高等教育自学考试与第三级教育比较分析

透视第三级教育的精神,文章分析比较了我国的高等教育自学考试,阐述了自学考试发展的前瞻性.考试的发展带动了各种教育助学机构、培训机构和民办教育的发展.它不只是普通高等教育的补充,也不只是高等教育大众化道路上的一个路标,而是在中国教育发展史上不断创新、演化和与国际先进教育接轨的实践性教育活动.     

基于教育公平的精英化教育与大众化教育之反思

近年来,教育大众化的发展及影响效果显著,肯定成绩的同时需要反思哪些负面影响？通过明确教育公平涵义,明晰大众化教育与精英化教育关系,针对高等教育大众化的一些不良反应,从角色定位、进出口径、竞争重点方面探求大众化教育时代各类教育的出路。     

高等教育大众化与教育质量关系辨析

高等教育大众化是历史发展的一种必然趋势，也是社会政治、经济、科技发展对高等教育的必然要求。如何推动高等教育大众化的进程，处理好其与教育质量的关系，实现高等教育规模、结构、效益的协调发展，这是至关重要的，高等教育大众化应以确保质量为前提，这样才能实现真正意义上的高等教育大众化。     

高等职业教育的培养目标和特征

我国高等教育正在从“精英型”向“大众化”,转变，高等职业教育已成为高等教育的一个重要组成部分。本文拟从职业教育的发展历史，看培养目标的确定及高等职业教育特征等问题，以便更好地理解和探索当前高等职业教育。一、从职业教育发展的历史看高等职业教育的培养目标我国的     

关于高等教育大众化与教育质量下滑的忧思

高等教育大众化有其历史必然性。它需要人们从教育理念上、管理理念上、教学方法、管理方法以及人、财、物等方面,为这一过程的到来做好准备。如果人为地加速这一过程,则很可能给高等教育的发展带来诸多困难和隐患。高等教育大众化不能以降低质量为代价,否则高等教育就无法发挥它对整个社会生活和社会发展的“引领”作用。教育质量标准的“多元化”决不是任意化。高等教育质量必须有一个“底线”。     

和谐社会视野下高等职业教育的公平问题思考

近年来高等职业教育迅猛崛起,在我国高等教育中已是半壁江山,成为推进我国高等教育大众化的重要力量。但在高等职业教育的发展过程中不公平问题仍然十分突出。本文试从进一步完善教育政策、合理配置教育资源、降低高职生学费、创新入学制度、加强自身建设,阐述促进高等职业教育健康和谐发展的途径。     

电大教育与教育大众化中的教育公平

教育公平是实现社会公平的重要工具。在实现高等教育大众化进程中，我国的高教教育尚存在着一定的教育不公平。基于现代网络信息技术的电大教育在高等教育大众化进程中实现教育公平方面有其自身的作用和深远的影响。在充分认识电大发展定位、高等教育大众化中教育公平的要求基础上，深入探讨电大教育的教育公平功能对实现整个高等教育的教育公平意义重大。     

高等教育的理想与现实--也谈我国高等教育大众化

从世界高等教育大众化的发展历史与我国教育的基本现实两个角度,对我国高等教育大众化问题进行了分析,阐明了我国高等教育大众化的前景与现实.     

教育政策视野下高等教育发展热点探析

近年来,我国高等教育事业飞速发展,从"精英教育"过渡到"大众化教育"阶段,在取得可喜成绩的同时,也面临着一些问题,新世纪我国高等教育发展的热点问题、新政策,包括贫困学生资助政策、师范生免费教育、创新创业教育、"质量工程"等,这些新政从不同侧面巩固了高教发展的成果,促进了高等教育全面可协调发展,开辟了高教事业发展的新途径。     

教育大国的崛起

改革开放30年来,中国教育发展历中谓波澜壮阔——从恢复高考到科教兴国战略、人才强国战略的实施,从实现九年义务教育到大踏步迈向高等教育大众化,第一事件的发生都折射着历史的发展脉络和思想的演变。大变革的30年,国内教育改革与全球经济转型相伴同行,教育理论创新与教育政策变化互动前进,给我们无尽思索。     

瑞典高等教育质量审计和学科专业评估

瑞典的高等教育发展得比较好,高等教育评估在高等教育发展过程中发挥了重要的作用。在经济社会发展的不同时期,根据社会对高等教育的不同期待,政府为了控制或者激励发展高等教育,对高等教育评价体系以不同的重心呈现。瑞典高等教育经历了从质量审计到学科专业评估为不同重心的评估阶段。     

Higher education — Public policy-making and implementation

The turbulence which occurred in higher education institutions in the 1960s and 1970s led to considerable interest in examining the processes involved in higher education reform. The most comprehensive attempt at planned change in higher education was made in Sweden. This article analyses the decision-making and the policy-implementation processes in Swedish higher education as a way of illuminating the more general problem of understanding the nature of the processes involved in higher education reform. The article concludes that the data do not fit the standard models of public choice nor do they confirm prevailing notions about policy failure.     

What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014

In Sweden, as in many other countries, inclusion has been on the political agenda for a long time and has served as a blueprint and guiding principle for practical work in school. However, inclusive education has, by and large, been associated with special education measures, which seriously limit the chances of achieving the vision of inclusion. In this article, we analyse how the meaning of special education is constructed in policy documents from four distinct time periods of Swedish education policy from the late 1970s to 2014. The paper draws on an approach to scrutinise the process of problematisation in public policy-making. Based on the analysis, we argue that there are prospects of a hegemonic intervention regarding the meaning of special education during later years in Swedish education policy, emphasising an individual perspective and individual deficiencies. In contrast to inclusive ambitions, this perspective advocate segregated support measures. Finally, based on previous research and tendencies within the field, we present arguments in the concluding discussion why this hegemonic intervention in education policy also might attract the support of school personnel at the local school level and some potential consequences of the expansion of special education in Sweden.     

美国高校问责制功能辨析及启示

美国高等学校问责制是当代美国高校管理的重要形式和手段,是美国高等教育管理科学化的制度和象征。美国高等学校通过履行问责制有效回应了高等教育利益相关方对于高等学校各种责任的诉求,并满足了高校自身生存和发展的内在需要。随着我国高等教育大众化的发展,美国高校问责制将会为我国高等学校发展提供反思和借鉴。     

Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views

The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.     

Governing by partnerships: dilemmas in Swedish education policy at the turn of the millennium

In recent years, governing through partnerships has become more and more common and is today reflected in a range of policy areas. In the following article, governing through partnerships is analysed in Swedish education policy around the turn of the millennium, where the notion of partnership has had a large impact. Using as its point of departure a theoretical perspective inspired by Michel Foucault, the article analyses the calls for partnership in Swedish education policy as part of a set of governmental rationalities forming individuals into partnering, that is active and responsible, citizens. In the article, some of the long‐term consequences of the uses of the concept of partnership in Swedish education policy are discussed, focusing particularly on issues of inclusion/exclusion and democratic regeneration. With the idea of governing through partnerships, it is argued that the political landscape is redrawn. The role of the State, for instance, is increasingly to leave room for various voluntary and independent actors and associations, to co‐ordinate and interact, as a partner, among others, rather than directing society ‘from above’.     

远程教育与高等教育大众化

高等教育大众化是经济建设和社会发展对教育的需求，也是人民群众希望接受高等教育的需求。推进现代化，必须推进高等教育大众化。本文在分析实施高等教育大众化进程中有关制约因素及其对策的基础上，提出大力发展现代远程教育，为实现高等教育大众化服务的观点。     

The impact of foreign policy on educational exchange: the Swedish state scholarship programme 1938–1990

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research facilities. The present article applies a long-term perspective on the scholarship programme of the Swedish state in order to show how the shifts in Swedish foreign policy during the period 1938–1990 have affected the number and composition of scholars incoming to Sweden over time.     

From national policy-making to global edu-business: Swedish edu-preneurs on the move

This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy.     

The role of mass media in education policies: a Chinese case study

The role of mass media in education policy processes is increasingly complex, but research on its contribution is far from adequate. This study uses the higher education quality assurance policies issued in China at the beginning of this century to explore the roles played by mass media in the creation and implementation of education policies. Mass media’s current influence on Chinese education policies mainly includes promoting policy agenda setting, enhancing policy legitimacy and monitoring the process of policy implementation. However, its role in constructing a platform for public discussion and improving policy design needs to be strengthened.