THE SWISS SYSTEM OF HIGHER EDUCATION

We have received numerous requests to present in “Higher Education in Europe”, in relatively short form, the main features of higher education systems in the different countries of the Unesco European Region.

As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.

We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations.     

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.     

HUNGARY: THE EXPANSION OF HIGHER EDUCATION AND ITS DETERMINING FACTORS

The expansion of higher education systems is one of the characteristic features of the day, essential for the spiritual progress as well as the economic development of the nation, with its complex social and economic effects. We give below information on the development of higher education in Hungary.     

论学分制与高等教育质量

本文论述了学分制有利于教学质量的提高,学分制实施中存在的问题,部分发达国家学分制实施状况以及我国高校应立足实际建立学分制运行保障机制。     

STATISTICAL REPORT ON UNITED STATES HIGHER EDUCATION

A statistical report entitled “The Condition of Education ‐‐ 1977” prepared by the United States National Centre for Educational Statistics outlines the general climate of education in the United States, educational activities, institutions and participants. A unifying theme of the report is an examination of the levels of opportunity, participation and results of education among different groups of the United States population. A substantial portion of the report is devoted to trends in United States education as detailed in the information below.     

MAJOR TRENDS IN HIGHER EDUCATION IN FINLAND

An extensive reform of the educational system is currently taking place in Finland. Reform of the comprehensive school is being implemented already, and the emphasis is at present on secondary and higher education. The major areas of reform are now, and will be during the next few years, the quality and structure of secondary and higher education, and the measures relating to the regional development of the higher education system. We give below information on the following elements of this long‐term reform: - access to higher education;

- reform of university degrees;

- regional development of the higher education system.

     

REFORMING THE RUSSIAN HIGHER EDUCATION SYSTEM

An aperçu of the reform process in higher education in the Russian Federation is given. It begins with a statement of the objectives of reform and a listing of the laws and decrees concerning it promulgated in 1991, 1992, and 1993. Great weight has been placed on the setting of standards and the creation of mechanisms to enforce these standards. Also, efforts are being made to adapt certain higher education course programmes to regional needs. The article concludes with a short discussion of current problems.     

EXPANSION OF HIGHER EDUCATION AND EMPLOYMENT OPPORTUNITIES IN THE FEDERAL REPUBLIC OF GERMANY

In the Federal Republio of Germany, institutions of higher education will encounter an increase in demand for student places during the 1980's. This demand is expected in the mid‐1980's to reach 850,000 places. At the same time substantial changes, concerning job opportunities for higher education graduates, will take place on the labour market.

The following information is based on the analyses and recommendations, concerning the above problems, which were presented in the report of the FRG Scientific Council (Wissenschaftsrat) entitled “Recommendations on the Structure and Extent of Higher Education”.     

COUNCIL OF EUROPE'S REPORT ON EMPLOYMENT AND TRAINING IN HIGHER EDUCATION

The following article gives the main elements of the Synthesis Report on Employment/Training, which is based on national reports presented to the Council of Europe’s Standing Conference on University Problems. Expressed are the major concerns among the Council of Europe Member States with regard to the functioning of higher education systems in terms of meeting individual demands, employment openings and the needs of society.     

INTERNATIONAL CONFERENCES ON HIGHER EDUCATION AND THEIR CONTRIBUTION TO THE DEVELOPMENT OF HIGHER EDUCATION

Quite a large number of international meetings devoted to issues concerning higher education are organized each year. The problems of their contribution to the further development of higher education and research in this field are raised in a thought‐provoking article written for “Higher Education in Europe” by Professor E.A. van Trotsenburg, President of the European Association for Research and Development in Higher Education (EARDHE) and Director of the Institute of International Science and University Didactics, University of Klagenfurt.     

ORGANIZATION OF COURSES IN THE REFORMED SWEDISH SYSTEM OF HIGHER EDUCATION

One of the aims of the reform of Swedish higher education implemented in July 1977 is a renewal of the content of education programmes in connection with requirements of working life and lifelong education.

Below are presented the main types of courses which have been set up in accordance with the above‐mentioned aim.     

THE INFLUENCE OF HIGHER EDUCATION ON THE ASSESSMENT OF STUDENTS OF PHYSIOTHERAPY

The majority of physiotherapists are trained in hospital‐based schools outside the mainstream of further and higher education. It has been assumed that professional standards of competence are maintained through central control of the syllabus, nationally set examinations and centrally appointed examiners.

During the last decade, a small number of schools have transferred to polytechnics and begun to develop internally examined courses. It is essential that students who are successful in these examinations are automatically eligible for Membership of the Chartered Society of Physiotherapy.

This paper describes the planning of an internally examined course which is acceptable to the professional bodies as well as to the Sheffield City Polytechnic. It explores some of the conflicts which have arisen concerning the extent to which control of the profession should extend to control of the curriculum in any and every institution. It concludes that the Chartered Society's need to control right of entry to the profession and to monitor standards of competence is reconcilable with lecturers’ desire to design a course and appropriate methods of assessment which reflect their overall rationale.     

THE INTERNATIONALIZATION OF HIGHER EDUCATION

The University Today International Seminar is presented and briefly described. The theme and the sub‐themes of the thirty‐fifth session of this seminar are also presented and linked to the current situation of Yugoslavia. The modus operandi of the sessions is described, and very short summaries of the major presentations and of the published papers are given. The article ends with a summary of the final recommendations of the seminar.     

PROBLEMS OF EXPANSION AND CHANGES IN HIGHER EDUCATION: AN ENGLISH VIEW

The rôle and functions of higher education institutions in the situation of, expanded demand for higher education and an explosive increase in knowledge, particularly in science and technology, is an issue of great societal interest. We give below extracts from a report analysing these problems in the context and experience of higher education in the United Kingdom. The report was prepared for the Council of Europe's Council for Cultural Cooperation Educational Research Symposium by Lord James of Rusholme. The Symposium was held in Granada from 4 to 7 October 1977.     

高职院校学生德育工作雏议

加强高职生思想道德建设的方式要宽领域、多渠道。全校各部门、各方面要把学生思想道德教育贯穿到各自工作的全过程,形成思想道德教育的合力,齐抓共管,常抓不懈。真正实现教书育人管理育人服务育人的教育宗旨。培养一代优秀的高职生,必须坚持两手抓:一手抓专业文化基础理论、专业技能的提高;一手抓思想道德素质的提高。只有坚持两手抓,才能达到全面提高,从而加快学校事业发展的进程,保证社会主义建设后继有人。     

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.