realistic appreciation of the continuing need of the individual for education in harmony with the information explosion and the continuously changing requirements of the workplace.     

基于职业生涯发展阶段的中小学教师职业规划

有效的职业规划是学校与教师共同负责的结果。而基于教师职业生涯发展阶段的职业规划更具有针对性。职业探索期教师发展的重点在于一入职就成为职业发展的自觉主体,顺利实现职业角色的转换;职业成长期教师发展的重点在于不断生成教育实践智慧,快速成长;职业高原期教师发展的重点在于寻找发展的突破口;职业超越期教师职业发展的重点在于自主创新,实现新的飞跃。