Globalisation,Citizenship and the Education of Adults in Contemporary European Society

It is argued in this paper that globalisation is undermining the state and, therefore, calling for a reconsideration of the concept of citizenship. But education has generally reproduced the dominant culture, which is increasingly becoming influenced by the global economic market. Education is reproducing this culture. Adult education, however, has traditionally stood outside of the institutionalised education sector and has served a more democratic and radical function, but as it is being institutionalised it will lose this function - although some areas of adult education will remain outside of this process and be able to be more important.     

Governing education through data: Scotland,England and the European education policy space

This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy‐makers in England reference global influences, rather than Europe, while policy‐makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on ‘travelling’ education policy and its ‘local’ mediation and to connect the development of devolution and the changing policy space of education in Europe.     

The knowledge triangle, European higher education policy logics and policy implications

While it is common to claim that university reforms are based on universal and standardised ideas about ‘modernising’ the university, few studies have examined in a more coherent way how the combined external pressure for change with respect to the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current pressure for reform might change the university as we know it, or whether new institutional translations might emerge from the process renewing the university while maintaining its identity.     

Citizenship education and the reparation of future teachers : A study

This study examines the views of future teachers of social studies regarding significant global trends, required citizen characteristics, and necessary educational strategies to develop the said characteristics. The study builds upon the landmark work of the nine-nation Citizenship Education Policy Study (CEPS I) carried out in the late 1990s that resulted in the model calledmultidimensional citizenship. The original work focused on the views of policy makers and scholars. The present research, CEPS II, is a follow-up study that seeks to determine the views of the next generation of those who will teach citizenship and civic education through social studies programs in seven participant societies: China, Hong Kong SAR, Japan, The Netherlands, Taiwan, Thailand and the United States of America. The results suggest that the future teachers, when compared with the policy experts and scholars in the original CEPS I study, are more optimistic about the future and are more oriented towards personal development and participatory behaviors that will positively impact the common good.     

知识社会和知识社会中的教师

知识社会的根本特征是:知识是推动社会发展的根本动力;知识型工人是知识社会的主力军;学习和教育将成为知识社会的中心;创造性鸿沟将会加大;道德问题将会凸现,社会不平等将会加剧.知识社会要求教师的教学不但要面向知识社会,做知识社会的催化剂,而且还要能超越知识社会,做知识社会的应对者.这一要求应该成为教师职业的最高理想.     

International dimensions: A challenge for European engineering education

Internationalization of higher education is a concept that often is transformed into a set of activities that has a certain international dimension. This can be done more or less consciously. Issues such as development of skills and knowledge, creation of an international culture on campus and the involvement of an international dimension in all activities concern university management. These are issues university managers have to deal with. But it also opens up new opportunities. The broader issues of internationalization require a strong involvement of the academic leaders and of senior officers. This contribution describes how changes around us force universities to take action and introduce clear policies for internationalization of higher education, based on the needs institutions for higher engineering education should respond to. Special attention is given to a recent Swedish evaluation on the effects of student exchange. This study is compared with experience at Chalmers.     

知本：探索知识经济的新范畴

知本作为一种无形资产,在知识经济中表现与资本完全不同的性质,突破了传统经济学的理论范畴,本探讨了知本的内涵,作用和意义。     

Transcultural Communicative Competence and the Growth of European Citizenship

Les discussions concernant l'introduction de la dimension européenne dans l'éducation se concentrent trop souvent uniquement sur le role joué par les sciences sociales. Le role de l'enseignement des langues étrangères est peu reconnue et si elles sont mentionées dans ce contexte c'est souvent en dernier lieu. Ceci peut être causé par le contenu utilisé et la méthodologie appliquée dans la classe, mais cette négligeance n'est certainement pas justifiée. Cet article traite du rôle que joue l'enseignement des langues étrangères dans la formation des jeunes comme citoyens européens. Evidemment l'article contient des suggestions à la fois pour des changements dans le contenu et la méthodologie de l'enseignement des langues étrangères. L'article établit un lien entre la langue et la culture dans laquelle elle fonctionne et il suggère comme éléments centraux dans l'enseignement des langues la prise de conscience de l'alterité et les aptitudes linguistiques, pragmatiques et stratégiques qui sont nécessaires pour jeter un pont entre les écarts culturels qui séparent les peuples européens.

     

从宏观政策层面看我国高等教育经费的筹措与配置

我国高等教育面临办学经费紧张的同时又存在办学资源严重浪费的现象。从宏观政策层面看,政府除加大对高等教育投入外,还应当建立科学的高等教育成本补偿机制,由受教育者合理分担高等教育成本;通过立法鼓励社会公民和企业组织捐资办学,拓宽办学经费筹措渠道,并采取切实有效的措施确保“渠开水满”。     

Citizenship education for pupils with learning difficulties: towards participation?

This article picks up on a sub‐theme, pupil participation, which has been running in this journal for some time now and looks set to continue for the foreseeable future. Here Hazel Lawson, taking her cue from Pavey's article in an earlier issue (Support for Learning, 2003, 18, 2, 58–65), explores the idea of education for citizenship in relation to pupils with learning difficulties.     

Knowledge Society,Education and Aid

The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations.     

学术自由、知识与社会

学术自由是现代大学的核心价值,对社会亦极为重要。本文回顾了学术自由的历史渊源和发展,揭示这一概念是如何围绕着知识而建构的,指出在这一理念在西方国家所面临的挑战和威胁,并论述了中国的文化传统和学术自由的历史与现状,最后提出如何重塑这一普世理想。

Abstract：

This article addresses the issue of academic freedom as one of the fundamental principles central to modern university,discussing its importance for the society,exploring how the concept is socially constructed from a historical perspective,and revealing that underlying the notion is desirability of knowledge.This article then identifies threats and challenges to academic freedom western universities face mainly in the contemporary context.At last,academic freedom is discussed in the Chinese context,followed by a reconstruction of academic freedom as a universal ideal.