昆明建设面向东南亚、南亚国际化教育中心城市之基本构想

把昆明建设为面向东南亚、南亚的国际化教育中心城市具有重要的长远战略意义。而借鉴新加坡在国际教育领域的管理模式、经验以及“新加坡教育”的国际品牌效应，积极开展中新合作，建设一个不拘泥于硬件及地理限制的网络式概念的国际教育园区，是实现这一战略的有效途径。其次，在投融资思路上，可采用多元化、多渠道的投融资策略与模式，借鉴他国（如日本）先进的融资经验，从而进一步推进昆明国际化教育中心城市的建设。     

Whether and where to enrol? Choosing a primary school in the slums of urban Dhaka,Bangladesh

Slums account for around a third of the population of Dhaka, Bangladesh, and are thought to be growing rapidly. But there is little in the research literature about education of children who live in slums and it is doubtful whether they are covered in official statistics such as those on enrolment rates. This paper addresses this gap with information from a 2008 survey of around 1600 slum households. Most had incomes of less than US$1 per day per person, and faced problems including flooding, poor housing, and risk of eviction. A wide range of school types provided education to children from the study areas, but this varied a lot between different slums.     

Education in the knowledge-based society: the case of the Philippines

There has been a sustained interest in the contribution of higher education in local, regional and national development in many countries. Along this line is the increasing internationalization and globalization of services to which the higher education sector is anticipated to respond through the updating and modernization of its offerings, changing of its formal structures and methods, policies regarding access, among others. The challenges of higher education in the global context anticipate the internationalization of this sector as a means that can provide an efficient response to and training for the evolving demands of modern society. This article reviews the programmes enacted by the Philippine government in response to the changing context of higher education with the move towards the knowledge-based society as central in policy. Issues relevant to the growing internationalism of education as seen through, among others, related human capital training, the role of research and development (R&D), and the increasing privatization of education as a result of the expansion of higher education will also be discussed.     

A sociocultural analysis of organisational learning

The concept of organisational learning has been widely debated and frequently contested by educationalists, but the specific processes and actions which constitute this form of learning have received relatively little research attention. This paper reports a three‐year empirical investigation into organisational learning in a large industrial complex, with the aim of clarifying the practices of organisational learning and interpreting them within sociocultural learning theory. A sociocultural model is proposed which identifies dialogue as the fundamental process by which organisations learn, and relational practices as the social structure which embeds the dialogue and makes it sustainable in a potentially conflictual environment. Three relational practices are analysed in detail: opening space for the creation of shared meaning, reconstituting power relationships and providing cultural tools to mediate learning. A pedagogy of organisational learning is defined in terms of participation in these practices, either as the carrier of a practice or as the facilitator of participation by others. The theoretical requirement that adult learning must be autonomous is reconciled with the concept of collective learning in pursuit of organisational goals by rejecting the notion of an individually‐contained self in favour of a relational concept of the self, in which autonomy is achieved by building relationships with others.     

重议《脱亚论》——以时间跨度和“儒教”为切入点

福泽谕吉是近代日本最大的启蒙思想家,他的《脱亚论》历来颇受争议,争议之焦点可以归结为：其一,福泽谕吉是否是“亚洲侵略主义”之思想元凶;其二,福泽谕吉对中国“儒教”的态度为何？从这两方面来重新审视《脱亚论》的影响就能够重新审议《脱亚论》：在时间跨度上我们可以证明福泽谕吉并非“亚洲侵略主义’’的思想元凶;同时认为他对待“儒教”并非一概否决。     

东亚经济奇迹人口年龄结构变动影响的实证研究及其中国启示

对世界经济增长的公共因子进行新的思考,加入技术进步和人口年龄结构等因子,对东亚经济奇迹进行重新考察,得出一些对中国人口年龄结构变动的经济影响的新启示。     

南非世界杯传球技术组合的特点及趋势分析

世界杯作为足球最高水平,是剖析世界足球运动特点和发展趋势的一个重要窗口。综合采用多种科研方法,对南非世界杯比赛4强和亚洲球队的传球技术组合特征的进行分析研究,揭示当今足球传球技术组合运用的特征及发展趋势。研究表明:一元技术在比赛中的运用越来越多,多元技术运用逐渐变少,在前场,一元技术的合理运用给比赛获胜带来更多的机会。     

第26届亚洲男子篮球锦标赛各球队攻防能力的综合分析

本文运用文献资料法、秩和比综合评价法和相关分析法,对第26届亚洲男子篮球锦标赛各球队攻防综合能力进行量化评价。通过研究得出：（1）第26届亚洲男子篮球锦标赛各球队进攻能力RSR值,伊朗队最高,卡塔尔队最低。防守能力RSR值,伊朗队最高,巴林队最低。攻防综合能力RSR值,伊朗队最高,卡塔尔队最低。（2）第26届亚洲男子篮球锦标赛各球队攻防能力RsR值、秩次排名与亚锦赛名次具有高度相关性。（3）第26届亚洲男子篮球锦标赛各球队可以根据秩次统计结果分析自身的特点和存在的问题,为球队的技术、战术训练提高依据和参考。     

Measuring pre-service teachers’ Asia literacy and their preparedness to teach Asia

Asia literacy is a growing concern of the Federal Government in relation to the development of an Asia literate workforce. Despite 30 years of funded initiatives, the thought of teaching about Asia is a daunting one for pre-service teachers. This is due to the lack of Asia foci in university pre-service courses and complicated by the definition of Asia literacy. This study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. Results of this study indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.     

Deploying the post-colonial predicaments of researching on/with ‘Asia’ in education: a standpoint from a rich peripheral country

Against the current infatuation with Asia in Australian education, this article rearticulates the notion of ‘Asia literacy’ to explore new ways of researching on/with/through Asia. Drawing on the post-colonial critique of Western social science knowledge, I first demonstrate the problematic nature of Australian knowledge production on and with Asia in social science and education. And yet, I also highlight the contribution that Australian scholars have made to decolonizing knowledge work, with particular attention to their critique of internationalization of cultural studies in the 1990s. In so doing, I identify the particular epistemic standpoint of Australian scholarship, which has emerged out of its ambivalent location in the global politics of academic knowledge production. Then, I identify three types of engagement by Asian researchers with Western knowledge. Situating Australian education scholarship among them, I explore what ‘Asia literate’ education research might look like from the vantage point of Australia.