Equal Educational Opportunity: A Definition

Abstract

Efforts aimed at the development of a European dimension to the general education curricula offered in the different European countries have been stepped up in recent years, both within the countries of the current European Union and within the wider range of European countries belonging to the Council of Europe and subscribing to its Cultural Convention. The immediate importance of these efforts is seen to lie in the desirability of offering an education to young people that helps them make the most of their opportunities not only within their own national borders but also in the wider European Community to which they now belong and in which they have new rights and responsibilities. More generally, these efforts are also seen to be important in consolidating a Europe in which past animosities can finally be abandoned and replaced by a firm pan‐European attachment to ideals of freedom and cooperation between European nations, dedicated to the defence of democracy, human rights, freedom and tolerance. But, how successful have these efforts been? What are the problems encountered? What are the prospects for the future? How far is it proving possible to develop the European dimension across the curriculum? How successful is the European dimension, or might it be, in achieving its intended objectives? These questions, all of which are more puzzling than they might at first appear to be, are touched on in this paper.     

受教育机会平等：不同的标准

解决受教育机会平等问题,有两种典型的方案第一,为每个人提供与其能力水平和倾向性相适应的教育;第二,为每个人提供相同的教育。在基础教育阶段,为每个人提供相同的教育,是教育平等的基本要求;而在没有真正实现基础教育平等的时候,在选拔接受高水平的高等教育的时候,应该对不同地区的学生区别对待。     

学生课堂机会平等的研究

"变教为学"课堂教学倡导"课堂平等"的教育理念,期望每一位学生拥有平等机会,每一位学生都有活动,每一位学生都受到教师关注,每一位学生都能在原有的基础上获得令自己满意的结果。课堂教学试图赋予个体平等,力图实现课堂平等,期望学校平等和社会平等,进而勾勒出未来文明社会的美好景象。     

Going Forth: Equal Employment Opportunity in a Deregulatory Climate

While previous studies indicate that participation in sport has the potential to facilitate positive developmental outcomes, there is a lack of consensus regarding the possible transfer of these outcomes to other environments (i.e., school or work). An important issue within the positive development literature concerns how sport programs should approach the issue of transfer. This article outlines two distinct approaches to the transfer debate: the explicit approach and the implicit approach. Specifically, this article discusses the relative strengths and limitations of these two approaches with regards to their effectiveness, sustainability, and balance of adult- and youth-driven learning. Recommendations for future research directions are also presented.     

论高等教育社会参与及机会均等

教育机会均等是一种教育理想,当前主要解决帮助扶持贫困家庭子女入学问题。要促进社会参与兴办高等教育,并采取多项措施保障贫困生完成大学学业,主要是政府主导,增加供给;“公私合营”,公有民办;双管齐下,信贷助学。     

教育机会均等的教育社会学分析

教育机会均等是教育公平、教育民主化问题的核心内容。本文从教育机会均等的历史发展及其内涵变化趋势分析，探讨推进真正的教育民主化的必要性。     

女性主义视野下的教育机会均等

作为当代西方社会重要思潮之一的女性主义,主张通过宣传教育来提高社会中所有妇女的平等地位和意识,通过立法来保护女性的平等参与;她们也希望通过重建学校里的课程、目标和方法,以求得女性自身真正的彻底的解放;并倡导在教育的语境中促进女性学生对自身地位批判的觉醒。女性主义自身的发展,特别是有着一定影响的女性主义教育思潮,一定会对整个人类社会的发展和整个人类教育的发展贡献出自己应有的理论和价值。     

中国教育发展必须注重机会公平

随着构建社会主义和谐社会奋斗目标的确立,实践公平正义已经成为中国社会发展的价值方向。教育是社会发展的重要支柱,教育公平是实现社会公平正义的基础性工程。机会公平作为教育公平的重要起点,是矫正当前中国教育发展失衡的重要原则。当前,我们要着重在培育机会公平的文化教育理念、创新机会公平的制度模式、打造机会公平的教育起点等方面寻求突破,不断实现中国教育发展的机会公平。     

论我国高等教育机会均等≠

教育机会均等是教育的社会理想和目标追求,是"人人平等"理念在教育领域的体现和延展.目前,我国已迈入高等教育大众化初始发展阶段,高等教育机会均等问题开始受到社会的普遍关注,但无可讳言,作为一种社会现象,面对不同社会阶层共存的现状,绝对的机会均等是不存在的.因此,我们应当联系国情来理性认识和把握高等教育机会均等问题,力求达到一种理想与现实的基本平衡状态,推进高等教育事业的平等、健康和可持续发展.     

社会阶层分化与高等教育机会均等

我国各社会阶层在占有高等教育机会的结果方面是不均衡的,这种教育机会的阶层差异,主要是由个人背景所积累和放大的教育竞争能力差异,以及基础教育财政投入等制度安排不当造成的,并非是高等教育机会分配过程中社会排斥的结果。对高等教育机会实现结果的改善,可以通过基础教育投入制度和高等教育入学考试制度等制度安排的改革来实现。     

妇女就业机会不平等的现状、成因及法律对策

妇女就业机会平等是实现其生存权、参政议政权和发展权的重要保障,是实现男女平等的前提条件。当前我国社会经济的发展与转型,对妇女的平等就业权带来了极大的冲击与挑战。如何进一步完善相关法律法规,在严格执行法律法规的基础上,推行生育保险,促进妇女就业,对推进我国社会和谐发展具有十分重大的意义。