我国高等教育管理法律规范体系的内容及完善

我国高等教育管理法律规范体系主要指《中华人民共和国教育法》、《中华人民共和国高等教育法》等法律法规中调整高校与学生之间关系所涉及的高校的法律地位、高校的主要权利和义务、学生的主要权利和义务、学生权利的救济等方面内容的法律规范的总和。本文通过解读并分析其主要内容,探讨了我国高等教育管理法律规范体系在内容和形式方面的立法缺陷,提出了相应的完善对策,以期有利于保障高校依法治校。     

行政复议前置:高等教育行政诉讼的制度选择

高校因行使法律、法规授予的行政职权引起的行政争议,应当适用行政法予以解决,行政诉讼介入高等教育是大势所趋。教育专业性对大学自治的诉求,以及法院对司法成本激增的顾虑,是阻碍司法介入高等教育的双重难题。行政复议前置制度可以在保证解决教育争议的专业性和降低司法成本之间寻求平衡,能够为当事人权益提供有效救济,给教育系统内部纠错提供最后一次机会,使司法介入高等教育具有更大可行性。     

文莱华人现状分析

文莱现有华人3.76万,集中在城镇居住,是文莱城市化水平最高的族群.在"马来、回教、君主"政治制度框架下,华人的公民权受限制,加入其国籍非常难,没有政治诉求的机会;在经济领域里马来人优先,但华人有较大发展空间;在社会生活领域,华人可组建社团,参与公众活动,政府允许华文教育生存发展;华人宗教信仰自由,可维持华人意识和华族认同,但必须效忠苏丹;华人和马来人能和睦相处,没有种族纠纷.     

八月革命后越南中小学教育的改革与发展

1945年越南独立建国后,越南进行了三次以中小学教育改革为主的重大教育改革.经过这三次改革和几十年的发展,越南的中小学不仅在学校和学生的数量上大幅增加,教育目标和教学计划有了较大的改进,而且教科书和教学设备等也有所改善.然而,越南的中小学教育在物质条件、师资力量和教学质量上还存在一定的困难.因此,越南要实现21世纪"社会化、现代化、规范化、多样化和民主化"的教育目标,还有很长的路要走.     

明治前期日本教育中儒教主义的展开

1879年明治天皇下达的《教学大旨》标志着儒教主义的复活。《教学大旨》下达之初虽遭遇来自以伊藤博文为主导的政府的抵制,但以明治天皇和元田永孚为代表的宫廷势力仍通过各种渠道和措施积极致力于儒教主义教育理念的具体化。明治十四年政变以后,明治政府也开始转到儒教主义路线来。儒教主义不仅作为一场德育运动成为明治日本教育上的独立阶段,而且形成了日本的教育政策主体或教育领导权的宫府二元结构。     

Governance and Regulation of the Peruvian University System: Overcoming Reform Resistance through Quality Assurance Policies

This article examines the new governance of the Peruvian university system, which evolved in response to market liberalisation and weak quality assurance mechanisms. New actors and commercial interests emerged, building their network of relationships within the political arena. With the passing of a new Universities Law in 2014, ambitious reforms were set in motion, designed to reverse the decline in the quality of higher education. This study examines these reforms, focusing on whether and how they are changing the governance and structure of the system. It also identifies some conceptual and design flaws, such as the weaknesses of the main steering body and the accreditation regime, as well as limitations on the independence of the regulatory agency.     

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

We analysed the Chilean university student selection processes, comparing ‘First Generation’ and ‘Continuist’ students, using the Chilean Higher Education population databases (2000–2015). Findings confirm that 60 percent of participants in the selection process are First Generation students. The data registers an increasing self-exclusion phenomenon. Of the students who did not take the selection test after enrolling, 80 percent are First Generation and 18 are enrolled in a selective university, compared to 44 in the Continuist conglomerate. These differences may be explained by cultural capital in the Bourdieu sense, in conjunction with a diversified, massified and marketalised higher education system.     

试论在职公安学员英语学习现状及对策

在职公安学员的英语教学一直是困扰成人英语教师的一个难题.在职公安学员的英语基础较差,学习积极性不高.教师要深入细致地研究和了解教学对象,培养和激发学员学习英语的兴趣,更新教育观念,改善"教"法,教会"学"法,同时也需要教学部门与学生管理部门的充分配合.     

教育公平面临的现状及对策分析

教育是“培养新生一代准备从事社会生活的整个过程”。受教育是宪法赋予每个公民的权利,但是,还有相当一部分应该接受教育的人群因为诸多因素的影响而不能受到比较系统的教育。教育的不公平不仅拉大了社会成员之间的距离,也不利于社会的稳定和发展。为此,亟需制定相应的对策促进教育公平。     

Wrong about Rights: Public Knowledge of Key Areas of Consumer,Housing and Employment Law in England and Wales

Over many decades, processes of juridification have brought about huge growth in legal rights, responsibilities and protections, yet citizens appear to poorly understand this ‘law thick’ world. This impacts citizens’ capacity to ‘name, blame and claim’ in the legal domain at a time of retreat from public funding of civil legal services. This article examines public knowledge of rights in key areas relating to consumer, housing and employment law. Drawing on data from the 2010–2012 English and Welsh Civil and Social Justice Survey, the article uses responses to a series of hypothetical scenarios to explore public knowledge of rights and characteristics associated with knowledge. Our findings highlight a substantial deficit in individuals’ understanding of legal rights and responsibilities – even among those for whom particular rights and responsibilities have specific bearing. We also consider what these findings mean for public legal education and the efficiency, efficacy and legitimacy of the law.