Higher Education and Industry: towards a new partnership for improving engineering education

From a historical view-point, university and industry have had a long experience of cooperation, with differing results according to the countries, the fields of knowledge or activity, and the particular period. During the last 10-15 years, new trends have appeared within society and one can observe changing roles, in education or in research. In the near future, new concepts and new schemes will be developed for better cooperation between higher education and industry: ‘co-formation’, responsibility-shared education, design of new programmes with a large part for sandwich courses, production of pedagogical resources, joint ventures for special educational programmes and systems ? As far as the partnership is concerned, more than in the past, university and industry have to explore new ways. It is a necessity for both.     

试论面向素质教育的信息技术教育

面对知识经济和信息化社会的挑战，传统的应试教育必然向素质教育转轨。信息技术教育应该面向素质教育，以素质教育理念指导信息技术教育的教学模式和教学方法，把提升学生的信息素养作为信息技术教育的核心任务。本文简要地对面向素质教育的信息技术教育及其相关问题进行探讨。     

A Portable Computer Loan Scheme: towards new resourcing strategies in a Faculty of Education

ABSTRACT

This paper describes a small scale research project to pilot the loan of portable computers to students and staff for use on or off‐campus. The purpose of the research is to identify organisational procedures and associated problems, find out how these portable computers are used, and whether or not they are an effective and efficient use of resources. Take‐up of the scheme in its first phase indicates popularity with students and positive outcomes. Very high use was recorded and many students report that use in their own time and in the atmosphere of their own surroundings encourages greater self‐confidence in information technology. They also consider that access to the portables has proved significant, with the quality of their work enriched. Such experiences raise important questions about the organisation of computing facilities and focus issues beyond the viability and economics of portable computer loan schemes. Within the outcomes of the project, there should be useful data pointing to the need to develop imaginative policies and funding models whereby each student can own or have ready access to their own personal computer. An important outcome of this could be the increased use of information technology by initial teacher education students, resulting in a corresponding increase in the transference of confidence, and use of information technology by children and other teachers in school.     

Reflections on Progress towards a World Class Education System

In May 1999 it will be 2 years since this government was elected. The vision underlying policies introduced since that time is described in terms of the need to create a world class education system. The paper describes seven characteristics that contribute to such a system and the key policies through which these can be realised. Reflections on what has been achieved so far, what has been learned and future directions are provided     

谁来面向教育

"三个面向"是正确的,却是不够的。人的发展是社会中其他一切发展的前提,社会的一切发展又都是为了人,因而一切的面向都应以面向人及其发展为基础。教育具有前提性、根本性,比较政治、经济,教育对人的发展有更高的价值。面向教育,就是面向人自己。因此,教育不只是面向者,更应是被面向者。谁都应当面向教育,都来面向教育。这样,我们的社会才真正进入到了一个健康、持续发展和繁荣的时代。     

论高等教育的产业观

高等教育是一个产业,但它是一个特殊的产业,具有生产性和事业性的双重性质;由于高等教育产业的特殊性,所以不宜产业化。但是高等教育可利用其产业机制,促进自身的发展。树立这样的高等教育产业观,对高等教育的发展是有积极意义的。     

康德与现代性

康德是近代向现代转变的一个重要转折点.康德的思想,一方面是这种现代性转变的产物,另一方面又是这种转变的推动力.文章拟从同一性原则的崩溃、人类主体性的确立、审美自律与审美现代性这三个方面来论述康德思想与现代性的关系.     

走向教育法治的教育生活

作为学校管理的基本准则,法是治校的最高依据和学校管理的法源；作为现代学校制度建设的内容,主要体现于在法的基础上理顺政校关系和学校内部自治的诸原则；作为现代教育的生活方式,体现的是教育法治精神,使法治真正走向日常化、生活化,成为教育生活的理想状态。     

Perspective towards Inclusive Education in Macao

Inclusive education has become one of the major concems of education policy in every part of world nowadays. This paper is written to investigate the implementation of inclusion education in Macao. Data collection is done through conducting telephone interviews and giving out questionnaires, and targets of the questionnaires include administrative staff and teachers in schools where inclusive education are implemented and parents of students with special needs. Telephone interviews are made mainly with school principals. Findings show that inclusive education in Macao is still at the developing stage and the main reasons are the inadequacy in teacher training and the lacking of professionals in particular fields. In accordance with the problems found, suggestions for reference and improvement are raised towards the end of the paper. Hope inclusive Education in Macao will have a better development in the future.     

论德育中人的行为——高校德育面临的问题和发展思路

市场经济体制的建立和发展对高校德育的建设和发展提出了新的课题。在市场经济经济条件下 ,市场交易法则使人们更关注个人利益 ,更重视个人价值。本文从人的行为的角度 ,探讨人的经济行为和道德行为、个体行为和社会行为的关系以及对高校德育的影响 ,并提出了新的经济形态下高校德育的发展思路     

Education for work: Reflections towards a theory of vocational education

By integrating aspects of a philosophy of work and a sociology of work, this article draws conclusions relevant to framing a theory of vocational education. Education for work is accepted in this paper as the common central meaning of the term vocational education. The two concepts, education and work, are first examined separately: work is seen to include recreational and occupational work, while occupational work is seen to fall on a continuum ranging from constrained to unconstrained occupational work. Education and training are distinguished. After a discussion of the conceptual links which might be drawn between education and work, recommendations are made about the aims, the place, and the curriculum of vocational education within the general institution of education.

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Zusammenfassung Durch die Integration von Aspekten einer Philosophie der Arbeit und einer Soziologie der Arbeit kommt der Verfasser dieses Artikels zu Schlußfolgerungen, die eine Theorie der Berufsbildung entwickeln. Bildung für die Arbeit wird in diesem Artikel als die allgemeine, zentrale Bedeutung des Begriffes Berufsbildung verstanden. Die beiden Begriffe Erziehung, und Arbeit werden zunächst einzeln untersucht: Arbeit umfaßt hier Freizeit- und Berufsarbeit; Berufsarbeit ist ein Kontinuum von mehr oder weniger vorgegebener Tätigkeit. Es wird zwischen Bildung und Ausbildung unterschieden. Im Anschluß an eine Diskussion über begriffliche Gemeinsamkeiten zwischen Erziehung und Arbeit werden Vorschläge über Ziele, Einordnung und Curriculum der Berufsbildung innerhalb des allgemeinen Systems der Erziehung unterbreitet.

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Résumé En intégrant des aspects d'une philosophie et d'une sociologie du travail, cet article tire des conclusions pertinentes pour l'élaboration d'une théorie de l'éducation professionnelle. L'éducation pour le travail est prise dans cet article au sens commun central du terme éducation professionnelle. Tout d'abord, on examine séparément les deux concepts éducation et travail: on considère que le travail inclut les occupations récréatives et professionnelles alors que le travail professionnel est vu en tant qu'un continuum allant du travail professionnel contraint au travail non contraint. On distingue l'éducation de la formation. Après une discussion sur les liens conceptuels qui pourraient être établis entre l'éducation et le travail, des recommandations sont faites sur les objectifs, la place et le contenu de l'éducation professionnelle au sein de l'institution générale de l'éducation.

     

Social Studies Education as a Moral Activity: Teaching towards a just society

Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. I then make the argument that understanding social studies as an inherently moral activity creates a space for transformative and meaningful learning to occur. Lastly, I contend that public schools are inextricably linked to understanding and creating elements of a just society and as such, hold equal potential to both support and severely hinder its development.     

Matters of modernity,late modernity and self-identity in distance education

Open and distance education represents contemporary forms of education which are responding to the shift to late-modernity, especially in the forms of technology and media employed, but also in terms of the attenuated relationships between teachers and students. It is argued that distance education can be seen as a creature of modernity which has provided important foundations for the ways open education is constructed. Drawing on the work of Anthony Giddens, the author uncovers some of the relationships between distance education, late-modernity and the self. Issues are raised concerning the personal risks and benefits involved in emerging forms of open and distance education.