江苏国家骨干高职院校合作育人的必要性分析

国家骨干高职院校合作育人是指国家骨干高职院校与多所院校联合或融合办学,整合优势资源,发挥各自优势,寻求最好的教育资源,对学生实施优质教育,在合作中培养适应经济社会发展所要求的高级技术应用型人才。江苏国家骨干高职院校合作育人是学校与企业深度合作的需要,是学校与行业紧密结合的需要,是学校自身生存和发展的需要,是学校走国际化办学道路的需要,更是学校发挥示范和骨干作用的需要。     

幼儿园家园合作的必要性

家园合作已经成为幼儿园教育中不可缺少的重要内容,利用家园合作不仅可以保障幼儿园的教育成效,同时还能有效提升家庭教育的力度,对促进幼儿健康发展有着积极影响。一定要避免家庭与幼儿园教育存在脱节的情况,这样才能引导幼儿更为良好地发展。对幼儿园家园合作的必要性进行分析,希望对相关教育人员有所启示,促进我国幼儿园的教育发展。     

透析全球环境治理的困境

生态环境问题的解决需要全球环境治理.目前,全球环境治理虽然也取得了一些成绩,但仍面临严重困境.困境产生的根源是环境"责任赤字"和"价值观缺位".因此,改革全球环境治理体系,需要坚持以公正为核心的价值观为指导,通过政府、市场和社会的力量加强环境制度建设,增强环境责任意识.     

家园合作的必要性及对策

从专业角度讲教育需家庭、学校、社会相结合,共同关注.当前许多研究也表明,家庭和幼儿园对孩子的影响最大.然而就现状看,家庭和幼儿园的教育存在脱节现象.为了促进幼儿更好的发展,家庭和幼儿园必须合作,实现＂家园教育一体化＂,共同提高幼儿教育的效果.     

试论全球环境治理的框架设想

全球环境日渐恶化，越来越威胁着人类的生存与发展，这迫切要求世界各国、各国际组织和全球市民社会组织共同行动起来，对已经发生的对国际社会有共同影响的环境问题和对全球环境有损害或潜在危害的活动，本着全球伙伴和合作精神采取必要的共同行动和措施加以解决。全球环境治理框架设想的提出，为更加合理、更加全面地解决全球环境问题展现了广阔的前景。     

中外教师在高校双语教学中合作的必要性及模式探讨

在对比分析中外教师各自双语课堂教学现状的基础上,文章探讨了中外教师在双语教学中进行交流合作的必要性与实施模式,并对如何构建与实施中外教师互补合作的教学模式提出一些建议,以期扬长避短,优势互补,进一步提高高校双语教学的质量。     

环境治理中的政府合作困境与前端治理——基于对广东省的考察

随着经济和社会的快速发展,广东面临着日益严重的环境污染的挑战。环境治理必须首先考虑政府决策环节的衔接与合作,建立一体化政策体系,重点建立环境协作治理的地方法规体系,政府政策规划间环境目标衔接,建立环境与发展综合决策制度,从而实现环境管理制度的整体对接。     

试论中国大力发展农业合作经济组织的必要性

农业合作经济组织是农民作为弱小而分散的市场主体，为抗衡占优势地位的市场主体，保卫自身利益而组织起来的一种经济组织形式。发展农业合作经济组织，不仅有利于稳定家庭承包经营，更是农民参与市场竞争以及农业产业化、现代化的需要，有利于全球化时代政府对农业的扶持和调控。     

试论中俄合作办学的必要性

中外合作办学主要偏重于与欧美日等国的合作,而俄罗斯相对处于被忽视的地位。近年来,俄经济增长强劲,俄罗斯即将加入WTO,这些都为中俄合作办学提供了巨大的机遇。开展中俄合作办学,可以纠正我国过于依赖欧美日高等教育市场的弊端,使我国形成比较平衡的国际合作办学格局;可以引进俄罗斯优质的教育资源,加强我国的学科建设;可以引进俄罗斯重工业和军事工业方面的技术,缓解国有企业的困境。因此,中俄合作办学潜力巨大,可以在全国,尤其是在中西部地区扩大合作办学规模。     

研究生教育中推行合作教育的必要性与可行性分析

合作教育是把课堂教学与工作实践相结合的一种新的教育培养方式,它充分利用学校和社会两种环境、两种资源,能够解决研究生扩招带来的负面问题,对研究生创新能力的培养起着重要的作用,在我国现阶段研究生培养中推行具有很大的必要性;同时,在我国开展合作教育有着较强的科研和创新群体优势,以及较好的企业、社会和政策优势,具有一定的可行性。     

全球治理理论与中国乡村治理结构的转换

通过考察加拿大新布尔维克省充满实验性质的＂新乡村地区治理模式＂,归纳出乡村治理所要强调的落实地方分权、增加地方居民参与基层政策决策机制以及凝聚力、动员乡村社区资本等重要方案。而在目前中国的乡村社会变迁过程中,正经历着一场乡村治理的结构性转换问题。在转换导向和转换方式等问题上,其核心是基层政府如何理解和消解在推进乡村治理过程中可能遭遇到的问题和挑战。     

The need for a multidisciplinary framework for analysing educational reform in developing countries

It is suggested here that there are three lenses that must be applied to the analysis of educational reform: the educational, the economic, and the political, to obtain a more complete picture of the `whole'. Each lens presents a different agenda, with the disciplinary boundaries of each lens constituting an important impediment to understanding completely the educational reform experiences of the last quarter century. Creating a `varifocal' lens from all three will not ensure successful educational reform, but it is more likely to provide a more satisfactory interpretative framework across these divides and therefore some insights into further reform episodes than the much simpler educational planner's history of educational reform.     

Beyond environmental education: The need for ecological awareness

Environmental education is frequently both inadequate and inefficient, as too little attention is paid to the outside influences of its cultural, scientific and political context. Since ecological problems cannot be solved only by scientific measurement, administrative action and technological compensation, ecological education is necessary to deal with the polluter in his ecological environment. It is inevitable that this type of education will combine natural and human dimensions, that is, that it will make people aware of interrelationships between biotopes and sociotopes, so that conflicts of goals between human and natural environmental demands become apparent and an evaluation of risks becomes possible.The discussion of these problems starts with references to these demands and to the interrelationship of environmental policy, public environmental awareness and environmental education. Against this background a preventive ecological education is postulated and compared with the existing curricula and teaching practice. From the differences didactic conclusions are drawn as to how the predispositions of the public, institutions and young people can be integrated into the establishment of the educational concept of ecological education. There is also a discussion of how the norms of such education will change with the actual interaction of the human and natural dimensions.

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Zusammenfassung Umwelterziehung ist vielfach unzulänglich und ineffektiv, weil sie die äußeren Einflüsse ihres kulturellen, wissenschaftlichen und politischen Kontextes zu wenig beachtet. Da ökologische Probleme aber nicht bewältigt werden können, wenn sie nur naturwissenschaftlich vermessen, administrativ geregelt und technologisch kompensiert werden, muß sich eine ökologische Erziehung auch mit dem Verursacher in seinem ökologischen Umfeld befassen. Zwangsläufig muß diese Erziehung natürliche und humane Dimensionen verbinden, d.h. Wechselbeziehungen zwischen Biotopen und Soziotopen bewußt machen, damit Zielkonflikte zwischen humanen und natürlichen Umweltansprüchen sichtbar und Risikoabschätzungen möglich werden.Die Diskussion dieser Problemlage beginnt mit Hinweisen auf diese Forderungen und die Verschränkung von Umweltpolitik, öffentlichem Umweltbewußtsein und Umwelterziehung. Vor diesem Hintergrund wird eine präventive ökologische Erziehung gefordert und mit der gegenwärtigen curicularen und unterrichtlichen Praxis verglichen. Aus den Divergenzen werden didaktische Folgerungen gezogen, wie das öffentliche, institutionelle und jugendliche Vorbewußtsein bei der Erstellung eines erziehungswissenschaftlichen Konzepts für eine ökologische Erziehung berücksichtigt werden kann. Weiterhin wird diskutiert, inwieweit die Normen einer solchen Erziehung sich durch das tatsächliche Wechselspiel der humanen und natürlichen Dimensionen verändern.

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Résumé L'éducation relative à l'environnement s'avère souvent inadéquate et inefficace, du fait que l'on prête trop peu d'attention aux influences extérieures de son contexte culturel, scientifique et politique. Puisque les problèmes écologiques ne peuvent être résolus uniquement par des mesures scientifiques, des actions administratives et des adaptations technologiques, une éducation écologique apparaît nécessaire pour traiter le problème du pollueur dans son environnement écologique. Ce type d'éducation réunira inévitablement des dimensions naturelles et humaines, c'est-à-dire, qu'il fera prendre conscience aux populations des relations mutuelles qui existent entre biotopes et sociotopes, de sorte que les différences majeures d'objectifs entre les exigences humaines et naturelles en matière d'environnement deviennent visibles et afin qu'une évaluation des risques soit possible.Le débat sur ces questions se réfère tout d'abord à ces exigences et à la relation mutuelle qui existe entre la politique écologique, la prise de conscience publique de l'environnement et l'éducation relative à l'environnement. En prévision de ce contexte, on pose le postulat d'une éducation écologique préventive que l'on compare aux curricula et à l'enseignement actuels. Les différences établies permettent de tirer des conclusions didactiques quant à la manière d'intégrer les prédispositions du public, des institutions et des jeunes gens dans la définition du concept éducatif d'éducation écologique. On s'interroge également sur la façon dont les normes d'une éducation de ce type vont évoluer sous l'effet de l'interaction même des dimensions humaines et naturelles.

     

全球化语境下全球问题治理的现状与前景

全球化加速发展成为世界上最引人瞩目的现象,与之相伴随的是,全球性问题日益凸显.这些问题无法依赖各行其是的民族国家得到解决,而是需要国家间以新形式的超国家、多层次的治理为基础通过多方面合作加以应对.但是,在全球层面上,还没有一个能够与全球公民社会对话的世界政府.如此要实现有效的全球治理,无疑困难重重.     

Experimenting with global governance: understanding the potential for generational change

The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.     

马克思生态经济思想在环境治理中的应用

党的十八届三中全会提出"国家治理体系与国家治理能力的现代化"的重要改革目标,将国家治理能力的现代化与政治、经济、文化、社会和生态文明建设密切联系在一起。针对我国日益严峻的生态问题,本文以马克思生态经济思想为指导,分析我国环境治理过程中存在的问题,提出相应的对策与建议,希望能够改善我们的生存环境,实现人与自然的和谐统一。     

The governance of decentralised cooperation in collective training systems: a review and conceptualisation

Collective training systems are based on the cooperation of multiple public and private stakeholders in order to work. However, such cooperation is not self-sustaining and depends, for instance, on public policies, capable intermediary organisations and shared logics of action. In this conceptual paper, we first review the political economy literature on cooperation in collective skill formation and find that it has given insufficient attention to the systematic comparative analysis of cooperation at the decentralised level as well as the actual social practices of cooperation. The paper then develops a multidisciplinary analytical framework that allows future research to examine decentralised cooperation at the regional, sectoral and occupational levels more systematically. This framework is grounded in a synthesis of three strands of empirical research on vocational education and training, namely the comparative political economy literature on governance, corporatism and coordination, institutional labour and societal economics as well as the educational science literature.     

The OECD and the expansion of PISA: new global modes of governance in education

This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.     

The paradox in international cooperation: Institutionally embedded universities in a global environment

As a response to processes of globalisation and regional integration, internationalisation activities in universities have changed. Flows have become more massive, the range of activities has broadened, and internationalisation has shifted from a marginal activity to a central institutional issue with strategic importance (van der Wende 2001, European Journal of Education 36(4), 431–441). These shifts can also be observed in international cooperation among universities. One of the manifestations of this shift is the increase and change of inter-organisational arrangements in higher education. One type of such arrangements – higher education consortia – are analysed in detail in the study. This analysis takes inter-organisational diversity as a starting point (Parkhe 1991, Journal of International Business Studies 22(4), 579–601). The basic thesis is that partners need to be similar, yet different, or in other words, there needs to be sufficient complementarity as well as sufficient compatibility among the participating universities. The article also explores the ways in which the management of consortia can improve the levels of complementarity and compatibility and thus the success of such consortia. Eric Beerkens is a postdoctoral research fellow at the School of Policy & Practice, Faculty of Education and Social Work at the University of Sydney. In 2004 he completed his PhD at CHEPS on the study reported in this article. Marijk van der Wende is professor at CHEPS.