The Regulation of Teacher Education in South Africa through the Development and Implementation of the National Qualifications Framework （1995 to 2005）

Together with National Qualifications Frameworks （NQFs）in England, Ireland, Scotland, New Zealand and Australia, the South African NQF is part of a somewhat elite, even notorious, and often criticized group of first generation NQFs that were established between the late 1980s and early 1990s. These NQFs were rooted in the thinking on competency, lifelong learning and outcomes-based education that prevailed in the United Kingdom at the timeH. In the subsequent period up to 2005, more than 30 additional countries have embarked on NQF development, while three regional qualification framework initiatives are also currently underway, one in the Southern African Development Community （SADC）, another in the European Union （EU）, and yet another amongst English-speaking Caribbean countries （Tuck et al., 2006）. In the background of this continued drive for NQF development across the world, I use this paper to reflect critically on the extent to which the development and implementation of the South African NQF has impacted on the regulation of teacher education. In particular I discuss the extent to which： （1） provisioning of teacher education has been quality assured through NQF sub-systems; （2） teacher qualifications and standards have been developed and realigned to NQF requirements to accommodate, amongst others, un- and under-qualified teachers; and （3） professional development points for teachers are being introduced to complement the NQF credit systemt. The paper is concluded with specific observations that may be of value to other countries that are using, or plan to use, NQFs to regulate and improve teacher education.     

美国特殊教育教师的任职资格变迁及其对我国的启示

美国特殊儿童委员会(CEC)于1995年制定了《每个特殊教育者必须知道什么——有关特殊教育教师准备和资格的国际标准》,并于1996年出版第二版。以此为基础,历经三年,CEC于2003年发表了特殊教育教师准备和资格的国际标准的修订版。因此,我们有必要对新标准的制定过程、各方面的内容含义进行较为详尽的分析,并与1995年标准进行内容、结构等方面进行对比,并进一步结合中国当前尚未制定出特教教师任职资格的实际,提出我们从新标准中所应获得的启示。     

执业资格制度与高校图书馆资源建设利用

是否具备专业执业资格已成为人才评价的重要标准,很多高校将其人才目标定位于培养相应专业的执业人士.图书馆作为高校教育功能和文献信息保障的重要组成部分,应从图书采购、网络资源的建设和改革排架方式等方面优化服务功能.     

英国体育健身娱乐产业现状解析及重要启示——关于运营质量和职业资格管理

运用文献资料与比较分析法,对英国体育健身娱乐产业现状进行了解析。社会团体应借鉴ISO9000质量保证国际标准体系中之精髓,制定本行业质量管理评价标准体系,促进体育健身娱乐产业运营质量管理向规范化、正规化方向发展,组建全国性体育健身娱乐产业协会。通过各种教育与宣传活动,努力提升全社会对体育健身娱乐产业的认知度,促进体育健身娱乐产业健康可持续发展;在国家主管部门宏观指导并会同社会团体与相关机构的参与下,使其真正具有行业的认同性和可操作性。     

High‐quality interactions with infants: relationships with early‐childhood practitioners’ interpretations and qualification levels in play and routine contexts

This study investigated factors related to the quality of early‐childhood practitioners’ interactions with infants in play and routine contexts. Participants were 24 practitioners working with 9–20‐month‐old infants in long day‐care infant programmes. Video‐recordings of their interactions with a nominated infant during play and in routine contexts were rated for levels of sensitivity and stimulation. Practitioners were asked to interpret extracts of this video footage and these interpretations were rated according to the complexity of the interpretive narrative. Results indicated relationships between practitioner qualification, their levels of interpretive complexity and the quality of their interactions. The quality of play interactions was significantly higher than that of routine interaction. The implications of these findings in relation to the provision of high‐quality infant day‐care programmes are discussed.     

21世纪高教自考面临的挑战及对策

２１世纪将是知识经济的世纪，自考在迎来可贵的发展机遇的同时，亦将遭遇诸多困难与挑战。为此，高校自考要进一步面向市场、优化结构，扩大功能，强化管理，建立直制度完善、质量较高、充满生机的考试体系。     

从"高等教育自学考试"到"高等自学考试教育"的探索--纪念高等教育自学考试创立25周年

本文总结了自学考试的发展历程,指出了自学考试的作用和成绩。自学考试作为一种教育形式,仍然存在着问题和面临着挑战。     

香港高校自资式研究院修课课程: 特点、发展趋势与面临的挑战简

作为香港高等教育体系的重要部分,现有11所香港高校开设自资式研究修课课程。自资式研究院修课课程普遍具有学制短、实用性项目课程为主、课程设置灵活、兼读制模式及本地生为主等特点。近年来,随着香港逐步推进教育产业发展及区域教育枢纽建设,自资式修课研究生教育规模稳步增长,项目发展呈多样化趋势,且内地生规模迅速扩大。同时,香港高校修课式研究生教育也面临着来自规模偏小带来的集聚效应不足,课程设置高度市场化带来的办学风险等方面的挑战。     

如何穿越那个迷离的雨季——全日制自考助学班学生心理障碍解析

作为普通高校的另一类风景,全日制自考助学班学生有其自身的心理特点,学校对他们的管理也不同于普通本科学生。相比同龄普通本科学生,全日制自考助学班学生的心理问题长期未引起重视。研究全日制自考助学班学生的心理特征和常见心理问题,采取有效的方式化解他们的困惑,引领他们顺利穿越心灵的雨季,既有利于促进全日制自考助学班学生的全面发展,也有利于教育工作者对全日制自考助学班学生心理问题进行探讨与诊治,从而进一步完善大学生的心理健康教育机制。     

现状与问题:我国幼儿园教师资格面试研究

结合情境面试的特点和我国教师资格考试参加者情况,研究认为我国教师资格面试的性质为情境面试。在此基础上,研究对现有中国教师资格面试实施程序的规范性与公正性、考官组成以及评价工具的合理性进行研究。针对其中不足和问题,研究提出必须加强关键事件的工作分析、优化面试问题的开发、编制定锚量表、关注考官队伍的培养与培训、重视面试时长与题目数研究。