不同补贴方式对中国农村低收入家庭食物安全改善效果比较

2020年后,缓解相对贫困的长效机制将从以往的"扶贫"战略向"防贫"战略转变,亟需构建新型社会救助制度,改善农村低收入家庭的食物安全,推动长效减贫.本文基于2012-2018年中国农业科学院全国农村微观经济数据,估计了农村低收入家庭的卡路里、宏量营养素和4种关键微量营养素的收入弹性,利用所得弹性估值模拟了实现不同营养目...     

Revisioning professionalism from the periphery

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.     

Beyond Access: Psychosocial Barriers to Computer Literacy

Research consistently indicates that Latinos and African-Americans are less likely to own and use computers than either Caucasians or Asians. While conventional wisdom holds that high computer costs and lack of access are the primary reasons for this discrepancy, my ethnographic research with 100 low-income adults reveals three non-cost-related psychosocial obstacles that significantly undermine motivation for acquiring computer skills: “relevance,” “fear,” and “self-concept.” My research thus suggests that a more complex relationship exists between ethnicity, identity, and attitudes associated with computers than previously examined; this relationship may better explain why some people are choosing not to use computers at this time. My research also indicates that while community technology centers (CTCs) play an important role in helping adults overcome their resistances and achieve computer literacy, they are presently an underutilized resource—less than 5% of San Diegans use them to meet their computing needs. Hence, my research also questions why more residents do not avail themselves of these community resources. I conclude that efforts to increase computer literacy in underserved communities must go beyond physical access and connectivity and consider the role of cultural factors.     

普及学前教育政策的国际发展趋势述评

基于对学前教育多元价值的认同,世界范围内的入园率近年呈现上升趋势,各国普遍将政策关注点和资源聚焦在学前最后一年,通过国际倡议、国家行动计划以及立法等方式推进学前教育普及,将提高处境不利学前儿童入园机会作为实现普及学前教育目标的突破瓶颈,通过建立以政府为主体的多元化学前教育服务体系,以多种方式协调学前教育服务体系快速扩容和质量保证之间的平衡。借鉴国际社会相关政策制定和执行的经验与教训,中国需要从科学制定分步走的入园率目标、以政府为主体的多元资金投入模式以及针对处境不利儿童的重点干预政策等方面制定立足国情的普及学前教育政策。     

关于中国楼市的思考

针对我国楼市的现状,应该以市场为主导,采用经济杠杆的手段来稳定楼市。在规划保障性住房时,既应该点面结合、科学分布,使入住者安居乐业;又可以把保障房当一蓄水池,通过行政引导,还住房以居住为本的属性,以利于房地产业的长远发展。     

Young adult outcomes of the Abecedarian and CARE early childhood educational interventions

Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families.     

浅析高等学校在国家助学贷款中的责任范围

目前国家助学贷款实施过程中，存在着银行要求高等学校承担一定的连带责任而学校不愿承担的问题。究其原因，这是由于国家助学贷款中的几个主体——政府、银行、高校、学生之间的权利与责任界定不清晰所致。从高等学校的功能和权利义务对等两个角度对问题的成因进行分析，有助于廓清高等学校在国家助学贷款中的责任范围，并提出解决问题的政策建议。     

高校助学贷款的实施现状与对策分析

助学贷款是帮助贫困生完成学业的最重要的措施之一，但政策性贷款与商业运作之间的矛盾、银行成本投入过高、助学贷款信息渠道不畅、学校对毕业生逾期不还贷款现象缺乏有效的约束机制等因素，阻碍了国家助学贷款计划的有效实施。对此进行分析并采取相应对策，可以保证国家助学贷款工作能健康有效地开展，可以让更多的贫困生在党和政府的关心帮助下顺利完成学业。     

Effective Cost-Sharing Models in Higher Education: Insights from Low-Income Students in Australian Universities

This study examines the global trend in shifting university costs from national governments to individual students and families, with a specific focus on the existing cost-sharing model in Australian higher education. The research examines the manner in which the availability of income-contingent loans (through the Higher Education Contribution Scheme, or HECS) enters into individual cost assessments and evaluative frameworks during the university exploration and search process of low-income Australian youth, and the resulting lessons that might be applied to other national contexts. Semi-structured interviews with 16 participants addressed a broad range of issues related to the development of educational aspirations, and how beliefs and attitudes about cost influenced participants’ understanding and decision-making regarding tertiary enrollment and post-graduate plans. A number of discreet and related themes emerged from analysis of the interviews, including motivations for attending university; pre-university cost considerations; self-assessments of skills, abilities, and personal traits and characteristics; general financial orientation; pre-university experiences and influences; and the role of others including family, peers, teachers and other school staff. The author concludes that the Australian system is worthy of consideration by other nations as a possible mechanism for enhancing access to higher education for individuals who might otherwise not possess the opportunity to participate.