论大学生创造性人格及其培养

创造性人格的形成是环境刺激和人格动机、人格行为共同作用、反复强化的结果。现代大学要充分认识和发挥自身优势,以塑造大学生的创造性人格为切入点,营造创造性人才成长的环境,引导大学生产生创造性行为,加强创造型教师队伍建设,从而培养大批高素质的创造性人才。     

高职学生综合素质评价体系的研究

高职学生综合素质测评工作是高职院校办学质量提高的保证,学生综合素质评价体系应重点解决评价方法的适用性、合理性和增强性,综合素质评价体系的建立要在应用中进行调整。     

试论公安院校对在职民警培训的作用

公安教育是公安工作的重要组成部分。抓好公安在职民警教育训练工作是加强公安队伍建设的一项重要任务,也是完成各项公安保卫工作的基础条件。主要体现为:政治思想教育作用、提供智力支持作用和科研作用、场馆资源优势。而提高培训质量的关键还在于公安院校的建设。     

受教育权初探

今天的受教育权是初始的受教育义务经“自由权形态”到“社会权形态”再到“发展权形态”历次演变的结果。在实证法上 ,受教育权也经历了一个从“受一般法律调整”到“作为人权入宪”到“进入国际人权法领域”的发展历程 ,目前受教育权保障的国际标准已经确立。在法律意义上 ,受教育权平等不仅要求权利设定上的平等 ,而且要求将平等原则作为保障公民受教育权的首要原则     

Participation and Political Equality in Direct Democracy: Educative Effect or Social Bias

This paper analyses the moderating effect of direct democracy on the relationship between socioeconomic status and electoral participation. A sceptical position holds that direct democracy increases social bias in the electorate as issues are too complex and demanding. Participatory democrats in contrast invoke an educative effect of direct democratic institutions, thus decreasing social bias within the electorate. To test both arguments we use data from the Swiss cantons and estimate cross‐level interactions of socioeconomic and direct democracy variables on electoral participation. First differences between effects in the least and most direct democratic cantons are not statistically significant. This result may be seen as relief for sceptics as well as dampener for proponents of direct democracy.     

澳大利亚TAE培训对优化职业教育教学的启示

TAE培训是澳大利亚VET体制下一种针对职业教育与培训领域师资资格的培训。笔者结合参加TAE培训的切身体验,具体分析其独特的教育模式与理念,以期对目前的职业教育教学提供借鉴与参照。     

浅析公安职业教育学员管理与以人为本

科学发展观引发了公安教育问题深层次的思考,推进了公安教育变革思想与创新思维的提出,指导了公安教育思想解放与体制创新的深入实践。云南警官学院学员大队的建立是为了适应公安"大教育、大培训"工作体系的建设而探索的公安职业教育管理新模式。如何坚持以人为本做好学员教育管理工作是摆在我们面前的一个重大而紧迫的课题。     

建立高校教育成本核算体系的探析

随着我国市场经济的发展和高等教育体制改革的深化,教育成本信息已成为社会各方共同关注的重要信息,高校实行教育成本核算,提供准确的成本信息势在必行。本文对在高校建立教育成本核算体系中高校教育成本概念的界定,应遵循的基本原则,成本项目的设立,成本费用的归集和分配等关键问题进行了初步的探讨,以期对高校建立成本核算制度,实行成本管理有所裨益。     

Community-supported models for girls’ education in Pakistan: the transformational processes of engagement

This article presents the case for promoting girls’ education in the contexts of geographic isolation, social conservatism, fragility, and severe financial hardship, with localised services delivered through community supported initiatives, contextualised approaches, and flexible strategies. To examine the significance of using localised approaches for improving girls’ access to education, the article explores three case studies from Pakistan in three different contexts. These cases highlight lessons learnt for establishing responsive and flexible girls’ education initiatives which are relevant in the cultural, social, financial, and political contexts of the girls and their communities.     

Disrupting the Settler Colonial University: Decolonial Praxis and Place-Based Education in the Okanagan Valley (British Columbia)

This article demonstrates how decolonial Placed-Based Education can disrupt a settler colonial academic status quo. We begin by situating our analysis in the unceded Syilx Territories of the Okanagan Valley (British Columbia, Canada) and proceed by illustrating how both taken-for-granted colonial epistemologies and banal exnominations of white supremacy remain orthodox within mainstream Canadian higher education. We next define “decolonial praxis” by drawing from insights offered by critical feminist, anti-racist, and Indigenous scholars and community organizers before moving into a summary of how we embraced theories and strategies of decolonization coupled with Place-Based Education in an introductory Gender and Women’s Studies course. We conclude with our response to the ongoing exclusions being reproduced by neoliberal universities that result from the primacy they grant to Western knowledges and rationales. The piece reveals how decolonial place-based methods can be leveraged against settler colonial institutions, discourses, and logics to unsettle their claims to legitimacy, land, and authority over learning.