青少年社会公德教育对策

社会主义市场经济条件下,青少年的社会公德发生了许多新变化。加强青少年社会公德建设,要明确教育责任人,强化学校教育与社会公共管理,促进青少年组织的参与和成人垂范作用,建立社会保障激励机制。     

论中国古代封建统治者对宗教的利用

从封建剥削阶级的利益出发 ,受“神道设教”实用主义宗教观的影响 ,中国古代封建统治阶级把宗教作为维护本阶级统治的工具。宗教主要被用于销蚀人民的反抗意识、神化自身统治、调处民族关系、促进对外交流以及服务于军事和外交     

使命的要求--关于加强党的先进性建设的几点思考

中央决定在全党开展"先进性教育"活动有着深刻的理论、现实和国际背景.保持共产党员先进性是党加强自身建设的需要,是党提高执政能力、完成执政使命的必然要求.党的先进性是历史性与现实性的统一,是"三个代表"重要思想的核心.加强党的先进性建设,需要联系具体工作的实际,深入研究,积极践行.     

对我国法学教育改革创新的理性思考

我国当前的法学教育虽然获得较快的发展,但在教育理念、教学方式、同质化方面与社会经济发展的要求有较大差距。加入WTO后,这种差距将越来越明显,对我国法制建设和“依法治国”战略的实施带来滞后影响。面对机遇和挑战,必须对当前我国法学教育存在的弊端进行改革,重新对我国法学教育进行定位,并加强国际法学教育交流,借鉴世界先进法学教育理念与模式,加快我国法学教育的发展。     

论行刑个别化原则之确立

监狱的行刑运作必须遵循一定的活动原则.行刑个别化原则是特定行刑目的的派生物,是刑罚目的之于行刑的个别化要求,是一定时期刑罚制度及其理论在行刑观念上的折射.对分娩于国外监狱并为现代西方刑罚综合理论所极力主张的行刑个别化原则,我们应取其合理成份,弃其虚伪内容,坚持自己的发展方向.     

提高成人高等教育学士学位授予工作水平的思考

成人高等教育作为普通高校教育工作的重要组成部分,必须落实科学发展观,遵循成人教育规律,找准教育定位,提高人材培养和学士学位授予的质量。     

Basic education clusters in Cambodia: looking at the future while learning from the past

School clusters have been adopted as an education policy by most Asian countries since the 1960s. In Cambodia, primary schools have been organised in clusters since 1993. Clusters were considered a mechanism for quality improvements of education and a way to facilitate sharing and interaction between schools. Primary school clusters have been partially successful. Today there is a growing interest among Cambodian policymakers for integrating primary schools (Grades 1–6) and lower secondary schools (Grades 7–9). This article provides a policy suggestion by arguing for extending the cluster mechanism to these integrated basic education schools with all grades from 1 to 9.     

Practical lessons from gender audit of an education sector plan in Lao PDR

In 2013, the Laos Ministry of Education and Sports (MoES) commissioned a mid-term review of the Education Sector Development Plan 2011–2015 (ESDP, Lao People's Democratic Republic, Ministry of Education and Sports 2010). Plan International, a United Nations Girls Education Initiative partner, worked with MoES to lead a gender audit for the mid-term review. The gender audit strengthened the mid-term review and contributed to the design of the new ESDP. A MoES gender and inclusion working group was established, providing an institutional structure to support focused policy dialogue and address recommendations. This note recommends the inclusion of gender audits within mid-term reviews and final evaluations of sectoral plans to ensure that investments adequately address gender equality.     

Strategic planning through a participatory learning and action framework: a Kenyan study

This paper reflects on the use of a participatory learning and action (PLA) framework in a strategic planning process (SPP) at a primary school in rural Kenya. Successes and challenges are discussed, focusing on the barriers to fully implementing the PLA framework. Additionally, lessons learnt and ways forward for participatory SPPs are outlined. The PLA framework allowed the project stakeholders to engage in a planning process that gave participants a voice in the process. Although PLA methodology faces shortcomings, the application of this model is a step towards making community development more sustainable.     

Community rehabilitation workers as catalysts for disability: inclusive youth development through service learning

This paper explores access to health and education for disabled youth in sites with and without community rehabilitation workers (CRWs). A cross-sectional survey using a structured questionnaire was undertaken in nine sites in South Africa, and a snowball sample of 523 disabled youths of both sexes, aged between 18 and 35 years, was selected. The survey found that a significantly larger proportion of disabled youth living in sites with CRWs were seen by health care workers at home, and that there was a large difference in educational access between sites with and without CRWs. CRWs are well positioned to promote equal citizenship for disabled youth through service learning with occupational therapy final year students to improve access to health and education, so that barriers to their participation in economic development are removed.