盲生个别教育个案研究报告

本文运用个案研究法,通过观察和访谈等探讨盲生个别教育的有效教育对策。在对家长、学校教师及个案学生个别教育需求分析的基础上拟定个别教育一日活动表,并分领域对其进行个别教育训练。得到如下启示:在肯定家庭式个别教育的同时应充分认识到其不足之处,协调好它与学校教育的关系;充分发挥个训教师的协调作用;提高家长自身的教育素养,增强教育的一致性;大力开展伙伴教学;提供持续系统的个别教育。     

以大学生就业能力培养为核心的素质教育研究简

素质教育以其丰富的育人功能和特有的社会价值,成为当今教育改革的重要方向和重要任务,而提高大学生就业能力又是素质教育的重要组成部分。本文针对大学生的就业能力的现状、不足以及社会对大学生就业能力的具体需求,探讨如何提高大学生的就业能力,完善高校的素质教育体系。     

大学生就业能力影响因素研究

运用行为事件访谈法和调查法分别对用人单位、应届毕业生进行就业能力的影响因素分析研究。结果显示,用人单位与应届毕业生对就业能力的影响因素的认知存在较大的差异,这也是出现大学生就业能力培养缺失和用人单位招聘困境的根本原因。创新教育理念、采用复合的培养方式、加强就业能力的跟踪测评是提升大学生就业能力的有效途径。     

Changing the course: equity effects and institutional risk amid policy shift in higher education financing in Kenya

Reform in higher education financing in Kenya has been occasioned by both endogenous and exogenous variables. Internal pressures of a declining economy, rapid demographic growth and increased inter-and intra-sectoral competition for scare financial resources, couple with external neo-liberal doctrine championed by global donors like the World Bank have resulted in a new market-competitive policy of financing higher education. This paper analyzes the equity and risk effects of the new policy for the main stakeholders, namely students, academics and institutions themselves. The paper contends that the policy shift has had a significant effect on equity just as it has introduced universities to risks through engagement in academic capitalism with its emphasis on marketization of university programs and services. The paper concludes with suggestions on some policy options that could help to mitigate the negative consequences of this new policy.

日本岛根县特别支援教育制度的实施及其启示

以日本岛根县特别支援教育制度的实施为个案,对其一贯制的特别支援教育体系、有力的特别支援教育保障措施、完善的特别支援教师进修机制进行分析,探讨了出云市早期支援教育咨询系统和岛根县与鸟取县特别支援学校合作网络建设项目的实施和成效。在借鉴经验的基础上提出,我国应完善特殊教育支持体系,加强特殊教育校际合作网络建设,提高特殊教育\"医教结合\"水平。     

Students as consumers? A counter perspective from student assessment as a disciplinary technology

The notion of students as consumers who exercise educational decisions based on economic self-interest leads to interesting questions about their perceptions of current higher education assessment practices. Guided by a Foucauldian theorisation and the findings from focus groups carried out with students from two European universities, one from the UK and another from Estonia, the article argues that globally dominant consumerist policy discourses have altered but not removed the student experience of constraint in assessment. I argue that students’ response to disciplinary power in assessment has become highly strategic and differs depending on the institutional assessment systems: students from Estonia recognise the powerful position of academics as assessors and find ways to create a good social impression of themselves; their counterparts from the UK, however, demonstrate a tactical approach to their learning and study processes.     

Curricula for Economic and Social Gain

Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual study units. This article reports on the way such a programme-level approach was adopted in four different universities in the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for policy at the levels of the system, the higher education institution and the academic department are discussed.     

可雇佣性教育模式:理论述评与实践应用

可雇佣性教育模式中有代表性的包括输入-输出模式、Harvey和Locke模式、体验学习模式、高等教育作用模式、全面开发模式等.这些模式基于离校学生的角度,因此也可称为学生的可雇佣性开发模式.这些模式各有千秋,都具有一定的借鉴意义,在应用过程中需要结合一些具体情况进行延伸和拓展.本文指出高等教育机构在进行可雇佣性教育时应该结合宏观环境状况,考虑组织的认可度,合理地进行课程设计,并给学生提供适当的实践机会.在进行可雇佣性教育项目设计时需要结合学生特点以及专业学科特点,这样才能对可雇佣性教育最佳实践模式的探索奠定最基本的前提.     

The competitive funding of university research: the case of Finnish science universities

The present European higher education policy and research policy can be characterized as emphasizing external financing of universities, competition between and within universities, and the need for a more practical and economically profitable output from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on the following two premises. First, the funding structure of universities and university research is a main factor that influences the situations in which universities and their members make their decisions on teaching, research and administering. Second, universities consist of various groups of personnel each having and developing objectives and preferences of their own. This theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that although the new policy probably has clarified the division of labour between universities, there have emerged some negative unintended consequences of the new funding structure. Indications of weakening performance in research and education can be identified in the empirical analysis.

Transitional experiences of post-16 sports education: Jack’s story

This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack’s ‘in-situ’ practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals that circulate within these institutions by generating forms of corporeal empowerment for young athletes who have valued conjunctural knowledge. The findings highlight the fragility of the transition process and raise questions regarding how the experiences of young people are shaped by the relationships between employment and post-16 education. Jack’s experiences have implications for both policy and practice within further education and higher education.     

优势家庭流动儿童教育支持系统的个案研究

通过对Y市优势家庭流动儿童浩浩的个案研究发现,与生存压力相对较大的弱势家庭流动儿童相比,浩浩得到了较好的教育物质支持和文化资本传承,幼儿园为其提供了较好的教育环境,社区和地方政府也为其提供了一定的支持。这种流动人口代际传承的马太效应值得重视。     

“一举”能否“多得”——师范生免费教育政策评析

师范生免费教育政策实施三年多来,引起了广泛的争议。赞同者有之,批判者亦大有人在。从公共政策学的角度来看,应当从政策目标、政策内容与政策效果等方面对其进行反思,进一步完善这项政策：提高教育政策的科学化与民主化;建立相应的配套政策;改善教育环境,提高教师待遇;开展政策评估,适时调整政策。