Development of Distance Education in China

The advancement of human society and the development of economy and modern science and technologyhas shortenedthedlstancebetween us and confronted us with chilllenges and probkinB Ofthlltllallty Of Wb1Ch edllCat1Ofl     

On General Education in Higher Education Institutions of China Mainland

This thesis points out the main problems consisting in general education in higher education institutions （HEIs） of China mainland. General education need to be further improved and so does the quality of general education curriculum. The faculty construction should be more reasonable; the teaching administration models and the evaluation system should also be perfected. This thesis is also aimed to put forward the countermeasures： to pay more attention to general education, improve the quality of the general education curriculum with every effort, develop the faculty urgently, ameliorate the teaching administration models and establish the scientific and proper evaluation system of general education curriculum, and so on.     

Analysis of Private Higher Education in China

Considering the nature of education, the author holds that the fundamental function of education is to serve the customers, with relation to the internationalization of higher education in China. This paper illustrates the inevitability of development and the relative differences, by the discussion of benefit or non-benefit orientation of China＇s private higher education. It points out the direction of its development and the conjuncture of survival with the conclusion that the best option is development, provided the maintenance of our education sovereignty.     

Students’ Views of Learning in Vocational Education

The aim of this study was to investigate students’ conceptions of learning and approaches to learning within vocational education. A group of car‐mechanic students (n = 30) were interviewed at the end of their programme. The phenomenographic approach was used as the point of departure, and, as a result of the analysis, qualitative similarities and differences in students’ conceptions and approaches were found. The distribution of conceptions and approaches showed that half of students were classified as representing a quantitative view of learning and as favouring a surface approach. However, in order to encourage students to develop a qualitative view of learning and to use deep approaches, more attention must be paid to the ways in which students conceive learning within the school context and how they actually do in order to meet the demands they experience within their education.     

Education in America

Today all fifty states in America have many laws about education.One of these laws says all chil-dren must go to school.Each state collects tax money from people who own property.Taxes _schools,buy books,and pay teachers.In that way,everyone could go to school.In Colonial days,it wasdifferent.Usually,people had to pay to send children to school.Not everyone could afford to send theirchildren and many young people never went to school.In school,most children were taught only toread and write.Children from rich families had a better education.During the early _,people be-     

Moral Education of Youths in the Information Age

In Chinese societies, moral education has always been considered the most essential component of education because the nurturing of moral persons is the prime function of schooling. The implementation of moral education has relied on the inculcation of values that reflect moral ideals. The emergence of the Information Age, with a plethora of information and ideas being disseminated instantly through informational technologies, has altered the educational landscape of the world and challenged the conventional approach to moral education. Given this context, we argue that it is important for Chinese educators to find an alternative approach to moral education that can embrace the new realities of our networked world. In this approach, lofty moral ideals should give way to simple and easily understood concepts such as respect, information and ideas in the ＂cyber world＂ should be exploited rather than shunned, and the genuine interests of children and youths should form the basis of moral education that is at once relevant and enlightening. In proposing this approach to moral education, we also assume that moral educators in Chinese societies, which include school teachers, parents, and organizers of nonformal education programs, would endeavor to understand the complex world of cyber realities and devise feasible ways to suit contextual educational needs.     

Education in Australia

Australians are all required to go to school from the time they are six until they finish junior high school at about the age of 15.However,the pressures of a specialized technological society mean that Australians commonly continue formal education well …     

The Significance of Physical Education Content: “Sending the Message” in Physical Education Teacher Education

Mind-body dualism has likely influenced how many view human beings and their behavior—mind (i.e., thinking) is elevated over body (i.e., performing)—even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more “intellectual” or “academic” content. This article invites Physical Education Teacher Education faculty to consider how to effectively “send the message” to future physical educators that physical education content is valuable and respectable and in many ways epitomizes intelligent human behavior. Specifically, Physical Education Teacher Education faculty are invited to (a) challenge traditional definitions of intelligence and introduce alternative definitions, (b) participate regularly in their own playgrounds, (c) provide a sufficient dose of activity courses in their curricula, (d) teach activity courses, (e) establish a performance-oriented culture, and (f) administer performance and/or game play evaluations.     

Moral Education and Improvement of Coexistence in Secondary Education （12-16 Years） in Spain

Coexistence and moral education are areas of great interest in Spanish compulsory education, especially in the period that comprises between 12 and 16 years of age, named ＂compulsory secondary education＂ in Spain. With the aim to improve the processes of coexistence within this level, this research team on education from the University of Salamanca has conducted an experimental study, implementing a programme to provide moral education through ICTs （information and communication technologies）. So as to verify the positive influence of the programme, a series of means have been applied with consideration for two groups--control and experimental--and certain stages of pre- and post- test assessment. The first results denote that there has been an improvement in social-personal values in the students that were involved more actively in the programme.     

Teachers’ Understanding of Interactive Approaches in Special Education

This paper considers the adoption of interactive approaches in the history of special education and addresses teachers’ use and conceptualisation of interactive approaches. Teachers in special schools and units in the United Kingdom were asked whether they used interactive approaches and, if so, what this meant in their context. Interactive approaches were reported to be used by two-thirds of the sample and what this meant to the 58 respondents, from different areas of special education, varied considerably. Their responses are compared with the central elements of interactive approaches in the literature. Areas of consensus are discussed and a relative lack of emphasis on process amongst the teachers is identified.     

Convergence of Monastic and Modern Education in Bhutan?

In the 1960s, the Royal Government of Bhutan began developing its modern educational system. Over time, a strategic plan was formulated to meet Education for All and Millennium Development Goals. In 2003, the Royal University of Bhutan, the country’s first university, opened its doors. This paper uses comparative analysis to describe and explore the impact on the development of The Royal University of Bhutan of the national consciousness termed ‹Gross National Happiness’. It is proposed that the university is likely to become a catalyst for development, and an influential representative of and for a cultural identity. Will it become an elite institution? Will the institution offer formal degrees for all who qualify? It is suggested that the issues considered in Bhutan may be of significance for other new universities attempting to establish themselves in the developing world.     

Exploration of Distance-education Resources＇ Application in Countryside Education

西部农村中小学远程教育工程项目提供了丰富的优质远程教育资源,而对于特定的对象,如何将这些资源合理的运用于教学中,来达到真正的促进教师教学素质和培养学生的高级思维能力,是值得我们努力探索的问题.通过分析西部农村中小学教育落后的主要原因,总结西部农村中小学现有的远程教育资源,提出了将优质的远程教育资源合理、有效的运用到实际教学中的一些方法,以提高教学质量和教学效率.     

Students’ imaginings of spaces of learning in Outdoor and Environmental Education

In this article, I interrogate students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, I explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. I employ the work of poststructuralist geography scholar Doreen Massey in my analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. I conclude by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.     

The Queen of Education

want to be the Queen of Education. Our schools are badly broken, and they must be fixed now. Somebody must take responsibility and make decisions that can be put into action immediately - no questions asked. What qualifies me to be Queen? Not scientific studies, not a Ph.D. thesis 1)replete with statistical significances, although I do have some impressive pieces of university 2)parchment and several years of experi     

Students’ Perception of Change in the Singapore Education System

This paper presents the findings of a research that examines students perception of the change in the Singapore Education System and how that impacts on their satisfaction and outlook. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of change amongst students, the more favourable is their satisfaction and outlook. The implication for education leaders is that it is important to understand student perception of change because they are the ultimate beneficiary of change.     

The Merits of Using “Worldview” in Religious Education

This article aims to argue that worldview is a useful concept in religious education because of its encompassing character. In the first part of the article three essential characteristics of “worldview” are distinguished: “worldview” includes religious and secular views; a distinction between organized and personal worldviews should be made; and existential questions are a necessary part of “worldview.” The second part of the article demonstrates how two articles about Grimmitt's distinction between learning about and from religion benefit from using “worldview” and how the authors can address their points more clearly by using the concept and its three essential characteristics.