确保成人教育科学发展的思考

成人教育的科学发展必须以科学发展观为指导,才能确保和谐、健康地发展。科学发展观和成人教育相结合有着深刻的社会原因及现实意义,两者相结合有其原理及方法。这就要求成人教育工作者全面理解和把握科学发展观的实质,运用一系列策略推动成人教育的科学发展。     

20世纪英国普通学校音乐教育的发展历程

本文以20世纪英国学校音乐教育发展史上的重要事件、重要思想、重要改革实践为主线,将其概括为5个阶段:1、20世纪初至30年代,新技术引发了"音乐鉴赏运动";2、20世纪40-50年代,战争及战后时期凸显音乐的精神教育功能,强化音乐表演传统;3、20世纪60-70年代中期,受先锋派音乐家影响,专业作曲家将当代音乐引入课堂,实施作曲教学;4、20世纪70年代末至80年代中期,音乐教育研究趋于理论化,通俗音乐进音乐课堂; 5、20世纪80年代晚期至世纪末,政府对教育管理力度加强,<国家课程>的出台为音乐教育的评估和学科地位提供了法定基础.     

发展理念转变与安徽"十二五"规划的制定

制定＂十二五＂规划,要研究和反思＂十一五＂规划制定与实施的经验和教训,发展理念从速度型发展转向科学型发展。科学型发展的五年规划是以科学发展观这一当代中国最大的发展理念为指导制定的。转变发展理念,安徽制定＂十二五＂规划要与中央的发展理念相一致,才具有鲜明的时代精神。安徽五年规划的制定应准确把握安徽发展的阶段性特征,科学确定＂十二五＂发展的目标定位、战略取向和重点任务,凸显自身的创新性特色。     

The socioeconomic impact of HIV/AIDS on education outcomes in Uganda: School enrolment and the schooling gap in 2002/2003

Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling.     

Education and poverty in the global development agenda: Emergence,evolution and consolidation

The objective of this paper is to analyse the role of education and poverty in the current global development agenda. It intends to analyse the emergence, evolution and consolidation of a global agenda, which attributes a key role to education in the fight against poverty. With this objective, the paper addresses four main issues: first, it analyses the context in which the emergence of the agenda must be placed, analysing specifically the changes generated by globalisation; second, it focuses on the role of the actors, and especially on the role of the World Bank in setting the agenda; third, it explains the consolidation of the agenda by the Education for All Conferences and the Millennium Development Goals; finally it presents some of the main limitations of the hegemonic agenda.     

Aid effectiveness,transaction costs and conditionality in the education sector

The reduction of transaction costs is a commonly mentioned yet rarely elaborated goal for aid effectiveness in educational development. The casual use of the concept of transaction costs conceals which costs may be reduced, which costs are required and, indeed, what transaction costs actually are. Examining issues related to harmonizing the efforts of multiple donors in education development, this paper analyzes aid conditionality from a transaction-cost perspective. Using transaction-cost analysis, we expand on typical notions of policy conditionality to look at how organizational reforms may affect transaction costs and how aid contract relations may be influenced by conditionality.     

Social responsibility and community development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras

This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT¹, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students’ statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused approach.     

An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools

As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a number of workshops relating to the integration of development education active learning methodologies into their teaching. Following completion of the module, pre-service teachers participate in a 12-week teaching practice placement. This study, based on questionnaires and focus group data, was conducted following their return from teaching practice and examines their attitudes towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so. As they begin their teaching career, the integration of development education is not viewed as a major priority for these pre-service teachers.     

从课堂用语反思小学英语教师的专业成长

教师课堂用语在小学英语教学中扮演着重要的角色,然而英语教师的课堂用语却存在着诸多的问题,严重影响了教学的有效性。究其原因,仅仅停留在教师话语分析和课堂用语本身已无法解决该问题。本文立足于英语学科的特殊性和新课改的价值定位,从教师课堂用语运用能力的培养途径探究英语教师专业成长的必要性和重要性。     

《规划纲要》改革路径与现代国民教育体系构建方略

<国家中长期教育改革和发展规划纲要>所要推进的是一场整体性、全面性、系统性,在原理上有原创性新发展的"三级教育改革",负有崇高的社会历史使命.而在改革的态度确定之后,<规划纲要>的历史使命能否实现,最为关键的问题就是改革路径的设计和选择.作为全面建设小康社会整体目标中的教育发展目标和新世纪我国教育改革与发展的基本载体,现代国民教育体系的构建关系到<规划纲要>的改革路径.深入探讨现代国民教育体系的构建方略,有助于确定2012年、2020年等中长期时间节点上的国家教育发展战略目标,安排相应的实施步骤,保障<国家中长期教育改革与发展规划纲要>的实现.