Comparative education in Spain in the 21st century

ABSTRACT

The current process of globalisation has led to a convergence of international and Spanish concerns regarding teaching and research issues in the area of comparative education. Both in their teaching and their research work, the academics within the Spanish comparative community display a notable – and typically Hispanic – heterogeneity. This includes their use of epistemologically diverse frameworks and paradigms as well as their penchant for intellectual and teaching traditions built upon a wide-ranging, diverse gnoseological foundation. Along with research agendas focused on topics well within the orthodoxy and tradition of the field, Spanish comparative work has also tackled subjects long advocated by the late-modern agenda such as post-colonialism, the world ‘disorder’ and refugees and hospitality pedagogy. The community's engagement with and analysis of the cultural reality of Latin America stands out as a specific feature of Spanish comparative studies. While the works published in the Revista Española de Educación Comparada (REEC) (Spanish Journal of Comparative Education) attest to the theorisation and markedly interdisciplinary nature of the analyses carried out by many of our academics, the authors of this essay argue for the inclusion of teleological perspectives. Only by incorporating the viewpoints offered by these teleological disciplines will we be able to stand up to the sterile, eminently relativist tendencies of post-modern epistemology.     

Autism education in Greece at the beginning of the 21st century: reviewing the literature

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer-reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent-teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries.     

新世纪初的生命科学和生物技术:中国面临的机遇和挑战

20世纪80年代以来，生命科学在整个科学技术发展中逐渐占据了领导地位。当今生命科学的特点是多学科交叉、多种新技术集成所形成的全方位研究体系，这在本领域最引人注目的人类基因组研究计划中取得了充分的体现。面对国际生命科学迅猛发展的严峻形势，中国生命科学界尤其是中青年科学家应该从战略发展的高度审时度势，为建立具有我国特色的生命科学体系，为21世纪的生物医学进步作出应有的贡献。     

21世纪高等教育:北美的挑战与中国的启示

进入21世纪,高等教育在为人类经济社会发展承担更大责任的同时,也面临着诸多前所未有的挑战.通过调查发现,北美的高等教育面临着学生参与、绩效评估、财政创收、全球战略等四个方面的挑战.这些挑战不一定是我国高等教育面临的挑战,但了解北美高等教育面临的挑战,对于把握北美高等教育发展趋势.缩短我国与高等教育强国之间的差距,加快建设高等教育强国步伐.无疑具有一定的启示和借鉴意义.     

Childbirth education in the 21st century: an immodest proposal

Childbirth education was an important social movement in the 20th century but has lost its way in recent years. We describe the reasons for the dwindling importance of childbirth education and offer a proposal for reform that will align childbirth education with the needs of today's birthing mothers. Our plan will create "Centers for the Childbearing Year" (CCBYs) and a new model of childbirth educator, which we call the "birth coach." The CCBY is the place for women to go to for information and support related to fertility, pregnancy, childbirth, and newborn care; the birth coach combines the role of childbirth educator, doula, and postpartum caregiver. In creating a fresh model of childbirth education, we not only honor our pioneers but also rediscover the wisdom in community and relationship that childbirth offers us, and we learn in new ways to journey alongside each other to create new possibilities for birthing families.     

挑战与创新--21世纪初叶的中国职业教育

中国与澳大利亚在教育领域的交流与合作已历经多年,特别是中国改革开放以来,中澳两国的教育交流与合作迅速扩大,并于20世纪80年代中期签署关于加强教育交流与合作的备忘录,双方还建立和实施了一系列交流与合作项目.     

Dyslexia and education in the 21st century

This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a developing research agenda for dyslexia education as we progress further into the 21st century.     

浅谈21世纪国际教育发展趋势

我们要了解21世纪国际教育的十大发展趋势，即终身化、多元化、分权化、远程化多媒体化、个性化、产业化、市场化、大众化、竞争普遍化、国际化，积极迎接知识经济的挑战，抓住机遇，促进教育的发展扣人才的培养。     

新世纪初我国高等职业学校的特色

新世纪头五年，我国高等职业学校的运作理念将表现出三个方面的特色：一是专业设置的特性－注重供求均衡。根据惯性原理、因果原理和类推原理，预测社会的人才需求，调整学校的专业设置。二是培养规格的特征－融合中外标准。 把学生培养成道德高尚型、技术复合型和持续发展型人才，赶超国际教育分类中的技术型人才标准。三是管理制度的特点－保障师生创业。在人事管理上广纳贤才，优绩优酬；在教学管理上突出课程，统筹兼顾；在产业管理上转换机制，育人高校。     

21世纪我国高师教育面临的挑战及对策

面对21世纪日趋激烈的国际竞争和国内改革,我国高师教育遇到了前所未有的挑战。应对挑战,必须从时代高度重新认识高师教育,纠正对高师教育“学术性”理解中长期存在的误区;加强教师教育的一体化建设,实现职前培养和职后培训的融合、衔接,构建教师终身教育体系;强化在职教师现代教育技术培训,努力提高教师技术素质;加大高师教育改革力度,迎接新的挑战。     

African higher education: Challenges for the 21st century

African higher education, atthe beginning of the new millennium, facesunprecedented challenges. Not only is thedemand for access unstoppable, especially inthe context of Africa's traditionally lowpostsecondary attendance levels, but highereducation is recognized as a key force formodernization and development. Africa'sacademic institutions face obstacles inproviding the education, research, and serviceneeded if the continent is to advance.Generalizing about a continent as large anddiverse as Africa is difficult. Yet there aresome common elements – and there are certainlysome common challenges. In our discussion, weare not generally optimistic either inanalyzing the current reality in much of Africaor in pointing to future prospects. The fact isthat African universities currently function invery difficult circumstances, both in terms ofthe social, economic, and political problemsfacing the continent and in the context ofglobalization, and the road to future successwill not be an easy one.Based on Africa-wide research, this articlediscusses such topics as access to highereducation, the challenges of funding, thegrowing role of private higher educationinstitutions in Africa, governance andautonomy, management challenges, gender(including the access of women to highereducation and the problems faced by womenstudents and academic staff), the role ofresearch and the problems of scholarlycommunication, language issues, and the braindrain. These issues are at the heart ofAfrica's future academic development.     

面向21世纪的高等职业技术师范教育研究

高等职业技术师范教育作为我国师范教育体系的重要组成部分,其教学内容和课程体系既要顺应高等教育改革的总趋势,又要体现自身特色,这是关系到职技高师生存与发展的基础与前景。     

21世纪初北京教育层次结构与空间布局的战略思考

人类社会将逐步从工业社会进入知识社会，教育结构体系建设呈现新特点和新趋势。建议针对21世纪初北京经济、社会和教育发展需要，采取融通、转型和继承的策略，构建以终身教育思想为理念、以现代信息通讯技术为支撑、层次结构与区域结构整体优化的现代教育体系和学习体系。     

Back to the Future: The higher education curriculum in the 21st century

This paper begins by reviewing some of the dramatic changes which have been taking place in higher education in recent years and which are disrupting the traditional identities of place, of time and of the scholarly and student communities. These are producing for the 21st century a higher education system which operates under a greater variety of conditions than ever before (part-time/full-time, work-based/institution-based, face-to-face/ delivered at a distance, etc.) and which brings with it a student experience and an informal curriculum, which are both changed and increasingly diverse. The paper then looks more specifically at the competing epistemologies which are struggling to shape the formal undergraduate curriculum of the 21st century: the deconstruction of the subject, as reflected in, for example, the modularisation of the curriculum; the cross-curricular 'key' skills movement; the learning through experience movement and the shift of the seat of learning outside the academy; the profoundly disruptive potential of web-based learning. It observes too, however, the continuing power of the subject as a form of academic and organisational identity and the way in which the current dynamics of the research assessment exercise, the Quality Assurance Agency subject review process and even the Higher Education Funding Council's strategy for teaching and learning are working to reinforce the subject as the unit of organisation in higher education. It is this that prompts the hint in the title that the future may contain elements of familiarity as well as radical change.     

21世纪职业技术教育面临的机遇与挑战

２１世纪伊始，经济与社会发展的大潮滚滚而来，必然影响职业技术教育改革发展的向度、内部结构调整的走势和内容方法更新的节奏。职业技术教育与经济、社会发展紧密相关的特质决定了它不是孤立的存在，其生存与发展依赖多种背景，而每种背景的变幻都意味着新的机遇与挑战，每一种机遇与挑战都需职业技术教育努力把握并迅速作出回应。本文拟从知识经济、信息化时代和国际化社会三个方面，研究２１世纪职业技术教育面临的机遇与挑战。 一、知识经济背景下职业技术教育面临的机遇与挑战 何谓知识经济？发展知识经济会给教育带来什么影响？职业…