Entrepreneurship education in Malaysian universities

Entrepreneurship education in the strongly emerging market of Malaysia was examined throughout the country’s 20 public universities. A broad based interview process amongst multiple stakeholders profiled educational policies as well as revealing shortcomings in practice. Observers noted that students showed a preference for salaried jobs after graduation rather than setting up their own businesses, despite participation in entrepreneurship classes and programmes. Policymakers indicated that curricula had deficiencies despite their hype. Passive lectures were far more common than more interactive methods. It is suggested that if Malaysian universities are to promote entrepreneurship education in an effective way, they must address these issues.

     

Applying educational models in technological education

This paper presents a group of elements to improve teaching and learning in technological education. These elements are based on some contributions issued from contemporary educational models, namely, the thematic approach, meaningful learning, concept maps, and the spiral curriculum. Based on a thematic approach, a new way is proposed to select the contents that will be explored in the educational process. We emphasize the benefits of a thematic approach in students’ motivation. After contents are chosen, we propose the use of the directives of meaningful learning and concept maps, as a method and as a tool, respectively, to organize knowledge hierarchically, from general and inclusive concepts to specific ones. This may facilitate learning and understanding of the great bulk of knowledge to be dealt with during technological courses. A proposal has been submitted for a teaching module in computer networks and also for a complete course plan. The spiral curriculum was applied during the development of learning in the classroom, where some fundamental concepts were introduced many times over, adding more details gradually. A qualitative analysis of the application of these educational proposals, including learning evaluation aspects, is also presented.     

感动的教育和教育的感动

感动是生命的神性本然的跳动,是人之为人的理由。我们每个人都是生命的过客,当我们即将进入另一个世界的时候,我们唯一的财富就是那些充满泪水的感动记忆。然而,当下人们的感动阈限愈来愈高。教育作为社会文明的"绿洲",应成为感动的孵化器。教育归根结底是关照人的心灵的工作。教师应敞开心灵,随时准备感动学生和被学生感动。     

谈创新教育与教育创新

创新教育是研究生教育质量的灵魂。作者分析了推动创新教育的必要性和迫切性、制约创新教育的因素与环境、创新与创新教育的特征,指出了创新教育研究与探索的基本内容。同时指出,创新教育依赖于教育观念、教育体制、教育方式与方法的改革。     

论素质教育与教育管理

素质教育的本质是现代教育，关注人的全面发展。在现代教育管理的人本原则和方法论中，情感因素、人际关系以及文化内涵，都是值得思考的问题。     

Globalization and educational reform in German teacher education

For almost 200 years German teacher education has remained relatively stable in its core characteristics. In this paper, the present process of fundamental change is analyzed with regard to consequences for the structure of teacher education, accountability mechanisms, and the concepts of the ideal teacher. The implementation of Bachelor and Master degrees as well as of explicit and implicit accountability mechanisms support the thesis of borrowing global ideas to push local interests. The changes go along with a new concept of the ideal teacher.     

Key educational experiences and self-discovery in higher education

This study investigates key educational experiences in higher education. Key experiences are short and intense instructional episodes that students remember to have had a decisive effect on their lives. Data comes from a sample of 3045 key educational experiences, focusing on the 11.6% that relate to higher education. The paper uses a qualitative analysis to describe different features of key experiences in higher education. The results suggest that key experiences involve a process of self-discovery where students find features about themselves they knew nothing of previously. They also help to characterize three main contexts for self-discovery in higher education. First, key experiences take place in academically challenging circumstances that get students to embark on identity adventures. Second, challenging circumstances also provided ripe ground for sage advice that professors provided their students with. These words of wisdom became leitmotifs for students’ lives henceforth. Finally, the results indicate the importance of second chance opportunities for self-discovery and identity rehabilitation in higher education.     

Building peace education in the Islamic educational context

Following the events of 9/11, many misconceptions entered the policy-making platform with regard to the need for education reforms in the Muslim world. Based upon Western cultural and societal norms and increased scepticism of the role of religion in violence, these assumptions have triggered a strong wave of calls for a top-down approach to reform formal state schools in predominantly Muslim countries, These calls often meet with resistance at national and community levels. This article seeks to examine these misconceptions and investigate why educational reform efforts through top-down frameworks which are especially motivated by countering violent extremism or terrorism have had only limited success. Many major international intergovernmental organisations, non-governmental organisations and governments have invested time and effort into education measures aiming to build peace and coexistence in Muslim countries, but they have been unable to build a relationship of trust with community leaders and school authorities. The authors argue that the main reason for defiance is reformers’ failure to closely examine the cultural context of their chosen setting and work with existing tools and local institutions. Illustrating their point with a case study of an intervention carried out in informal Qur’anic schools in Niger, West Africa, the authors offer an alternative method which fosters changes from within. They argue that this model has a better chance of sustainability and could thus be used as the basis for future interventions.     

试论高校校报在素质教育中的育人作用

高校校报作为党的重要舆论和宣传工具，肩负着为党的事业培养高层次人才的重任。本文从发挥校报的导向、教育和喉舌作用三方面论述了高校校报在实施素质教育中的育人作用。     

试析日本思想政治教育中的军国主义教育

日本思想政治教育中的军国主义教育包括神国观念，天皇崇拜，武士道精神等方面的内容，并通过社会教育，学校教育和家庭教育共同完成。军国主义的思想政治教育至今仍存在于日本社会，表现为篡改历史教科书，参拜靖国神社等方面。     

普通高校诊所法律教育的路径选择

诊所法律教育在我国高校的引入已近10年,其实施效果受到各界赞许,实施的必要性毋庸置疑.但是在我国法科教育中占绝对数量的普通高校实施情况却并不理想,其中诊所法律教育路径选择上的偏差是一个重要的原因.笔者认为,普通高校应当从法律教育的定位出发,树立培养法科学生职业能力和职业伦理的双重价值目标,积极创造诊所法律教育的运行条件,通过构建多元化诊所法律教育的运作模式、选择合理有效的诊所法律教育教学方法、设计科学配套的评价体系,通过诊所法律教育路径的科学选择,实现应用型高级法科人才的培养目标.