概说15世纪前后欧亚强国经济的兴衰

在15世纪前后经济转型过程中，欧亚经济强国曾处在大体相同的起点上，但后来，有的国家落伍了，有的国家成功了。而落伍和成功的原因或在于资源，或在于政策，或在于二者的综合作用。     

亚欧会议对东亚地区主义的影响

亚欧会议(ASEM)是亚欧43个国家间的具有浓厚论坛色彩的政府间对话协商机制.亚欧会议除推动亚欧两大洲在政治、经济、文化等领域的合作之外,同时也作为重要外在因素,鼓励了东亚地区主义的发展.     

试论制度变迁对东亚经济一体化影响

面对世界经济一体化与区域经济集团化并行的局面,东亚各国必须全力推动本地区经济一体化。但是,东亚经济一体化面临着许多制约因素,其中东亚各国制度变迁与东亚经济一体化的发展脱节对其影响甚大。因此,分析东亚经济一体化过程中体制变迁的必要性,提出行之有效的体制变革方案刻不容缓。     

东南亚地区教师地位与教师专业发展的形势与策略——对联合国教科文组织报告的解读

为应对社会经济和技术飞速发展对教育质量提出的新要求,实现全民教育目标,东南亚地区各国注重教师地位的提高和教师专业性的提升,提升教师专业性也成为切实提高教师地位的重要途径。为此,东南亚地区各国应根据本地区形势采取有效的行动策略。     

论广州亚运会的文化产业遗产

本文就2010年广州亚运会在媒体产业、体育旅游会展产业、大众文艺与娱乐产业、城市形象产业等方面可能的文化产业遗产进行了预测,并认为依此预测,周密策划,强力措施,广为宣传,广泛参与,广州的文化产业乃至整个广东的经济的质和量都必将得到巨大推动。     

Madrasa education in South Asia and Southeast Asia: current issues and debates

Madaris (plural of madrasa) face a multitude of challenges in preparing students for life in rapidly modernising societies and emerging globalised knowledge economies. The complexity of the role and tasks of madaris, which are caught in the interface of modernity and tradition, the challenges they face, and the strategies they develop to address these challenges, suggest the need for a very cautious approach when attaining a clear picture of madrasa education and making conclusive statements about them. The literature has contributed more to confusion than clarity about the number of madaris, their rationale, purpose, pedagogy, curricula, funding, administration, relations with the state, and global violence. This paper presents an account of current debates of madrasa education and reform focusing on madaris within the diverse Sunni schools of thought and denominations located across South Asia and Southeast Asia. Based on an extensive review and analysis of over 90 articles, an overview of madrasa education and an examination of the issues and challenges facing Islamic schools that struggle to uphold tradition, and those that have begun to embrace modernisation and integration in the global process of change is given. The extent that some Islamic education systems are willing to collaborate with non-Muslims and in the process potentially enrich their circle of interest while engaging with the rest of the world in dialogue offers promising glimpses and a sense of hope for religious-based education in Muslim communities in the 21st century.     

International trends in health science librarianship Part 10: The Greater China area

This is the 10th in a series of articles exploring international trends in health science librarianship. This issue describes developments in health science librarianship in the first decade of the 21st century in China, Hong Kong and Taiwan. The next issue will report on Japan and South Korea. JM     

‘There is no free education nowadays’: youth explanations for school dropout in Indonesia

Indonesia has dramatically increased school enrolment at the secondary level over the past several decades, as reflected in national statistics. However, significant variation in enrolment rates remains across regions and genders. In some areas, nearly all youth complete secondary school; in others fewer than half attend. This study investigates the reasons for secondary school dropout in Banten and Aceh, two provinces of Indonesia with lower-than-average secondary school enrolment rates. We interviewed 28 out-of-school youth and conducted focus groups and observations at non-formal education programs serving dropouts. We find that high costs for secondary school were the overwhelming reason for dropout, with a subset of boys also reporting behavioural issues as a contributing factor. While costs affected adolescent boys and girls equally, the options facing them after dropout differed sharply. The findings point to the need for easier paths back into formal education for youth who have dropped out.     

港澳台地区远程开放教育发展历史探源

近些年学者对国内外远程开放教育发展史已有论述,但却较少涉及港澳台地区。港澳台地区的远程开放教育有其独特的发展路径,研究其远程开放教育发展始末具有重要的历史价值。英国首创开放大学后,引起世界各国和地区的普遍关注并产生巨大影响。1979年澳门东亚大学筹备期间提出远程开放大学思路,又在1980年代初引进英国开放大学的办学模式,成立了公开学院,英国开放大学高级职员康纳德·斯威夫特教授出任首任院长。1987年澳门政府通过澳门基金会收购东亚大学,转制为公立大学,1991年更名为澳门大学。1992年,经澳门政府批准,未被收购的东亚公开学院与葡萄牙公开大学联合组成亚洲(澳门)国际公开大学,2011年更名为澳门城市大学。澳门东亚大学远程开放教育的办学特点主要有:一是办学起步早。该院是港澳台地区远程开放教育的先行者;从严格意义上说,该院是中国远程开放教育的探路者。二是办学起点高。虽然该院的远程高等教育早期只是初级形式的远程开放教育,东亚大学办学伊始就具有国际化的定位和特征,其课程得到国外大学的认可。三是直接采用英国开放大学办学模式,该院创办之初得到英国开放大学的管理经验、师资力量和课程资源支持。     

“九一一”后俄美对中亚的政策比较

“九一一”后俄美在中亚经过激烈的角逐,美国打破了俄罗斯单独主导该地区的局面。回顾“九一一”后两个大国在中亚的政策大致分为三个阶段：美反恐旗帜下的中亚扩张政策与俄反扩张政策;美“推进民主”政策与俄反击“颜色革命”政策;美“大中亚”战略政策与俄“全面深化”政策。