共同质量保障框架参考模式下丹麦确保职业教育质量举措简述

随着分权化与框架管理趋势的加强,欧洲各国日益关注职业教育质量的保障。丹麦自20世纪90年代以来逐步形成的确保职业教育质量的十项举措颇为引人注目。它们涵盖了共同质量保障框架的不同阶段,提供了不同阶段问题的解决方案。文章介绍了这十项举措,并在共同质量保障框架参考模式下对这些举措进行了政策分析和效果评价。     

日本国立大学法人化的政策变迁研究——基于支持联盟框架的分析

2003年,日本国会正式通过<国立大学法人化法>.法案的形成,源于日本国立大学法人化支持派在政策子系统内外部因素的影响下,通过政策取向学习,修正反对派的价值观念和信仰体系,双方各自形成比较稳定的支持联盟.支持联盟的价值观念和信仰体系的改变是国立大学法人化政策变迁的关键因素.同时,政策子系统的外部因素在政策变迁中也起重要作用.     

中文元数据标准框架及其应用

通过对北京大学数字图书馆中文元数据标准框架的主要内容及应用实例的介绍,阐述了中文元数据标准制定的原则、方法和工作流程。     

论公民媒介素养测评框架建构

媒介素养是21世纪公民必备的素养之一,其宗旨在于培养理性的媒介公民。科学的媒介素养测评是界定、评估、推进公民媒介素养教育的重要基础和必要条件。文章聚焦公民媒介素养测评框架建构问题,运用综合性文献研究法,批判性地分析了国内外媒介素养测评框架研究现状,包括讨论了国外媒介素养测评框架建构的“能力、过程、目标”三大研究导向,归整了国内媒介素养测评指标体系、框架研究类型和群体媒介素养测评研究态势。在此基础上,文章指出,公民媒介素养测评框架建构应注重从以下五个维度展开理论建模和实证研究:认识媒介素养范式变迁的要义;理解元框架设计的意义内涵;回应全媒体时代媒介生态诉求;超越方法单一的研究偏向;凸显本土考量的文化适应性,从而构建“契合时代,立足本土,融通世界,表达中国”的公民媒介素养测评框架。这种测评框架是“元框架”意义的框架,能从根本上体现框架建构的学科性、时代性、本土性、普适性和可操作性。     

企业如何更好的实施内部控制

内部控制是为实现经营管理目标、组织内部经营活动而建立的各职能部门之间对业务活动进行组织、制约、考核和调节的方法、程序和措施,企业需要结合自身特点,优化控制环境,明确控制目标,改善控制技术,并不断完善内部控制系统,提高内部控制的效果,保护企业资产,确保财务报告的可靠性以及企业对法律法规的遵循,本文旨在简要介绍内部控制的概念和美国COSO内部控制框架以及内部控制与经营管理的关系,结合目前本企业内部控制的现状,探寻如何更好的实施内部控制。     

基于元数据采集的ERMS互操作框架研究

制定教育资源管理系统(ERMS)互操作框架，是实现教育资源有效共享与交换的重要工作。本首先介绍了ERMS互操作方面的已有相关研究，并在此基础上，提出了一种基于元数据采集的ERMS互操作框架(ERMSIF)。在这种ERMSTF框架中，各个ERMS都是自主的，可以通过元数据采集协议交换与共享资源的元数据。此框架容易实现，而且便于各个ERMS发挥特长，或着重于资源开发，或着重于提供服务，从而可以带动教育资源建设形成产业。     

The Ako Conceptual Framework: toward a culturally and linguistically responsive pedagogy

ABSTRACT

This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the vā (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi vaha`a/vā (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the taumu`a `oe ako (the purpose for teaching and learning), founga ako (the concepts of teaching), and feinga ako (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article.     

A Hierarchical Biology Concept Framework: A Tool for Course Design

A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult for novices to grasp. Our BCF is also cross-referenced, highlighting interconnections between concepts. We have found our BCF to be a versatile tool for design, evaluation, and revision of course goals and materials. There has been a call for creating Biology Concept Inventories, multiple-choice exams that test important biology concepts, analogous to those in physics, astronomy, and chemistry. We argue that the community of researchers and educators must first reach consensus about not only what concepts are important to test, but also how the concepts should be organized and how that organization might influence teaching and learning. We think that our BCF can serve as a catalyst for community-wide discussion on organizing the vast number of concepts in biology, as a model for others to formulate their own BCFs and as a contribution toward the creation of a comprehensive BCF.     

Teacher Agency in South African Education Policy Related to School Safety

Abstract

Safety in and around schools is an on-going concern in South Africa. Current education policy related to school safety institutes mechanisms to reduce violence as a measure of promoting safety. The highest rate of violence reported by learners occurs in the classroom. By implication, how teachers are either enabled or constrained to respond to violent incidents in classrooms is critical. With the aim to determine how education policy related to school safety either enables or constrains teacher agency in South African education policy related to school safety, the article reports on a study that examined the mechanisms of the National School Safety Framework (NSSF) together with the context at schools. The study found that the NSSF mechanisms and school context find little enabling teacher agentic action, where learning is concerned. Although the NSSF mechanisms require teachers to perform many roles as measures of reducing violence to promote school safety, none involve pedagogic strategies or techniques. Given that teachers’ greatest challenge in the context of violence is the disruption of teaching and learning, the NSSF mechanisms are inadequate as an education policy related to school safety within the current context of insecurity in South African schools.     

Cultivating creative mentalities: A framework for education

In so far as education has acknowledged creativity at all, it has commonly focused on ‘allowing’ rather than ‘developing’ creativity, on arts-based ‘experession’ rather than broader or deeper kinds of creativity; and on the role of techniques rather than dispositions. This paper seeks to redress the balance by arguing for a range of candidate ‘habits of mind’ that are conducive to general-purpose creativity, and focusing on some of the aspects of classroom culture that seem to be conducive to the development of these habits of mind. Two practical examples from action research projects carried out over the last four years in Cardiff are used to illustrate the potential of this approach. It is suggested that this kind of ‘gentle persuasion’ may well have greater long-term value than the kind of bolt-on reative binges that are sometimes found in primary schools.