越级上访产生的原因及其治理

《信访条例》第4条明确规定,信访工作应当坚持分级负责等原则。分级负责原则说明,上访必须按程序进行,遵循“逐级上访”的原则,而不能“越级上访”,越级上访不利于解决问题。之所以会产生越级上访的现象,原因很复杂,但主要原因在于一些地方政府对访民不重视、信访机制运行不畅等。因此,治理越级上访,需要推进信访体制改革,破解越级上访的症结;坚决贯彻落实信访责任追究制度;树立法治权威,建设法治社会;提升信访等政府部门治理与善治的能力与水平。     

高校突发事件的特征及其应对策略

高校突发事件具有区别于其他突发事件的特征,如参与对象的特殊性、诱发因素的多样性、事件的迅速扩散性和后果的严重危害性等。当突发事件发生后,高校应当采取以人为本、预防为主、实事求是、统一领导、团结协作、快速平息危机、总结经验教训等应对策略,以切实维护学校和广大师生的利益。     

International Research on Gender Differences in Higher Education： An Inspiration to China＇s Cultivation of High-Potential Female Talent

女大学生是中国女性高层次人才的重要后备力量。伴随着越来越多的女性进入高等学校的大门,我们需要进一步关注高等教育过程中的性别差异问题。本文通过介绍西方女性主义学者对传统人的发展理论的批判,以及对高等教育过程中存在的性别差异及其影响因素的分析,以期对中国女性高层后备人才培养机制的发展有所启发。     

THIS WEEK

正EXTENDING WARM GREETINGS Middle school students in Xingtai,north China’s Hebei Province,display greeting cards in celebration of World Hello Day on November 19.Everybody can participate in World Hello Day,which falls on November 21 every year,simply by greeting 10 or more others.The holiday,which originated as a response to the 1973 Arab-Israeli War,aims to demonstrate the importance of     

高校哲学课教学创新的思考

哲学是时代精神的精华,马克思主义哲学是科学的世界观和方法论。但是大学的哲学课堂却普遍是死气沉沉,缺乏应有的生机与活力。文章对高校哲学课存在的问题及原因作了深入分析,提出了哲学课教学改革的一些设想。     

冲突与融合:中国少数民族高等教育发展的思考

新中国成立以来 ,我国少数民族高等教育取得了很大进展 ,但由于历史、地理、经济、文化观念等原因 ,在新形势下中国少数民族高等教育仍显得相当落后 ,出现了一些值得关注的问题。本文针对少数民族高等教育中的问题 ,分析了造成这些问题的文化方面的原因 ,并提出了对策建议。     

试析我国高等职业学校的合理定位与稳步发展

当今世界范围的竞争日趋激烈,经济的竞争,科学技术的竞争,归根到底是教育的竞争和人才的竞争。因此,提高劳动者的全面素质,对于一个国家的社会经济发展可以说具有决定性的意义。高等职业教育承担着培养一线劳动者的任务,办好高等职业教育,对于全面提高劳动者素质,发展生产力,提高产品质量,促进经济发展具有巨大的作用。     

Innovation in Communication and Media Studies: Reflections from South African Academics

Abstract

This article discusses the possibility of a discipline of communication and media studies that is innovative, pluralistic and open in ways that conduce to development. Based on a set of in-depth interviews with a select group of South African communication and media studies scholars, the article discusses critically how, and if, communication and media studies as a field is innovative. Innovation here talks to a discipline that is imaginatively open to a myriad of different, diverse and divergent contributions relevant to the human endeavour of understanding the world in ways that better humanity. In doing this, the authors critically explore how the discipline is perceived variously by the scholars interviewed as enabling, encompassing and embodying innovation in research, teaching, curricula, theory, methodology, resourcing, and community outreach. As such the article addresses a span of issues that either support or inhibit innovation.     

Labor market integration of returned educational migrants in Turkmenistan

Turkmenistan has experienced increasing educational migration, and many of these students hope to return home after graduating. The ability of returned migrants to succeed in Turkmenistan’s labor market is complicated by a variety of factors, including variation in educational quality across countries, intrusive state regulation of foreign education, and Turkmenistan’s large informal sector. Based on a survey of 98 Turkmen citizens, this study compares the career trajectories and perceptions of the labor market of people educated in Turkmenistan to those educated elsewhere. Because men and women undertake different strategies of educational migration, it also compares patterns of labor market integration by gender. Country of education does appear to matter for employment in Turkmenistan, but the effect is most prominent immediately after graduation. Women were less likely to be employed in Turkmenistan, partly because they were more likely to have been educated abroad, and more likely to have a partner abroad.     

The Advantages of Proximity: Comparing Higher Education Policy in Scotland and Catalonia

The article claims that, following devolution, increased proximity will increase policy capacity by changing the form of policymaking and providing greater scope for policy tailoring. The hypothesis is tested against devolution of higher education responsibility in Scotland and Catalonia. Results show that devolution did not entail the development of the same form of policymaking in the two regions, but it nonetheless permitted the implementation of policies and tools that were both in contrast with global trends in higher education policy.