Decentralisation In Education, Institutional Culture And Teacher Autonomy In Indonesia

Indonesia has seen several recent attempts to devolve control over the curriculum to the local level. Rather than catalogue all of the problems encountered in the course of their implementation, the present contribution focuses on a single reform, the Local Content Curriculum (LCC). Analysis of local responses to this reform provides insights into the states influence on the actions and attitudes of Indonesian educators not previously detailed in research on educational decentralisation. These insights into the implementation of the LCC expand the understanding of the tangible effects of educational reform on actual learning institutions and pupils as well as inform about the central governments real ability to effect change in schools. The study also shows how the lethargy of local actors is bound to deeply engrained views about the role of Indonesian teachers in school, in the society and in the state.     

Decentralisation In Education,Institutional Culture And Teacher Autonomy In Indonesia

Indonesia has seen several recent attempts to devolve control over the curriculum to the local level. Rather than catalogue all of the problems encountered in the course of their implementation, the present contribution focuses on a single reform, the Local Content Curriculum (LCC). Analysis of local responses to this reform provides insights into the states influence on the actions and attitudes of Indonesian educators not previously detailed in research on educational decentralisation. These insights into the implementation of the LCC expand the understanding of the tangible effects of educational reform on actual learning institutions and pupils as well as inform about the central governments real ability to effect change in schools. The study also shows how the lethargy of local actors is bound to deeply engrained views about the role of Indonesian teachers in school, in the society and in the state.     

Teacher Education in Italy, Germany, England, Sweden and Finland

This article presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. In the post-industrial world, the sense of teaching has profoundly changed, influenced by a rapidly evolving socio-economic context.
The responses given by each country are different, but two tendencies emerge: on the one hand, the English model, which seeks to make a teacher a faithful executor with regard to centrally decided learning objectives; on the other, the Nordic model that conceives the teacher as a 'fully-fledged' professional.
From the point of view of the sustainability and of the safeguard of the educative mission of the school, the second model, though with all the difficulties that its efficacious realisation entails, presents some advantages when compared to the first. The article concludes with some considerations on the need to conceive the reform of teacher education from a systemic point of view, in the context of a global change of national school systems, where the autonomy of the single schools plays a role of paramount importance.     

Privatisation, Decentralisation and Education in the United Kingdom: The Role of the State

Since the early 1950s, the axis centralisation–decentralisation, especially as thematised in the work of Isaac Kandel, has represented a major focus of comparative studies in education. Kandel argued that issues relating to the internal conduct of the classroom (interna) should, so far as possible, be decentralised, while issues relating to administration, school structure and organisation of the educational system (externa) might safely be centralised. After 1988, successive governments in the United Kingdom have undertaken reforms which have placed more central control on the curriculum and even methods of teaching (interna), while school finance and administration (externa) have been devolved to the school level. The present essay argues that a simplistic approach to centralisation and decentralisation is not likely to be fruitful. Instead, we should acknowledge the role of the State in creating a permissive framework for educational systems. Local action can then be seen as part of a policy accommodating or resisting the implications of that framework.     

十八世纪德国与法国的文化冲突--兼论德国启蒙运动的民族特性

18世纪是欧洲的启蒙时代,法国成了欧洲乃至世界的文化中心。而此时的德国仍处于分裂状态之中,政治、经济、文化都较落后,外来文化尤其是法国文化大量人侵德国,并在其境内刮起一阵全社会的“法国化”之风。德意志民族热衷于讲法语,并纷纷模仿法国的生活方式、艺术方式,且以此为荣。在这场文化的冲突中,德国一批启蒙知识分子最先作出反映。他们反对对法国文化的拙劣模仿,并努力发掘、发展和创立德国自己的民族文化,促进了体现鲜明民族特质的德国启蒙运动的发展。     

瑞典、法国和德国职业教育考察报告

通过对瑞典、法国和德国三个国家职业教育的考察,我们可以看到他们的职业教育虽各具特色,但主要特点都是崇尚实际、崇尚能力,而不是片面的追求学历文凭,这无疑会给我们很多的启示。     

美英德法四国的双语教育

少数民族教育直接关系到我国少数民族地区的经济发展和社会进步。在少数民族聚居地区实施双语教学是发展民族教育的重要途径。但是,在少数民族双语教育方面仍然面临着许多问题。文章将系统地介绍关国、英国、德国、法国的双语教育的历史背景、语言政策和具体实施情况,以期对我们更好地开展双语教学有所启发。     

法国、德国、挪威职业教育的考察及启示

2009年4月17～29日,贵州大学赴法、德、挪三国考察访问团,对其职业教育状况进行了较为深入的考察,修订或签订了一系列合作项目协议。不论是历史悠久、层次多样的法国职业教育,还是学以致用、务实严谨的德国职业教育,乃至肝胆俱全的挪威纳尔维克工学院,都给我们留下了深刻的印象,更重要的是给我国职业教育的办学思路,特别是做好职教师资培养培训基地发展规划提供了宝贵的借鉴。     

素质教育与学校美术教育

素质教育旨在提高国民整体素质。学校美术教育是素质教育的有力传播手段 ,它需要教师自身素养提高、学生全面发展。学校美术教育要真正对素质教育起到促进作用 ,就必须体现它的综合性、完整性 ,充分发挥其功能     

美、英、法三国教师教育评估及其启示

美、英、法三国的历史和文化传统不尽相同,不同的教师教育管理体制形成了不同的教师教育评估模式,但却有着共同的特点：评估机构的独立性、评估程序的科学性和民主性、评估结果运用的科学合理性。针对我国的具体情况,提出了值得我国借鉴的地方和有益的启示。     

当代德、英、美三国人本教育思想的比较

人本主义教育思想源于人本主义哲学,是西方现代教育中比较重要的一种教育思想,也是一种强调以自我为中心,强调个人的“自我实现”的教育理论。在当今欧美国家,人本主义教育思想已成为教育的主流思想,在教育的实施过程中占有统治地位。其对于我国目前正在进行的新一轮课程改革具有较大借鉴意义。     

法、美、德、俄高等工程教育“卓越”之缘

法、美、德、俄在高等教育发展的历程中,致力于将工程教育和工程技术人才的培养视为国家持续发展的潜力所在和提升国家竞争力的有力保证,并以其“卓越”的教育质量享誉全球.其“卓越”缘由在于:分工明确的高等工程教育系统确保其功能的有效发挥;适切性、综合性、实践性的培养过程设计使工程本质得以充分体现;制度化、前瞻性认证基准及政策报告规约和引领高等工程教育改革.     

2006年上海高校研究生教育德国培训团考察报告

德国有着悠久的高等教育办学历史,且独树一帜,对世界高等教育的发展曾产生过十分重要的影响。近年来,以提升其在国际范围内的竞争力和声誉度为目标,以推进欧洲高等教育一体化进程为手段,以科学专业建设为重点,而以管理体制和办学体制的改革探索为突破口,德国也开始对其传统的高等教育体系进行认真反省,并作大胆的革新,但其强调教学与科研相统一、注重理论结合社会实践发展的传统不仅未曾受到改革的冲击和影响,反而更因宏观层面的制度设计与安排以及微观层面的改进与加强而得到进一步的光大与彰显,值得我们认真学习借鉴。     

与英、法、德、美研究生淘汰机制之比较

本文对国外一流大学实施和运作研究生培养淘汰机制进行了阐述和比较,提出要借鉴国外著名高校培养高层次人才的经验,建立和完善我国研究生教育与培养质量保证体系,加大研究生培养淘汰机制的实施力度,提高研究生培养的质量。     

法国、瑞典高职教育现状及特点分析

法国和瑞典为提高国际竞争力和保持较高的就业率，使经济发展迅速由“资源驱动”转化为“知识驱动”，积极采取新措施发展职业教育，使职业教育不但为人们提供完成现行工作所需的专业知识，同时为其适应职业生涯将面临的转变做好准备。本文以两国的高职教育为例，谈点粗浅认识。     

近代家族公司的治理结构、家族伦理及泛家族伦理

近代家族公司在治理方面表现出二元化的特点,股东大会、董事会、监事会等法定的公司治理结构与家族伦理、泛家族伦理等传统手段在公司治理中同时并存,并相互影响,从而使近代家族公司在治理方面表现出不同于西方公司的特点。学术界在研究公司治理结构与家族伦理、泛家族伦理在公司治理中的关系方面,取得了一定成果。但也有许多不足,其中关键的一点是对于公司治理结构与家族伦理、泛家族伦理的适用对象缺乏认识,因而有必要澄清这一问题,以便进一步认识公司治理结构与家族伦理、泛家族伦理的关系。     

我国基础教育中机器人教育的现状与对策研究

近年来,机器人教育越来越受到人们的关注。国内外的教育专家提出,教育机器人在基础教育中可作为实施创新教育、素质教育、技术教育的有效载体。从中小学机器人竞赛、机器人教学、机器人教育研究三方面阐述了我国基础教育中机器人教育的发展状况,分析了发展中存在的问题,并提出了若干解决问题的对策。