Strengthening internal quality assurance as a lever for enhancing student learning experiences and academic success: lessons from Namibia

Higher education plays an important role in the social, economic and political development of any given nation. In the Namibian context, quality assurance systems have been put in place at both national and institutional levels through the establishment of national quality assurance agencies and units responsible for quality in institutions. A critical literature analysis of quality assurance systems in higher education shows that although they claim to strike a balance between improvement and accountability, external quality assurance mechanisms tend to have an accountability and compliance focus and to promote managerialisation and bureaucratisation of academia. This article argues that internal quality assurance systems, built on a strong quality culture, tend to be more effective in enhancing the quality of student learning experience and academic success than externally driven quality assurance. Thus, to promote genuine quality, more energy must be invested in external quality assurance capacitating and strengthening internal quality assurance systems.     

Algorithmic culture,networked learning and the technological horizon of theory

ABSTRACT

Going via Bernard Stiegler’s theorisation of technology, and his response to Chris Anderson’s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption.     

英汉互译中的跨文化交流意识

翻译是跨文化交流过程中时常涉及的一个中介环节。本文在英汉互译中 ,引入跨文化交流意识 ,旨在立足于传统翻译学对翻译的认识上 ,从跨文化角度深化翻译的内涵 ,并通过分析翻译实践与某些文化因素之间的关联 ,突现出翻译中易出现的文化方面的问题 ,进一步探讨了翻译中应持的文化态度以及翻译者应具备的文化素质     

改造文化是教育的重要功能

从历史和现实两个层面揭示出教育与文化的天然联系以及教育对文化的再生及改造机制,强调指出改造文化是教育尤其是现代教育的重要属性和功能,认为充分发挥教育的文化改造功能在我国社会转型时期具有重大的现实意义。     

浅论中国武术发展战略

从武术的本质特征和文化学的角度，从全局和长远眼光探讨武术的发展，提出武术发展的战略构想，推动武术沿着正确的道路健康发展壮大。     

乡村振兴背景下耕读教育的时代意蕴及其实施路径

乡村振兴的关键在于乡村教育的振兴。城镇化浪潮下的乡村教育面临诸多困境:教学内容缺乏乡土元素,乡村学生与乡村生活渐行渐远;新生代乡村教师乡土情怀淡漠,乡土资源与学校教育日益疏远;学校管理模式城市化,乡村学校与乡村社会明显隔膜。传统耕读教育在新时期具有多重意蕴:劳动教育功能,创新劳动教育的理念与实践;全面育人功能,五育并举促进学生全面发展;多方联动力量,连通古今联动家庭学校社会。新时代乡村振兴进程中发挥耕读教育作用的路径:深入开发地方课程、校本课程中的耕读教学元素;搭建多层次、多形式的耕读教育实践基地;因地制宜创建生动、活泼的耕读校园文化。     

析孙中山与陈独秀对传统文化认识的歧异

孙中山与陈独秀对新文化运动有不同的态度 ,这是源于他们对中国传统文化的认识不同。陈独秀要彻底否定儒家思想、传统伦理道德和中国文学艺术 ,甚至主张废汉字 ;孙中山则主张继承、改造传统文化 ,总体上对儒家思想、传统伦理道德和中国文化艺术持肯定的态度 ,并且十分尊孔 ,反对废汉字     

论拓跋鲜卑民族的融合

化上的转变是完成民族融合的重要一步,这种转变促使了拓跋鲜卑民族成员社会心理与社会行为的变化。对汉化进一步“内化”的结果,使鲜卑人原初的民族意识逐渐消失、新的民族意识日益形成,当入主中原的拓跋鲜卑民族形成了与汉族相同的民族意识之后,就意味着二之间的融合已经完成,因此,民族意识的转化是考察民族融合的关键。     

文化对决策主体在决策中的作用与影响

文化对决策的影响非常广泛,决策主体对文化的选择与活化具有多样性,表现为对文化的继承与改造,是文化发展的重要因素。     

汉、英词汇涵义的对比在外语教学中的应用

通过对汉、英词汇涵义进行比较分析,将具有内涵意义的词汇分为四类,这不仅有助于准确理解问题内涵,而且有助于发挥语言表达思想、交流感情的功能。