Suchergebnisse

Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)

The emblem of the Federal Education and Science Supervision Service contains a crossing of the scroll (a symbol of knowledge) and the so-called fasces, Lictor's axe and a bundle of rods. The Romans borrowed this sinister symbol from the Etruscans. It meant the right of authorities to execute and punish their people. The same symbol can be seen in the emblems of two more government agencies: Federal Penal Service and Federal Bailiff Service. It comes to mind that "fascism" derives from "fasces", doesn't it? The character of the present-day government policy towards the system of higher education is rather penal. The flow of new prohibitions, restrictions and demands coming from the power structures is very strong. As usual, the purposes are good: to raise the quality of education, to stop "selling diplomas", and to bring Russian institutions of higher education to the level of high international ratings. How efficient is this policy? Does it encourage renovation of the system of higher education? Does it support the leading universities in their competition for a student or a highly qualified professor, as well as for the prestige of Russian architectural school? Where does the current trend in professional education lead? Does it have any alternatives? As usual, the materials of the Education section are full of urgent and thorny issues. ; В гербе Федеральной службы по надзору в сфере образования и науки (Рособрнадзора) изображены скрещенный свиток (символ знаний) и так называемый фасций, ликторский топорик и пучок розог, стянутых ремнем. Символ, надо сказать, довольно зловещий: римляне переняли этот символ у этрусков, и означал он право властей казнить и наказывать своих подданных. Этот же символ присутствует в гербах еще двух государственных структур – Федеральной службы исполнения наказаний и Федеральной службы судебных приставов. Не вспомнить ли, что от слова «фасций» происходит слово «фашизм»? Современная политика государства по отношению к системе высшего образования в значительной степени несет карательный характер. Все новые запреты, ограничения, требования бурным потоком льются из властных кабинетов. Цель, как всегда, вполне благая – повысить качество образования, прекратить «торговлю дипломами», вывести российские вузы на уровень высоких международных рейтингов. Насколько эффективна такая политика? Способствует ли она обновлению системы высшего образования? Помогает ли передовым вузам в борьбе за абитуриента, за преподавателя высшей квалификации, за авторитет российской школы архитектурного образования? Куда ведет отечественную архитектуру сегодняшний тренд в профессиональном образовании и есть ли ему альтернативы?Как обычно, материалы раздела «Образование» полны вопросов – жгучих, болезненных, актуальных.

Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.

This article discusses the development of transnational activities in the Chinese secondary school sector, particularly at the senior level. It describes how growth has outpaced quality control, and discusses the role that the China Centralised Government is likely to take in terms of future quality management.

Parts 1 and 4 not published for 1968/69. ; Issued in 4 parts: 1. State governments (called 1948/49-1961/62 Federal Government and states); 2. Public school systems (called 1948/49-1961/62 Counties and cities); 3. Higher education; 4. Education associations (called 1948/49 Education associations and directories). ; Mode of access: Internet. ; Vols. for 1948/49-1952/53 issued by the Federal Security Agency; 1952/53-1967/68 by the U.S. Office of Education; 1968/69 by the National Center for Educational Statistics. ; Continued by: Education directory. State governments, ISSN 0083-2685; Education directory. Public school systems, ISSN 0083-2677; Education directory. Higher education, ISSN 0083-2669, and: Education directory. Education associations, 0083-2650.

Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.

Publicly funded institutions, such as NIH, NLM, and state-supported universities, have explicit public service missions that extend beyond the walls of a single institution. During the past few years, national organizations, such as NLM and AAMC, have funded studies and projects to measure how well universities are adapting to technological change and educational reform. The IAIMS models are evidence of universities fostering cooperative rather than duplicative effort. Opportunities and problems facing universities extending systems and services to the private practice setting, to community-based health care HMO's, and to state and local health care agencies are discussed in terms of political, economic, and geographic realities. Instilling lifelong learning concepts begins before the health professional enters practice and is dependent on the emphasis universities place on "excellence in teaching." Without cooperation among core facilities, such as libraries, computer centers, and excellent instructors, continuing education will remain a parochial issue instead of a national thrust toward the continuum of the learning process. If continuing education is to become a high priority for universities and take its place on the education spectrum, flexible policies must be established to accommodate individual practitioners' expectations and interests.