我国"市场导向"高校毕业生就业政策的形成与启示

针对我国高校毕业生就业政策问题研究相对较少的情况,通过回顾其形成历程:从"统包统分"的行政指令时期、"供需见面"、"双向选择"的过渡时期,到"市场导向的自主择业时期,"得出我国"市场导向"高校毕业生就业政策形成与人们对社会,尤其是高等教育领域多年低效运转极度不满以及对高校运转强烈渴求相关的启示,并就"市场导向"高校毕业生就业政策还应如何调整才能促使市场机制达成效率目标提出建议。     

农村地方教育政策的价值失范分析

通过一项农村地方教育政策的分析,指出教育政策价值选择应该以功利主义伦理原则为基础,进而得出价值选择的原则应以公正无偏原则和分配普遍原则为标准,最终以农村地方教育政策制订的适宜的方法为归宿,保障农村教育政策达到应有的效果。     

建设一支相对稳定的师资队伍是提高实验教学质量的重要保证

由于历史的偏见，我国高校的实验师资队伍存在不少问题。建立一支相对稳定的专兼职结合的高水平的师资队伍，校、院（系）要采取相应的政策措施，有条件的学校应实施TA制（研究生助教）．     

经济发展的价值追求与人本向度

社会经济的发展涉及政策设计和价值评价两个方面,前者是"实然"的问题,而后者却是"应然"的问题.究竟来看,经济活动是为了人,而不是为了人的身外之物.生产力的发展本身也不是目的,它只不过是为了该社会中人的生活福祉提供物质基础.以人为本,关注入的生命和生活的和谐发展才是经济发展的最后追求.在落实科学发展观中,如何把握当前经济发展的价值方向,坚持以人为本的经济发展模式,建立和制定符合最广大人民群众根本利益的经济政策已经成为切身紧要的事情.     

当代英国基础教育政策及其影响浅析

文章主要论述在英国当代基础教育改革和发展过程中产生过重要影响的包括学制政策、课程政策、师资政策、管理政策、经费政策在内的基础教育政策。正是这些基础教育政策的制定和实施,使得英国基础教育在不断改革的基础上得到了迅速发展。     

全球化背景下高等教育政策的发展趋向——基于大学排行榜的国际比较

大学排行榜作为国际高等教育评估的潮流和趋势,从某种程度上反映了大学的质量水平与公众和社会需求.本文主要选取中国、美国、英国和加拿大的大学排行榜进行国际比较,以输入、过程、输出作为归类标准分析大学排行榜指标体系的特点,从而透视当前全球化背景下高等教育政策的发展趋势.     

Variation in class size,the class size paradox,and some consequences for students

Even where a total allocation of resources is fixed, it is often possible to vary the distribution of the given resources. This distribution can have important, if sometimes hidden, consequences. In the case of universities, considering the mean class size as given, three nonobvious consequences of the amount of variation in class size are examined. (1) The average class size experienced by students is directly related to the amount of variation in class size. (2) Overall student attendance is inversely related to the amount of variation in class size. (3) Overall student participation time is directly related to the amount of variation in class size. The logic of these relationships is explored, and data on 49 departments and interdisciplinary programs at one university are used to illustrate the nature and extent of the class size paradox at one university.     

Critical Thought within the Social Welfare Policy Course

Critical thought is a necessary element for proficient practice in social work at both the micro and macro levels. For this reason, social work educators must seek to integrate critical thought in BSW and MSW curricula. This article provides a method for achieving this integration in the social welfare policy course. The method includes the four following phases: instruction regarding logical errors, presentation of logical errors in contemporary political debate, demonstration of critical thought in policy position analysis, and self-assessment of one's own logic. The implications of this method for practice in a values-based context are discussed.     

Troubling the discourse of teacher centrality: a comparative perspective

The belief in the central role of the teacher has a long and comparative history. This article aims to critically analyse the discourse of the centrality of the teacher by both historicising and problematising the ideas and practices associated with this discourse. First, the article describes the discourse as it was taken up during the twenty‐first century when the teacher was viewed as the linchpin to building universal education systems. The idea that the ‘master makes the school’ is examined and the policies that stemmed from this thinking (e.g., the establishment of formal teacher training, teacher testing and certification) are outlined. The contemporary manifestations of this discourse are then described to show how the pervasive belief in the central role of the teacher has influenced education policy reforms, which like teacher policy reforms in the nineteenth century operate to shape and regulate the profession. Further discursive effects are analysed including the de‐contextualisation of educational reform and the de‐professionalisation and de‐politicisation of teachers and their work. The relationship between effective schools research and the centrality of the teacher discourse is also considered within the contemporary moment. This comparative study refers to the discourse of the centrality of the teacher in Australasia, Europe, Great Britain and North America, and suggests that our collective focus on the teacher has had some serious, unexpected effects on teachers and the work they do.     

Education and poverty in affluent countries

This article reflects on the desire to defend and claim public education amidst the educational policy effects of contemporary neoliberal politics. The defence of public education, from schools to higher education, undoubtedly provides a powerful counter-veiling weight to the neoliberal policy logic of education-as-individual-value-accrual. At a time of intense global policy reform centred on marketisation in education, the public education institutions of the post-war welfare state are often characterised as being lost, attacked, encroached upon and dismantled. In this paper, I contend it is important to avoid mobilising a memory of public educational pasts that do not account for their failings and inequalities. Turning to a historical engagement with the emergence of neoliberal politics, the paper explores how challenges and contestations surrounding ‘the public’ from multiple standpoints converged in the rise of neoliberalism. Recognition of these convergences and contestations, I suggest, assists to provide a more nuanced account of the relationship between neoliberal reform and the welfare state, and thus of the complex task of imagining, claiming and working towards a just and equitable public education.