EXPANSION OF HIGHER EDUCATION IN YUGOSLAVIA

Since the late 1940's, higher education in Yugoslavia has developed with great intensity, the numbers of students, for example, growing by approximately 8.4% per annum over the last three decades.     

OBSTACLES TO THE IMPLEMENTATION OF PRINCIPLE OF LIFELONG EDUCATION IN HIGHER EDUCATION

The idea that higher studies are confined to a few years of one's early life and separated from later periods of work, is being changed, by the thought that the periods of study and gainful employment can be suitably interspaced throughout the adult life span, to the. advantage of both the individual and society. However, the implementation of the principle of lifelong education will not come about until many barriers and habits have been overcome in higher education, the world of work and public opinion. These problems, mainly in the context of higher education, are analyzed in the following article, which is based on a paper by Dr. M.M. Chambers of the Department of Educational Administration, Illinois State University (USA). The paper was presented during the 4th International Conference on Higher Education held at the University of Lancaster, UK (29 August ‐‐ 1 September 1978).     

终身教育的理念及在我国实施的政策措施

终身教育、终身学习是国际教育思潮 ,确立终身教育体系是构建学习型社会的重要基础之一。终身教育的提出是现代教育对传统教育的挑战的回答。终身教育体系应理解为 :正规教育、非正规教育和非正式教育的整合、协调和互动。终身学习、终身教育侧重于“时时”学习和受教育 ,社区教育侧重于“处处”学习和受教育。作为体系的终身教育 ,在实施过程中需要强调基于各种形式并又超越这些形式的全面组织的原则。实施终身教育应制定合理的政策和相关措施。     

HIGHER EDUCATION AND THE CONCEPT OF LIFELONG EDUCATION

The following article does not give a complete answer to the above question nor does it define the concept of lifelong education, but it shows the place and the role of lifelong education in the system of education.

The article is based on the first chapter of the study written by James B. Ingram, Director of the B. Ed. Course at Bradford College (the United Kingdom) in collaboration with the Unesco Division of Educational Structures, Contents and Methods and the Unesco Institute for Education in Hamburg.     

LIFELONG EDUCATION,LIFELONG NEEDS: FUTURE ROLES IN AN AGING SOCIETY

This article proceeds from the assumption that the aging of American society has consequences for the life roles of midlife and older persons. Seven points are developed in support of the assumption. They are as follows: dynamics and demographics of an aging population; education, a critical component of life in the future; a model of education for older adults; new roles for an aging society; literacy for older persons; older persons' activities in pursuit of lifelong education; and a view of the future that includes lifelong education for lifelong needs. The final section offers some speculations about what lifelong education will be like in 2010.     

普通大学生终身体育教育实验研究

运用实验比较的方法，旨在通过学校体育教育为大学生终身体育奠定良好运动技术基础．实验证明，开设专项体育课能培养学生的兴趣，提高学生对体育的再认识，深化体育课程及教学改革，对于增强学生体质，提高运动素质，掌握运动技术有着显著的效果．     

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.     

终身教育背景下职业教育的扶贫助困功能

本文介绍了联合国教科文等国际组织在职业教育体系阐述中的扶贫助困精神,结合我国政府在职业教育发展中的相应措施,提出在终身教育体系构建中,职业教育应从教育目的、教育对象和教育体系的不同维度加强与完善扶贫助困功能。     

RECENT DEVELOPMENTS IN FRENCH HIGHER EDUCATION REGARDING ACCESS TO LIFELONG EDUCATION

The following article, dealing with the problem in France of the demand for the type of higher education which would adhere to the principle of lifelong education, is based on a paper written by Violette Rey from the “Centre National de la Recherche Scientifique” in collaboration with Madeleine Brocard from the University of Rouen. The paper was presented during the CEPES Symposium on Relations between Education, Research and Production in Higher Education in Europe. (Editor's Note: The main findings and some papers prepared for this meeting were presented in the July‐September 1979, Vol. IV, No. 3 issue of “Higher Education in Europe”, pp.7‐23, and pp.33‐35.)     

转型期新技术服务终身教育的制度选择

终身教育作为教育理念的产生与发展是工业化发展到一定阶段的产物,终身教育作为教育实践的普及与推广也是技术发展应用与制度设计结合的产物。本文重点讨论我国终身教育发展拐点的阶段特征以及技术因素与制度因素对它的影响。     

美国《高等教育法》修订与高等教育财政改革

1965年通过的《高等教育法》是美国历史上最为重要的高等教育立法之一,扩展了联邦政府在高等教育财政领域的角色。该法以再授权的方式周期性地予以修订,到目前为止,已进行了8次再授权。2008年通过的《高等教育机会法》是对该法的第8次再授权,本次修订提出了一系列重要的高等教育财政改革措施,并突出体现了促进和改善入学机会、可负担和问责的高等教育财政理念。     

构建终身教育体系创建学习化社会-澳大利亚和新西兰的经验与启示

构建终身教育体系 ,推进终身学习已成为世界各国教育和培训政策的原则和目标。澳大利亚和新西兰作为世界上推进终身学习的领先国家 ,在发展各类学习组织和机构 ,满足个人和社会发展对学习的多样化需求 ,建立学习成就和资格认证框架 ,构建各类教育特别是职业教育培训与高等教育相互衔接和沟通的机制 ,实施终身学习政策 ,消除学习障碍等方面 ,有许多经验值得我们深入了解和研究。