European Associations in Higher Education

The last fifteen years have witnessed a drastic increase in higher education cooperation in Europe. In parallel to this development, the number of European associations in higher education has grown considerably. This article constitutes a first systematic look at these organisms. After providing a working definition, it tries to encapsulate the rationale and the main activities of these associations, followed by a first attempt at a typology. A short history of the European higher education association is combined with an analysis of the links between its large-scale emergence and the provision of higher education cooperation programmes by the European Union. This revised version was published online in July 2006 with corrections to the Cover Date.     

The education skills trap in a dependent market economy. Romania's case in the 2000s

We discuss the political economic development of Romania since 1989, with a focus on the evolution of higher education (HE). First, we place this evolution in the context of demand for HE by prospective students and employers, focusing on the low demand for skills in the MNC-dominated Romanian economy. Second, we provide empirical insight on indicators of quality, enrolment, and funding as key features of the HE system. We argue that Romania has evolved into a dependent market economy entrenched in a low-skills equilibrium, and that the weakness of the HE system is a key element in this process.     

高职院校教学督导机制创新探析

目前,高职教育已经进入以内涵建设为主的大发展时期,提高教育教学质量成为高职院校赖以生存的根本。作为教学质量监控体系中重要组成部分的教学督导,必须与时俱进,创新机制,才能充分发挥其在提高教育教学质量中的重要作用。本文重点探析了高职院校教学督导机制创新的路径与方法等。     

下沙高教园区大学生文化需求现状分析及对策研究

大学生文化需求及其实现对大学生的成长具有重要的意义.文章通过对下沙高教园区大学生文化需求现状的分析和研究,积极探寻高教园区内高校文化建设的规律,提出政府、社会、高校等满足大学生文化需求的思路和对策.     

Notes

This article examines the evolution of the inter-territorial university policy in East Africa that culminated in the establishment of the regional University of East Africa (UEA) serving Kenya, Uganda and Tanzania; it further explores the causes of the collapse of the regional university in the late 1960s. The inauguration of the UEA in June 1963 exemplified the determination by Britain to maintain its influence in East Africa as the region entered the independence era. Britain sought to use the UEA as a centre for intellectual and ideological indoctrination of the regional elites that it had started to forge in 1949 following the establishment of Makerere University College in Uganda as an inter-territorial institution for East Africa. Unlike the Makerere elites who were to serve as agents of the British in the colonial era, the products of UEA would become allies of Britain in the independence era and thus serve as crucial cogs in the emerging neocolonial relations between Britain and the East African nations. This article demonstrates how the transformed political landscape after independence undermined the UEA, signalling not only the weakening of the bonds of cohesion among the East African states but also the waning fortunes of Britain in the region.     

Securing the Future of Higher Education in England

This article reviews the IPPR commissioned report ‘Securing the Future of Higher Education in England’. It is argued that the report identifies key shortcomings in contemporary higher education policy, and develops some important recommendations for shaping the sector in the future. However, several of the proposed recommendations would create new divisions in the sector and reinforce existing ones. Moreover, the report maintains and reproduces the ideological status quo of contemporary higher education policy, which can broadly be described as the organisation and provision of higher education along ‘quasi‐market’ lines. Crucially, although the report advocates reform based on social justice, in the contemporary context of fiscal retrenchment, the majority of recommendations are underpinned by, arguably necessary, economic rationales.     

中国—东盟高等教育交流合作的新发展

中国和东盟国家的高等教育各有优势和特色,完全可以实现优势互补和共赢。本文试以"中国—东盟教育交流周"、"中国—东盟教育合作论坛"为案例,对几年来中国与东盟在高等教育领域的交流合作情况做初步分析。     

试论新加坡政府投资高等教育的特点

本文主要探讨新加坡高等教育的经费来源主体是政府、政府控制其教育投资规模及调控其运用等特点。在此基础上,分析新加坡政府重视高等教育投资以及改变与完善投资模式的原因。