树立科学的发展观搞好高职院校规划建设

在高职院校的规划建设中，要树立科学发展观，要坚持全面发展、协调发展、可持续发展和以人为本的思想，处理好事业规划与基建规划、建学院和建房子、建筑文化与生态文化等关系。     

民办高校可持续发展应树立"经营学校"理念

经营学校就是学校面向市场,根据市场规律和教育规律的要求,合理配置教育资源以实现教育目标最大化。伴随着我国高等教育产业化进程的加快和高等教育市场竞争的日趋激烈,树立“经营学校”理念,已成为市场经济条件下民办高校可持续发展的必然选择。要经营好民办高校,促进民办高校可持续发展,就要强化战略规划意识、市场导向意识、质量管理意识、市场竞争意识、市场服务意识、品牌形象意识、成本效益意识、资本经营意识,建立起人才经营机制、市场开拓机制、校内竞争机制、法人治理机制。     

论构建和谐社会中高校的人文素质教育

构建社会主义和谐社会,需要社会的全面发展;社会的全面发展,最终要求人的全面发展;而人要全面发展,教育是关键的一环。人文素质教育是实施素质教育的主阵地,是提高人的全面素质不可缺少的环节,是推动社会全面发展的关键。就人文素质教育的内涵、人文素质教育在构建和谐社会中的作用,以及加强人文素质教育的途径等进行探析,强调了加强人文素质教育在实现高等教育目标、适应高等教育发展改革以及构建和谐社会等方面的重要意义。     

论商业银行拓展利润空间发展中间业务的几个问题

商业银行发展中间业务对商业银行有着重要意义，随着我国加入WTO，我国商业银行的中间业务存在的问题急需解决；更新观念，加大宣传力度，引进技术、人才，加强管理，建立风险防范机制，有计划开发等措施将有助于提高我国商业银行在国际金融市场的竞争能力。     

A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.     

英国校长专业开发的理念与模式

英国国家校长培训学院及其9个附属培训中心的成立标志着英国校长专业开发网络的形成。在对英国校长培训的理念、实施和经验等方面加以研究的基础上，展现英国校长培训的最新发展，以供借鉴。     

从用人单位和学生需求角度开发课程——"宽基础、活模块"课程模式再论之五

对从业者素质要求分析着力于用人单位的特殊要求,从即将进入的岗位需求出发决定学生应该"精什么"。根据学生自我发展需求和原有基础,决定"学什么"。受教育者需求和特点分析是确定课程起点、调整课程目标、筛选和组织课程内容的重要依据。课程开发者需要先进理念支撑的人才观,才能开发出适合学生发展、符合培养目标要求的课程。     

甘肃省生态足迹动态测度与分析

生态足迹分析法现已广泛应用于各种可持续发展的测度,文章应用该方法对甘肃省的可持续发展状况进行了评价和分析.在1996-2003年间,每隔一年计算出甘肃省的生态足迹,以此来对甘肃省可持续发展状况的动态变化进行测度和分析.计算结果表明,人均需求足迹整体为上升趋势,人均供给足迹整体为下降趋势;生态冗余只有1996年为正,即处于可持续发展状态;其余4个年份均为负值,即为不可持续发展状态.在历年人均生态足迹需求的各组成土地类型中,化石燃料用地和耕地是主要的两个组成类型,其次是草地;在人均生态足迹供给的组成中,耕地和草地是最主要的两个组成类型.     

Edulabs AGIRE project – evaluation of ICT integration in teaching strategies

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy.