美国一流大学继续教育的发展特色及其启示

本文通过调研哈佛大学、麻省理工学院、斯坦福大学等世界一流大学继续教育的办学情况,归纳总结了美国大学开展继续教育的模式、经验和特色,并进一步分析了对我国大学发展继续教育事业的启示和借鉴意义。     

“以他方为中心”理念对地方高校继续教育发展的启示

在高等教育大众化发展背景下,地方高校继续教育发展遇到新的机遇与挑战。借鉴"以他方为中心"办学理念,对我国地方高校继续教育发展模式进行探讨,以求在办学理念、发展机制、管理模式等方面有所创新,构建适应形势发展要求的地方高校继续教育发展模式。     

社会转型期我国大学后继续教育发展面临的机遇与挑战

目前我国社会转型已涉及到社会生活的方方面面，其中经济、政治、文化、科技领域的变化尤其显署，由此给我国大掌后继续教育的发展带来了深远的影响。面对新形势，我国大学后继续教育一方面将迎来前所未有的广阔发展前景，另一方面也暴露出许多问题，可以说，置身社会转型期，我国大学后继续教育机遇与挑战并存。     

我国继续教育办学类型及体系研究

目前,我国继续教育的发展既迎来了新的发展机遇,同时也面临着严峻的挑战。必须对继续教育的办学模式、教学内容、教学手段进行更新和完善,从而构建适应时代发展需要的继续教育新体系。     

我国继续教育的发展与制度建设

文章首先指出继续教育是在终身教育背景下迅速发展的一个新的教育领域,接着分析了我国继续教育发展的现状与存在问题、面临的机遇和挑战,最后重点提出了加强继续教育制度建设和体制创新的建议.     

关于面向21世纪发展我国大学后继续教育的思考

21世纪,知识经济将在社会经济中占主导地位。这给发展我国的大学后继续教育带来了机遇和挑战。本文从提高认识、转变观念、开拓市场、制定法规、加强研究五个方面对该问题进行了论述。     

试论高职院校继续教育存在问题及对策的研究

继续教育已成为21世纪新的教育方式,也成为现在终身教育的重要组成部分。继续教育是我国基础教育和高等教育的补足与完善,是提高我国国民素质的一种重要方式,面临着我国的发展机遇和市场严峻的挑战。本文对我国高职院校继续教育目前存在的主要问题进行了探讨,并提出了解决问题的主要对策,以保证高职院校继续教育在新的形势下健康、快速地成长。     

高等教育普及化背景下我国高等学历继续教育发展观分析

我国高等教育即将进入普及化阶段,部分高校先后停止高等学历继续教育办学。社会认可度低、普通高等教育对办学空间的挤压、发展的不平衡以及信息技术带来的影响,使高等学历继续教育未来一段时期挑战与机遇并存。基于全纳、公平、优质、终身学习的发展观,有助于我国高等学历继续教育抓住发展机遇,迎接新的挑战,提升人才培养质量,实现可持续发展。     

我国继续教育的发展与制度建设

文章首先指出继续教育是在终身教育背景下迅速发展的一个新的教育领域,接着分析了我国继续教育发展的现状与存在问题、面临的机遇和挑战,最后重点提出了加强继续教育制度建设和体制创新的建议。     

继续教育服务经济发展的模式探究

继续教育是我国教育系统中重要的组成部分,继续教育与其他教育方式最大的不同就是继续教育直接为经济发展服务。近年来经济的快速发展对继续教育也提出了新的挑战,传统继续教育的模式已经远远不能满足经济的发展,因此,我国的继续教育必须打破传统的模式,抓住社会发展的机遇,探索出一条符合我国国情的继续教育发展之路。     

A. F. Leach: A reply

ABSTRACT

This paper focuses on accountability in school-based education in England. It explores notions of accountability and proposes a new framework for its analysis. It then identifies a number of types of accountability which are present in school-based education, and discusses each in terms of who is accountable to whom and for what. It goes on to examine the sanctions associated with each type of accountability and some possible effects of each type. School performance cross-cuts virtually all facets of accountability, but is fundamental to hierarchical and market accountability where it is associated with a high likelihood of severe sanctions. This, it is argued, means that schools are likely to focus on these forms of accountability as opposed to participative or network accountabilities that involve collaboration with others. The final section proposes that there is a case for accountability systems to focus more broadly on a variety of processes and outcomes related to the overall goals of education. The existing regime in England is heavily focused on hierarchical and market accountability: a greater focus on participative and network accountability may foster a less individualistic approach to education and greater social cohesion.     

M.A.S.S.: A Model for Producing Transfer

Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.     

Advancement of Preschoolers' Resilience: The A. R. Y. A. Project

While it is well known that resilience develops from a young age, specific interventions that might promote resilience in very young children remain to be developed. The A.R.Y.A. Project addresses 4-year-old inner-city kindergartners. The project comprises individual sessions, 20 minutes each, and group sessions (involving either part of or the entire kindergarten)—lasting altogether for an approximately 8-month period. In both the individual and group sessions, children learned and discussed various topics concerning animal stress and coping behavior. Subsequently, they are guided to adapt this knowledge to their own personal life. First-year evaluation indicates that both kindergarten teachers' and parents' evaluations as well as children's responses support the assumption that the project positively affects children's resilience.