WTO框架下中国高等教育生源市场发展探析

WTO框架下中国高等教育生源市场有了进一步的发展，形成了公办、民办和国外教育机构吸引留学．生和参与中外合作办学等几种形式的竞争主体，总体上呈现出竞争主体多元化、竞争方式复杂化和生源流动非均衡化的特点，同时也存在一定的问题。     

课程置换合作办学

从计算机市场及人才需求的层次结构出发，分析了高职学校计算机专业教育存在的问题，论述了课程置换及合作办学是高职计算机专业人才培养的市场化转型的有效途径。     

从教育公平的视角审视我国中小学学生评价工作

随着新课程改革的不断推进,我国中小学之学生评价工作越来越受到人们的重视。学生评价是否公平,直接影响到学生接受的教育公平与否。笔者从教育公平的视角,审视了我国中小学学生评价工作中的几个主要问题,即：学生评价目的、学生评价标准、学生评价主体和学生评价的方法。     

The influence of closing poor performing primary schools on the educational attainment of students

This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes may be affected negatively. There is no previous literature on the effect of this type of school closure on student performance. The empirical results indicate that student test scores are not affected by the school closure. Children are, however, tracked into higher secondary education levels after the school closure if they received more education years at the new primary school. This effect fades out and eventually becomes negative for children who received more than one education year at the new primary school. The results further suggest that there are no detrimental effects of a school closure in terms of educational performance.     

The new higher education reality: what is an appropriate model to address the widening participation agenda?

Along with the massification of higher education comes a need for new models to support the success of greater numbers of diverse students. A greater proportion of these students are ‘non-traditional’ in terms of preparedness, socioeconomic status and geography. This paper introduces an Associate Degree model designed to support this new higher education reality of broader student cohorts, thin regional markets and cross-sectoral collaboration. Background literature on challenges facing the higher education sector and its prospective students is presented, with a particular focus on regionality. An argument is made for the role of curriculum and pedagogy as enablers of non-traditional student success. This is supported by the results of a mixed-methods exploratory study. This Associate Degree model was attractive to students and institutes. Students experienced similar levels of challenge, workload and progress to their traditional peers. While technology was essential for the success of the model, it played a supporting role to the relationships and multiple modes of learning it facilitated. This article provides insights for institutions seeking to address the broadening participation agenda.     

做好高职贫困生工作的几点思考

随着我国高等职业技术学校招生规模的逐年扩大,以及高等教育成本的逐步提高,我国高等职业技术学校贫困生数量也日益增多,贫困生的问题也随之凸显出来,成为令人关注的社会问题。国家、社会和高校都采取了一系列的措施,进行了积极的探索,在我国初步形成了以“奖、贷、助、补、免”为主体的贫困大学生的资助体系,这一体系对于解决我国贫困生就学问题起到了非常重要的作用。目前全国高校中经济困难学生占在校生总数的15-30％,其中经济特别困难学生所占比例为8～15％,高职院校贫困生的比例更大。因此做好贫困生的工作成为高职院校发展的一大课题。     

浅议市场经济下高职院校的发展策略

根据当前高职院校所面临的办学艰难、招生困难等问题,提出了高职院校的发展策略：办有特色的高职院校,构建校企合作的人才培养模式,优化高职院校的专业结构,加强师资队伍建设。通过策略实施,使高职教育最终成为高等教育中最具竞争力的教育形式。     

Factors influencing the demand for higher education: The case of Cyprus

The proportion of young people opting for third level education in Cyprus is exceptionally high, currently about 60% of the relevant age group. This has caused concern among the country's policy makers who are aware of the limited capacity of the Cyprus economy to accommodate the increasing supply of higher education graduates. In the present study, an attempt is made to identify and examine the factors influencing young Cypriots to select higher education over direct employment at the end of their secondary education. A survey was conducted among 811 final form secondary school students in Cyprus in the academic year 1993/1994. Through factor analysis, seven factors with a potential effect on the students' educational and occupational intentions were identified. They were the following: Psychological/Individual, Occupational I, Occupational II, Economic, Consumption, Secondary School Subjects, and Significant Others. These factors, along with a number of student background characteristics (gender, socioeconomic status, ability, and secondary school specialisation) were used as explanatory variables in a logistic regression model with the student's educational intentions serving as the dependent variable. The psychological/individual factor, the second occupational factor, and secondary school specialisation were shown to have a significant effect on the intention to pursue third level education. The paper points to the importance of analysing and examining student characteristics and motivational patterns in the effort to understand, and, if possible, influence trends in the demand for higher education.     

Scientific Vocations in Crisis in France: explanatory social developments and mechanisms

This article examines why numbers have declined in French science universities. It shows that the main causes of this decline are the growth in student numbers between 1985 and 1995 and the changes that this brought about in the educational and social composition of the student population. Since the mid‐1990s, increasingly fewer French students have been enrolling for science subjects at university. Speaking of a ‘loss of interest in science among young people’ is nevertheless premature. The phenomenon is primarily due to socio‐demographic changes. As a result of their position in French higher education, universities, which do not operate a selective admission policy, are a last resort for students rejected by the selective options. Between 1985 and 1995, when student demographics grew apace, universities absorbed most of this growth. After 1995, the supply of selective training increased, while student demographics stagnated. As a result, university enrolments have declined, especially in the sciences. At the same time, holders of science baccalaureates have not been as top‐notch, educationally and socially, as they were fifteen years previously. These students from more modest backgrounds and performing less well in education are shying away from the sciences which are reputed to be more difficult and less ‘profitable’ than other subjects.     

高等学校大学生满意度实证分析研究

牢记为人民服务的宗旨,办好让人民满意的教育。这是我国面向21世纪建设小康社会对教育工作提出的基本要求。目前,我国高等学校大学生对学校满意度如何?要如何办一个让人民满意的高等教育?为此,我们组织了对全国包括国家重点建设的"211工程"综合大学、本科、专科(高职)院校的部分大学生对所进大学和学习专业,大学特色,大学管理,校风、教风和学风,对大学教师教学,学生工作,后勤服务,治安状况,就业指导工作等十个方面的问卷调查和访谈。结果综合显示,大学生对高等学校的满意度为:非常满意仅为0.52%,满意15.27%,一般51.32%,不满意32.89%。这说明要办好让人民满意的教育还有很多工作要做。本文提出解决大学生对高等学校满意度的8点建议。     

Validation of a research-based student survey of instruction in a college of education

As a preparer of students for the profession of teaching, a college, school, or department of education in higher education has an expectation that instructors teach competently. In higher education, the student survey of instruction is one of the most important among other indicators of teaching effectiveness. This article presents a validation of a new student survey of instruction in a college of education. In this validation, we found the new survey to be as troublesome as the previous survey. Four major findings emerged from this study that offer hope for a new and improved survey of instructional effectiveness. These findings involve estimating reliability, subscore validity, course relevance and rigor of the instructor, and construct-irrelevant variables that threaten validity. Given the failed validation, many cogent observations provide guidance for the design and development of improved forms that may overcome these threats to validity and guide others in validating teaching effectiveness surveys.     

Socioeconomic status, self-efficacy, and mathematics achievement in Australia: a secondary analysis

Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes, but less is known about how these relationships may vary for different students, schools and nations. In this study we use a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore, our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors. In particular, the association between maths achievement and school SES appears moderately stronger for students with higher levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic composition on academic achievement more generally.     

BRICS and International Collaborations in Higher Education in India

International cooperation and collaborations played an important role in the economic and educational development of several countries. In the 1950s and 1960s external aid was an important modality to establish cooperation between countries, especially between developing and developed countries. Cross-border activities in higher education used to take place mostly through cooperation projects and academic exchange programmes. The political returns to aid declined during the post-cold war period. Therefore, incentives to extend aid declined and markets and trade became more accepted modes of cooperation and collaboration in all sectors including education. International collaborations of today are very often motivated by economic incentives and are mediated through markets. The franchising and twinning arrangements, establishment of branch campuses, and promotion of cross-border student mobility are examples of market-based collaborative efforts in higher education. This paper discusses Indian cooperation and collaborations with foreign institutions focusing also on such efforts among the BRICS countries. It argues that the collaboration efforts among the BRICS countries may be more influenced by government-to-government efforts than mediated by markets. The paper shows that the BRICS countries at present are more engaged in cooperation and collaborations in higher education with developed countries. Collaborations among the BRICS countries are rather limited and are still at the nascent stages. Therefore, government initiatives and public action are needed at this stage to promote cooperation and expand collaboration in higher education among BRICS countries.     

我国高等学校经营效益的再审视

入世后的我国高等教育将打破长期以来忽视学校经营效益的局面。通过对高等学校经营实践中教育成本、学校产权、投资主体、经营主体、利益主体等主要问题的分析，试图重新审视我国高等学校经营的改革模式；并尝试构建学校经营的新路径：学校产权的重新定位、投融资机制多元化、开拓教育市场以及建立和完善教育市场法律保障机制。     

The Selection and Professional Development of Trainers for Initial Teacher Training

Teacher training at school level, and in higher education colleges, is often perceived negatively. This has spurred change in the past decade. At school level there have been efforts to improve the quality of supervision and to achieve more effective liaison with colleges. Colleges have developed new programmes of pre‐service training at a time of low student recruitment, a greying staff and rising staff‐student ratios.     

地方高校学生党建：问题透视与对策创新

当前随着我国社会主义市场经济的发展,高校学生党建工作面临着许多新的挑战,学生层面的大学生个体差异、价值观念、入党动机、大学生党员对理论学习缺乏主动性等方面,以及学校层面的学生管理机制、党团工作队伍、党员教育等都出现了一些新情况、新问题。结合地方高校的实际情况,从理想信念教育、管理机制创新、发挥大学生党员的作用和加强网络建设等方面加以改进,并提出切实可行的解决办法。     

Rural young people’s work/study priorities and aspirations: The influence of family social capital

The transition from school to secure work has become more difficult as young people bear the brunt of the restructuring of the Australian labour market. Young people raised in a rural community are over-represented in the most disadvantaged labour market group- those who have not participated in post-school training and who have experienced long periods of unemployment. Rural labour markets feature lower paid, less secure jobs than their urban counterparts. Education is a proven way of accessing the ‘better’ jobs offered by national labour markets. Why then do young people from disadvantaged rural areas not take up education and training opportunities to the same extent as their urban counterparts? The research discussed in this paper investigated ways in which family and school/community social capital influence young people’s work/study values and priorities with regard to post-school pathways. Family networks and information that are limited and concentrated in rural areas tend to be associated with a desire to find a job before completing school, preferably located near to home. Incomplete understanding and lack of trust of educational institutions and labour markets in urban centres based on local experience may be transmitted through advice of family and friends and influence young people toward current work rather than the longer term goal of post-compulsory education. The implications for regional and national programs of educational and community development are discussed.     

学生管理中树立人本观念的探讨

我国加入WTO后,人才竞争日趋激烈。这不仅对学校教育提出了新的课题,同时也对学生管理提出了更高的要求。传统的学生管理模式已不能应对“入世”对教育提出的挑战,必须树立新的管理理念——人本观念管理学生。本文就树立人本观念的意义和途径进行了探讨。     

Exploring dimensions of social inclusion among alternative learning centres in the USA

Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education.     

从积极心理学的角度解读学校教育的缺失

积极心理学作为一种新兴起的心理学思潮,为学校教育研究提供了一个新的视角,其所倡导的积极理念为学校教育价值抉择提供了新的解读:教育制度不公平导致学生成功希望的缺失;教育目标的偏离导致学生积极品质的缺失;机械的教育方式导致学生在学习中内心积极体验的缺失;受逼的学习状态导致学生自主决定感的缺失。