Death Education in the United Kingdom

Abstract

This paper, which is in three parts, first surveys the development of some forms of informal death education in the United Kingdom since Gorer's (1965) post‐war survey of attitudes to death, grief and mourning. It notes how many of the responses made to the death of Diana, Princess of Wales, are part of such developments. Next it shows how the media in particular, together with exhibitions, courses and reports, continue to contribute to the attainment of four goals originally applied to American Death Education: (1) informing of facts not currently widespread in society, (2) learning to deal with feelings about one's own death and the deaths of significant others, (3) becoming informed consumers of medical and funeral services, and (4) clarifying one's values on social and ethical issues. The paper concludes by outlining some choices and challenges that death and bereavement present using Buber's I‐‐Thou perspective.     

发展教育在英国

半个世纪以来，发展教育的理念日益进入英国教育的主流，其组织规模也不断扩大。但理论基础薄弱，概念界定不清，实际操作性差仍是其存在的棘手问题，向操作性强、可塑性强的学习理论的转型，是它的必然选择。     

Education Statistics for the United Kingdom

Introduction: Statistics for the education systems in England and Wales, Scotland and Northern Ireland are collected and processed separately in accordance with the particular needs of the responsible Departments. Each Education Department—the Department of Education and Science, the Welsh Office Education Department, the Scottish Education Department and the Department of Education Northern Ireland—publishes a selection of statistics concerning education within the separate countries. More detailed statistics on universities can be found in the University Grants Committee's own publications.     

Industrial Collaboration in Engineering Education in the United Kingdom

In the United Kingdom engineering education as it was set-up was more divorced from industry it served than in, for example, Germany and France. During the last three decades some efforts have been made to achieve a partnership between industry and the institutions of higher education in the education and training of engineers. Up till a few decades ago much of engineering research in the universities was in the field of engineering science, but now more engineering research is being carried-out in co-operation with industry and it is realised that the advantages greatly outweigh the problems it poses. University engineering departments have also realised that they have a contribution to make in providing advisory services for industry and short post-experience courses for engineers in industry.     

Deaf Students and Higher Education in the United Kingdom

Abstract

In the United Kingdom, 233 higher education institutions were surveyed in 1988 and 1989 providing 166 returns. The survey sought information on equal opportunities policies, provision of technical support, the availability of support personnel and interpreters, funding arrangements, and the numbers of deaf students within higher education (HE). With a few notable exceptions, the returns showed a generally poor level of services available to deaf students, an ignorance of the required support needs and a low representation of deaf people within HE. The need for positive action seemed to be least recognized within teacher training colleges. The study also highlighted the absence of any monitoring of deaf or disabled students within HE. Several suggestions are made on how policies and practices in institutions could be changed to widen access to this group of students.     

英国高等教育“三明治”教育模式及启示

英国高等教育历史悠久,教育质量得到世界公认,其"三明治"教育模式特色鲜明,已成为产学研合作的典范。对"三明治"教育模式发展进行回眸,阐述了它的课程体系结构、特点和成效。以此为鉴,现阶段正在实施的"卓越工程师教育培养计划"要着力解决几方面问题:创立高校与企业联合培养人才的新机制;重构课程体系和教学内容;加强工程实践教育;加大经费投入;营造良好的制度环境;统筹多方资源。     

Non-vocational Adult Education and its Professionals in the United Kingdom

In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within the four countries of the UK, there are certain relatively minor differences in the four administrations. Where these are of some significance, they are noted, but in general the specific focus is on England. Our analysis is based on data gathered as part of the Europe-wide ALPINE survey. Our secondary data are augmented by personal interviews with key informants representing different parts of the adult education sector.     

英国中央教育行政机构改革评析

2007年6月28日,新一届英国政府对中央教育行政机构--教育与技能部做出了重大调整和人员变动.将教育与技能部分为儿童、学校与家庭部和创新、大学与技能部.这一变化将对英国未来的教育发展产生重大影响.了解新成立的两个教育部门的职能和责任,可以使我们把握英国中央教育行政机构改革的背景和意义,并对今后一段时期英国教育的发展做出判断.     

英国教育评价的特点与启示

英国教育评价体系在保障英国教育处于世界一流水平中发挥着重要作用,具有组织建设注重“独立”、评价工作强调“专业”、评价重点落脚于“内涵”、结果应用突出“高利害”、评价过程实现“开放”等特点。借鉴英国经验,我国教育评价改革要加快建立独立评价体系、构建评价管理专业模式、促使评价重点从规模向内涵转变、形成强有力的评价结果应用机制、提高评价体系开放性等措施积极推进。     

Approaches to Global Education in the United States, The United Kingdom and Japan

This paper analyses approaches to global education in the United States, the United Kingdom and Japan. The paper begins by looking at movements that preceded global education, such as education for international understanding, development education, multicultural education, and peace education. The rise and fall of these earlier movements is analysed in terms of the interplay between the international and domestic politics of particular countries. To identify the world views which underpinned these pedagogic forms, the author discusses various discontinuities between the period up to the 1990s and thereafter. It is suggested that fresh forms of global education are emerging in - and because of - the changed world of the late 20th and early 21st century.     

英国教师教育政策的演变及评析

20世纪80年代末起,教师教育开始成为英国政府的重要政策目标。保守党和工党政府对于教师教育的改革方向基本一致,但是由于改革背景、政治理念等方面的不同,其政策重点也不尽相同,本文就近20年的英国教师教育政策的演变作一探析。20世纪80年代末起,教师教育开始成为英国政府的重要政策目标。保守党和工党政府对于教师教育的改革方向基本一致,但是由于改革背景、政治理念等方面的不同,其政策重点也不尽相同,本文就近20年的英国教师教育政策的演变作一探析。     

Approaches to Global Education in the United States, The United Kingdom and Japan

This paper analyses approaches to global education in the United States, the United Kingdom and Japan. The paper begins by looking at movements that preceded global education, such as education for international understanding, development education, multicultural education, and peace education. The rise and fall of these earlier movements is analysed in terms of the interplay between the international and domestic politics of particular countries. To identify the world views which underpinned these pedagogic forms, the author discusses various discontinuities between the period up to the 1990s and thereafter. It is suggested that fresh forms of global education are emerging in - and because of - the changed world of the late 20th and early 21st century.     

英国的高等土木工程教育概况

本文介绍了英国高等工程教育概况,主要包括高等土木工程教育的培养模式及课程设置及其特色,教学特点和实践要求,以及高等工程学校的资格认证制度,着重分析了英国高等工程教育课程设置和对实践的要求,并与中式高等工程教育相比较,可供我国高等工程教育的实施与改革参考。     

英国高等教育问责制及其启示

问责制是政府部门及社会机构或个人监督公立高校的一项重要手段,它在英国当前高等教育中发挥着重要作用。本文从三个方面对其解析:一是英国高校的利益相关者及其利益诉求;二是问责为高校带来的积极和消极影响;三是为克服其消极影响,PA管理咨询公司提出有效问责的四个原则及其实施效果。最后本文探讨了英国问责制对我国高等教育的借鉴和启示。     

当代美国特殊教育的新发展

本文以1997年美国重新修订的<能力缺陷者教育法>为依据,对当代美国特殊教育的目标、教育原则、能力缺陷学生的种类与鉴定以及特殊教育服务的范围等问题作了全面的评述.     

浅析英国高等学校教育质量保证体系

20世纪80年代,世界范围内高等教育领域的主题是提高效益,而20世纪90年代以来,质量逐渐成为高教界追求的目标。目前,各国关于高等教育的质量保证体系可谓多种多样,有的国家注重专业评估,有的注重学校评估,有的两者兼顾。本文以英国东伦敦大学(UniversityofEastLondon,以下简称UEL)为例,分析一下英国高等学校教育质量保证体系,以期为我国高校的教育质量保证提供一些参考。一、英国东伦敦大学(UEL)的办学理念1.UEL的使命陈述作为东伦敦地区的一个优秀文化中心,UEL给自己作出如下定位:在教育、培训、科研及咨询方面提供尽可能高的服务质量…