学习型社会下基层电大学历与非学历教育双主体的办学模式探讨简

在构建终身教育体系,建设学习型社会的战略背景下,电大如何持续发展面临着前所未有的挑战和机遇.面对学习型社会的新要求,电大教育只有走学历教育与非学历教育并重的发展之路,构建学历教育与非学历教育双主体的办学模式,才能抓住机遇,适应社会需求,才能实现可持续发展.     

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.     

职业资格证书制度与法律职业教育融合的必要性及途径

随着职业资格证书制度被引入高等教育,其对高等教育的影响是巨大的,其受到的关注度也是越来越高。对于法律职业教育而言,是否有必要引入法律职业资格证书？如果这种引入是必须的而且是必然的,那么职业资格证书制度与法律职业教育之间又该进行怎样的融合才能发挥出其应有的功效？     

中高职衔接人才培养方案的研究

电子工艺与管理专业中高职衔接人才培养方案的研究主要从人才培养目标的衔接、课程体系的衔接、职业资格证书的衔接三个方面进行,使电子工艺与管理专业中高职衔接人才培养方案的实施有据、有效。     

浅析数字签名及其应用

本文从网络安全的角度出发,论述了计算机网络的安全问题和与其相关的数字签名技术;详细介绍了数字签名技术及其原理,并在此基础上介绍了基于数字签名技术的安全通信方式和发展前景。     

我国私人教练认证与培训市场调查研究

采用文献资料调研、问卷调查、访谈等方法,对我国私人教练认证与培训市场现状开展调查,指出了其中存在的问题主要有监管缺位、涉嫌违法、国家证书的不公平竞争等,提出了完善私人教练认证与培训市场的若干对策:完善立法,使私人教练认证与培训合法化;健全行政监管机制,维护市场秩序;建立体育职业资格认证行业自律制度;强化社会监督机制.     

社会性体育职业资格证书研究

梳理了社会性体育职业资格证书的概念、特征及发展历程;分析了社会性体育职业资格证书所面临的生存困境:涉嫌违法,市场混乱及国家证书的竞争等;重新诠释了社会性体育职业资格证书的价值与优势、赢利性、与国家职业资格证书的关系等问题;提出了在国家职业资格证书制度下对社会性体育职业资格证书实施政府调控下的竞争性分权管理的改革策略和基本构建思路。     

涉外定牌加工企业的商标侵权风险及防范措施

涉外定牌加工产品在我国出口贸易中占大部份额。然而,对指定或者提供使用的商标,第三人在我国境内相同商品或者类似商品上注册了相同或近似商标,但境外企业不提供第三人的商标许可证明或商标转让证书,或提供虚假的商标许可证明或转让证书等,导致涉外定牌加工企业商标侵权纠纷不断。涉外定牌加工企业应要求境外企业提供第三人的商标许可证明或商标转让证书,并予以审核,增强商标与合同等,防范涉外定牌加工中的商标侵权风险。     

适应职业技能考证需要 逐步完善高职实践教学

以上海科学技术职业学院通信与电子信息系为例,探讨在高职教育中积极推进职业资格证书与学历证书并重的双证制度,提出强化实践教学环节和改进理论教学的建议。     

谈高职院校教师队伍建设

发达国家极为重视高职教育师资队伍建设,主要体现在有严格的高职教育的教师资格标准,特别强调教师的实线经验和教学基本理论的掌握;实行教师专业化培养,由政府经过严格考核并颁发高等职业教育教师资格证书;职业技术教育的教师有着较为优越的社会地位与丰厚的待遇。这些内容都用法律的形式固定下来。我们可以学习和借鉴发达国家的成功经验,建设一支有中国特色的、适应知识经济和信息化社会发展的高职院校教师队伍。