Qualifications,examinations and assessment: views and perspectives of students in the 14–19 phase on policy and practice

This paper brings to the forefront students’ views on one of the most significant aspects of educational reform in the 14–19 phase in England, specifically qualifications, examinations and assessment reform. In this respect, the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students are presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact on students of qualifications reform in situ which can be confusing, unsettling and ultimately detrimental to future success.     

Will skills save us? Rethinking the relationships between vocational education,skills development policies,and social policy in South Africa

This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education.     

高校教师队伍学缘结构的现状及优化—以＂近亲繁殖＂现象为视角

当前我国高校教师队伍学缘结构的“近亲繁殖”现象愈发严重,其原因主要有中国传统文化的影响教师招聘制度不合理以及区域差异使得人才流动受阻。为此政府应加强政策导向、经费支持与完善法规,学校应广罗人才、引入竞争、开展在职教师学历教育与聘用兼职教师,教师自身应避免留校、多参加交流并进行终身学习。     

关于加强职业院校管理干部队伍建设的思考

政治路线决定之后,干部就是决定的因素。为了使职业教育获得健康、可持续的发展,就必须建设一支政治素质可靠、业务素质优良的管理干部队伍。为此,从职业院校当前的实际出发,就管理干部队伍的培养、培训和队伍优化问题,提出确立正确的管理理念、培养服务意识、提升管理能力、提高管理艺术、构建管理团队等相应的对策。     

高师院校培养职教师资技术性素养的困境及出路

高师院校在培养职教师资技术性素养存在明显的"短板"。由于其办学的惯性思维,高师院校的教师队伍、课程体系和校内实习基地都无法有效地培养职教师资的技术性素养。高师院校必须积极寻求企业帮助,加快产教结合实训基地建设,以弥补校内实训基地在培养职教师资技术性素养上的不足;以技术为导向,加强课程体系改革,同时大力建设兼职教师队伍。     

十堰市旅游企业员工培训现状与经验探索

我国旅游企业竞争日趋激烈,但归根结底是旅游专业人才的竞争。员工培已成为各旅游企业都非常关注的一项人力资源管理工作内容。分析十堰市旅游企业员工培训的现状和造成该现状的成因,通过实地调研,从旅游企业内部管理的角度探索员工培训的若干经验,以期为旅游企业实际培训工作提供必要的帮助。     

陕西省学前教育师资队伍现状及对策

通过对陕西省学前教师队伍现状的分析,发现存在着师资队伍整体水平偏低、数量严重不足、教师工资待遇差、职称结构不合理、教师性别结构失衡等突出问题。提出加大培训力度．努力提高幼儿教师的能力和素质,科学制定编制,落实幼儿园编制标准,建立幼儿园教师培养基地,着眼未来培养高水平幼儿教师,制定相应的制度或机制,确保幼儿教师的待遇和地位不受影响等政策建议。     

农村普通高中教师群体科研能力提升的实践与思考

在教育均衡发展的现实要求面前,农村普通高中教师群体科研能力的提升显得尤为必要,本文提出了农村普通高中教师群体提升科研能力的五个方法,即校本培训、微型课题研究、评价驱动、氛围营造和典型引路。     

从个人发展到团队建设——南京市江宁科学园小学学科教师队伍建设的思考与实践

优秀的学校必由优质的师资支撑。相对于某一优秀的个体,一支优秀的教师团队对学校的学科建设和整体发展更具推动力。南京市江宁科学园小学在打造＂教师发展学校＂的实践中形成了有效的途径,主要从目标达成、学习驱动、精神整合、评价与激励四个方面入手,取得了较好成绩。     

论胡锦涛教师队伍建设思想

胡锦涛教师队伍建设思想是胡锦涛教育思想的重要组成部分,旨在突出教师在现代教育中的重要作用和关键地位,其要义是通过提高教师地位,维护教师权益,改善教师待遇,加强教师培训,优化教师队伍结构来推动我国教育事业科学发展,提高民族文化素质,为全面建设小康社会、加快推进社会主义现代化提供更加有力的人才保证和人力资源支撑.