有效率的利他主义——科拉姆的利他主义效率观评述

利他主义与效率的关系是探讨利他主义经济学价值不可回避的问题。科拉姆在其全新框架下以利他主义符合帕累托效率的必要条件为依据,揭示了情感、偏好、选择与行为之间的密切联系,提出依据行动主体观念上的自觉性,使其能动选择利他的偏好结构,遵照“完美的利他主义”正义通则,人们更偏爱的利他主义社会状态证明了利他主义的效率。     

改革开放：当代中国发展进步的理性选择

新中国成立后,以毛泽东为代表的中国共产党人,在探索中国自己的生产力发展道路时,明确提出社会主义革命的目的是解放生产力,为生产力的发展创造社会条件。党的十一届三中全会以来,以邓小平为代表的中国共产党人在总结中国社会主义建设的历史经验尤其是“文化大革命”经验教训的基础上,作出了改革开放的历史性决策。30年来,中国共产党几代领导集体在理论和实践上对改革开放之路的探索,我国经济社会发展所取得的举世公认的伟大成就,充分证明了改革开放是当代中国发展进步的理性选择。     

农村教育投入体制变迁30年：回顾与前瞻

改革开放30年以来,我国农村教育投入体制历经“两条腿走路”、“分级办学”、“以县为主”和“省级统筹”等多次演变。其中,财政投入重心变化所呈现出来的“U型”路径,正是宏观的政治、行政和财政体制演进以及政府间博弈等多重因素相互作用下的结果。而要确保农村教育发展所必需的充足经费投入,就应在大力构建宏观公共财政体制的同时,进一步完善和强化微观层面的财政监督与财务管理制度。     

提高教育政策执行力必须超越"执行"的视域局限

执行力实质上是指管理3大子系统互动、有效实现政策目标的效能,是管理系统中各类主体、活动形式与结构以及环境三者之问互动的结果。影响教育政策“执行力”的因素多种多样,但大体可归结为政策活动主体、政策环境条件、决策质量和技术操作4个类别。它们错综复杂,交织在一起,制约着政策“执行力”的发挥。     

内隐友好倾向对内隐攻击性的抑制效应

随机抽取92名大学生为被试,以攻击性词语和友好性词语为实验材料,采用偏好判断法来探讨被试的内隐攻击性。结果发现,在攻击性词语和友好性词语之间,个体偏好于友好性词语,且这种偏好不存在性别及攻击特质差异。个体身上存在明显的友好倾向而并未表现出内隐攻击性,内隐友好倾向对内隐攻击性具有抑制效应。该研究为我们提供了防止攻击性行为发生的另一独特视角。     

Determinants of Research Productivity in Spanish Academia

This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results.     

Universal,but not free: Household schooling costs and equity effects of Uganda’s Universal Secondary Education policy

A general consensus regarding universal schooling policies is that they have boosted enrollments while ignoring the quality of learning, although there is burgeoning research interest in the extent to which such policies have contributed to more equitable educational delivery. This paper analyzes household and school level effects of Uganda’s Universal Secondary Education (USE) policy, launched in 2007. We rely on data drawn from the Uganda National Panel Survey (UNPS) rounds in 2005 and 2009–11, which are included as part of the World Bank’s Living Standards Measurement Study (LSMS). We find that receipt of the USE capitation grant has increased substantially for most pupils, and is associated with a 60% reduction in household spending on education per child, at the lower secondary level. At the same time this relationship does not differ by wealth or by region. Further, we do not find evidence to suggest the policy boosted school attendance or retention, at the lower secondary level. Overall, our findings suggest a need for greater attention to the equity effects of universal education policies.     

Unravelling continuous assessment practice: Policy implications for teachers’ work and professional learning

Assessment policy in some countries continues to promote the use of continuous assessment (CA) within classrooms. Several policy claims have been made about the potential of CA to improve education. Using data from a 2010 evaluation of the Trinidad and Tobago Continuous Assessment Programme (CAP), canonical correlation analysis (CCA) was used to unravel the pattern of relationships between institutional variables, professional learning, teacher beliefs, and CA components. The CA components measured were (1) overall use, (2) multiple assessment formats use and (3) formative feedback use. Each CA component was shown to be associated with different variables, with overall use related to several teacher belief factors such as extra-role behaviour. However, multiple assessment formats use added only a small amount of unique variance to the CCA solution. Moreover, the canonical variate for formative feedback use was not statistically significant. These findings have implications for CA as a policy tool. Successful implementation of CA may require high quality professional learning as well as teacher workforce remodelling. Even when implemented successfully, however, CA may not be a useful vehicle for promoting high quality formative assessment or use of multiple assessment formats.     

印度教育“保留政策”问题探析

保留政策是印度政府为保障"落后"民族和弱势群体制定和实施的一项特殊优惠政策,其中一项规定是,为"落后"民族和弱势群体在高等教育机构中保留一定比例的名额.然而,该项政策的制定和实施以及名额分配问题引起了印度社会的广泛争论,甚至引发出深刻的社会矛盾.本文重点考察了印度教育保留政策的历史发展以及由此引发的种种纷争,并试图对保留政策本身存在的问题进行客观评述.     

基于和谐:国际初等教育政策的价值取向及对中国的启示

国际初等教育政策的价值取向,是以促进初等教育自身结构及与整个教育体系和谐发展,促进人与社会以及儿童自身和谐发展为核心和旨归的。具体表现为:教育发展与投入政策的优先取向,教育机会与资源配置政策的均衡取向,教育管理与体制政策的民主取向,教育目标与质量政策的人本取向。这对我国现阶段初等教育政策的制定和完善,以及和谐教育理论与实践的探索,具有重要的借鉴意义。