西方发达国家的义务教育财政转移支付制度

本文系统地介绍了美、日、德、法、英五国的义务教育财政转移制度及其对我国建立规范的义务教育财政转移支付制度的借鉴作用。文章首先介绍各国的财政转移支付制度，然后归纳了义务教育管理的两种基本类型，最后概括出义务教育财政转移支付的四种模式，并以日本为例探讨了义务教育财政转移支付制度的变迁过程。     

法国和加拿大医师培养的差异及其社会历史原因

法国和加拿大在经济、政治、尤其是卫生保健体系等诸多领域有许多相似之处,但在医学教育体制上则有较为显著的差异,其主要原因可归结为两国的历史发展进程及民族价值观各不相同。从不同国家的社会、政治、历史的角度来分析比较其医学教育体制及教育过程的异同,对医学教育的国际合作、医学教育改革等有着非常重要的参考与借鉴作用。     

Structural changes in higher education systems in Western Europe

This article gives an overview and analysis of structural changes of higher education systems in Western Europe, and how the various countries have changed their systems over the last four decades. Emphasis is placed on the development of a non‐university higher education sector in most countries. The question to be discussed is the extent to which the various countries converge to a common structural model for the organization of higher education – either a binary system which is the most common model today, or a unified but hierarchical system as in the United Kingdom.     

The OECD study of innovations in science,mathematics and technology education

Under the auspices of the Organization for Economic Cooperation and Development (OECD), 13countries prepared 23 case studies of innovations inscience, mathematics and technology education between 1992 and 1995. While there were important differences across countries- particularly in the impetus for the innovations- there were significant similarities in the programmes themselves. In particular, all the countries that participated in the study were developing curricula that were more practical and more integrated. Other general features of the innovations included strong participation by classroom teachers in designing the new courses, serious attention to student diversity, introduction of new assessment techniques, and an emphasis on scientific ways of knowing.     

Fortress State,Cultural Continuities and Economic Change: Higher education in mainland China and Taiwan

Since 1949, the higher education systems in mainland China and Taiwan have been developed in disparate geopolitical and social contexts, but have faced similar dilemmas between economic and cultural tasks. The dilemma has lasted in China for more than two centuries and nowadays can also be located in many developing industrializing countries. The article offers the concept of 'fortress state' to explain how between 1949 and 1995 these two were affected by both domestic and international factors. In particular, the role of higher education as an agent of both political socialization and economic modernization is analyzed in the context of the transformations in the two contemporary Chinese societies. The article also examines how cultural traditions, the upholding of a national belief system, nation building and the foreign relations of mainland China and Taiwan help maintain the two-century old tension between economic modernization and the preservation of a cultural and national identity.     

Women,Education and Empowerment in Asia

ABSTRACT Education is widely perceived as an indicator of the status of women and even more importantly, as an agent for the empowerment of women. This article examines the relationship between education and several facets of empowerment, using the macro statistics on countries in Asia presented in the United Nations Human Development Report, 1995, which attempts to compute country specific 'Gender Empowerment Measures', as well as data from qualitative studies in selected representative countries. The study concludes that there is no positive linear relationship between education and the economic, social and political empowerment of women, as a consequence of the interface of gender ideologies and social and economic structural constraints. It further examines factors that surface from within education structures and content and from social and economic structures and gender relations within the family that constrain the role of education as an agent for the empowerment of women.     

国外高等教育质量评估模式及对我国的启示

西方发达国家在高等教育质量标准与质量管理方面积累了丰富的经验,产生了著名的四大高等教育评估模式,即英国模式、法国模式、美国模式和荷兰模式,同样作为发展中国家的巴西和印度在高等教育质量评估方面也形成了较为有效的机制。我国应借鉴国外经验,建立多样性的质量监控与评估机制,用不同的标准来衡量多样化的高等教育。     

One System or Four? Cross‐Border Applications and Entries to Full‐Time Undergraduate Courses in the UK Since Devolution

This paper uses Universities and Colleges Admissions Service (UCAS) data on applications and entries to full‐time undergraduate courses to examine the changing flows of students across the boundaries of the four countries of the United Kingdom (UK), over a period (1996–2010) that embraces parliamentary devolution. It asks whether the emergence of more distinct administrative systems of higher education, following devolution, is reflected in more distinct social systems as reflected in reduced cross‐border flows of students. It reveals a declining tendency for UK applicants to apply to, and enter, higher education in another UK country. This trend is partly attributable to devolution and to consequent changes such as differential fees. However the detailed patterns vary widely across the countries of the UK, across categories of student and across types of institution and programme.     

Making educational policy under influence of external assistance and national politics — a comparative analysis of the education sector policy documents of Ethiopia,Mozambique, Namibia and Zambia

The article analyses the context and content of current national education sector policy documents from four African countries (Ethiopia, 1994; Mozambique, 1995; Namibia, 1993; Zambia, 1996). These documents are examined in relation to the educational policy agenda presented in World Bank publications and in the documents of the Jomtien Education for All conference. In all four cases a considerable degree of agreement is found between the national documents and the donor agenda, particularly in the countries undergoing structural adjustment programmes. The analysis also suggests that this influence is moderated by multi-party politics, and by remnants of previous socialist ideology.     

The impact of the GATS on transnational tertiary education: Comparing experiences of New Zealand,Australia, Singapore and Malaysia

This paper examines the impact of the World Trade Organization’s (WTO) General Agreement on Trade in Services (GATS) on transnational higher education in four countries: New Zealand, Australia, Singapore and Malaysia. The GATS is a multilateral agreement through which WTO members commit to voluntary liberalisation of trade in services, including education. Transnational (or offshore) education refers to education that is delivered by an institution based in one country to students located in a different country. Two of the countries considered, New Zealand and Australia, have made commitments under GATS to allow relatively unrestricted cross-border provision of education in their countries, while the other two countries, Singapore and Malaysia, have made no such commitment. There is currently considerable activity in renegotiating countries’ commitments to GATS as part of the Doha round of WTO negotiations, and simultaneously bilateral free trade agreements are being proposed between countries in the region. In this context, this paper examines the practical impact that GATS has had on these two countries that have made commitments regarding education, and the likely impact that similar commitments by Malaysia and Singapore would have on the tertiary education systems in those major importing countries.     

EUROPEAN PILOT PROJECTS FOR EVALUATING QUALITY IN HIGHER EDUCATION: GUIDELINES FOR PARTICIPATING INSTITUTIONS

The need for quality assessment in higher education, particularly in the European Union countries is explained. Four main systems of evaluation having many elements in common but also many differences have emerged in four of the European Union countries. The purpose of the pilot projects described is to reinforce cooperation among existing national evaluation agencies and to disperse and disseminate these methods to the other European Union countries so as to enhance awareness of the need for quality assessment and evaluation in higher education, impart a European dimension to quality assessment and evaluation, enrich national quality assessment procedures, and contribute to the improvement of the basis and the procedures for academic mobility and recognition. The procedures for setting up and conducting pilot evaluation projects in selected higher education institutions in the European Union countries over a period running from November 1994 to December 1995 are detailed.

     

Understanding higher education access: Inequalities and early learning in low and lower-middle-income countries

Globally, access to higher education has increased, but inequalities by socio-economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle-income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio-economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio-economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio-economic status continues to be a barrier to educational attainment throughout these children’s lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries.     

解读当代日本大学生的学习行为与意识——简析2007年度日本全国大学生调查

在高等教育大众化的时代,高等教育的质量保障成为各国所面临的共同课题。由于高等教育的直接对象是大学生,了解学生的学习状况就自然成为该领域研究的关键所在。东京大学大学经营政策研究中心(GRUMP)在2007年进行了一次全国范围的学生调查,问卷内容涉及学生的学习行为、学习意识和教学评价等多方面。根据调查结果,学生被分为四个类型,各类型学生的学习状况存在着明显的差异。如何应对学生的不同需求,提高教学质量是值得我们进一步研究的。     

Elite formation in the higher education systems of Ireland and the UK: Measuring,comparing and decomposing longitudinal patterns of cabinet members

The role of higher education systems in the formation and reproduction of governing elites, and their countervailing potential for the creation of a more egalitarian, or meritocratic, society, has been an enduring subject of concern, debate and research. Many of these debates are made all the more difficult by our inability to directly compare elite formation systems within and between countries and over time. To resolve these problems, this paper employs elite formation quantitative indices to directly and transparently compare elite formation systems, namely the role of higher education systems in political elite formation over three quarters of a century in two countries. Specifically, the paper compares the influence, exclusiveness and eliteness of the Irish and British higher education systems in the production of their respective governing political elites in the 75 years between 1937 and 2012.     

The Educational System in Poland and other Central‐Eastern European Countries during the Transition Period

This article examines the developments and direction of change of the education systems which have taken place in the Vishehrad countries (the Czech Republic, Hungary, Poland, Slovakia) during the past decade. Comparisons are made between the four countries focusing on the following areas: school reforms, change of the structure and non‐public schools.     

日本高等教育质量与数量的均衡发展

自日本近代学制产生以来,高等教育内部便出现了两种不同的教育理念、教育体系及教育财政拨款制度,从而形成了高等教育办学主体的二元结构。这一结构特征有效地解决了日本高等教育数量与质量二者的关系,使战后日本高等教育得以均衡、协调发展。日本高等教育办学主体的二元结构的构成,为后发性国家高等教育数量与质量的均衡、协调发展提供了借鉴。     

中外思想政治教育途径的比较及启示

为了促进思想政治教育工作的顺利进行,各个国家都以实现教育目标为出发点,积极尝试不同的教育途径。由于具体国情和社会制度等方面的不同,各国在采取思想政治教育的途径上也不尽相同。分析比较中外思想政治教育在学校、家庭、社会等方面实现途径的异同点,对我国的思想政治教育具有一定的启示和价值。     

Faith and education in Bangladesh: A review of the contemporary landscape and challenges

Relationships between religious beliefs, institutions, educational strategies, and delivery pose practical challenges for policy makers in all countries. They have particular significance today in Bangladesh given the national and regional developments that shine light on religious roles within national identity and minority communities. Challenges range from coordination of different systems for purposes of employment credentials, equity, and quality assurance to fundamental questions about the values that underlie curricula. A related challenge involves national objectives to instill shared civic values through education and to address mounting intergroup tensions. How the wide variety of religiously managed education institutions in Bangladesh approach these issues is poorly understood and subject to significant misunderstandings. Knowledge about different types of schools and programs led by religious institutions in Bangladesh is incomplete in terms of numbers, approach, and results. Knowledge gaps contribute to misunderstandings and social and political tensions. This review describes and analyzes faith-inspired education providers in Bangladesh, the most prominent of which are Islamic madrasas and Catholic schools. It sets faith-inspired education in a historical context and highlights contemporary issues for policy makers that arise from their approach and that feature in public discourse about the links between religion and education. The aim is to build constructively on the legacies of religious contributions to education, address both articulated and unarticulated tensions, and to identify ways in which contemporary innovations among religiously inspired education providers contribute to broader national education goals.