高等职业教育质量管理体系构建研究——以南京城市职业学院信息技术系为例

高等职业教育是我国高等教育中的重要形式之一,有效的质量管理体系可以保证高等职业教育的质量水平.文章以南京城市职业学院信息技术系为例,研究基于PDCA循环模式的高等职业教育质量管理体系构建的过程,研究构建“环形”模式的高职教育质量管理体系,为保障高等职业教育质量水平提供参考.     

浅谈高速公路施工中的工程质量管理问题

高速公路的设计标准和工程质量要求高。必须重视和加强高速公路现场施工中的工程质量管理问题。本文从提高全员质量意识、重视工地试验室建设、重视现场跟踪检查、采取有效的质量奖罚措施、提高设计质量等方面较详细地阐述了高速公路现场施工中的质量管理问题。     

浅谈全面质量管理方法在教学管理中的应用

本文就工业企业中的全面质量管理方法如何应用于职业技术学校教学质量管理中,提出了作者的具体设想,对搞好学校教学质量管理有一定的启示和参考价值.     

通用职业素质行为训练中应注意的事项

通用职业素质训练课程所倡导的行为训练是为了提高学生的基础品质和职业核心能力,帮助学生自我完善和发展,以适应更高层次职业和岗位的要求,提高学生就业适应能力.阐述开展通用职业素质行为训练的教学体会,列出需要注意的事项.     

美国实施教育整体质量改革的经验述评

《国家处在危机中》报告出台以后，美国搬起了教育改革的高潮，整体质量管理的实施让以提高教育质量为核心的改革焕然一新。学校实施整体质量管理的理论起点是明确整体质量管理的特征和优势，根本原因是解决美国教育问题根源的需要，其成功的要素在于教育改革领导者观念的转变、充足的资源、参与者的较强的主动性等几个方面。     

The quality of procedures to assess and credit prior learning: Implications for design

The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning paradigm, procedures have been developed worldwide to assess and credit prior learning experiences (APL). While research on APL stresses the importance of a high-quality standard, so far the literature has applied only a psychometric quality framework. However, from the perspective of APL, where, besides prior knowledge and skills, competencies need to be measured, it is more appropriate to use a combination of the psychometric and edumetric quality criteria. This article will analyze and describe the relationship between quality criteria and the characteristics of APL. The results have revealed that quality criteria based on both are fundamental for APL, but that some criteria are more recognized than are others. Based on this analysis, design guidelines for APL have been formulated.     

基于 TQM 的教学质量监控与评估体系研究———以福建某重点建设高校为例简

提高质量是办好人民满意教育的核心内容,福建某重点建设高校在课堂教学质量监控与评估体系实践中创新引入全面质量管理理论,构建一套健全有效的学院课堂教学质量监控与评估体系,实证高校学院在课堂教学质量监控与评估体系上存在学生评教有效性未达到最佳效果,教师听评课重形式轻实质,学生教学信息员工作不到位;高校学院可以通过提高学生评教的有效性,建立全方位的课堂听评课制度,制定学院学生教学信息员工作管理办法,实现有效监控与评估,提高教学质量。     

现代远程教育学习质量管理探析

现代远程教育学生学习出现问题的原因是学生学习目的不端正、考试纪律和各教学环节考核不严格;其根源是办学单位间的不良竞争。笔者认为,解决问题的对策之一是弥补管理机制的缺陷,实行办学单位与考务工作分离,由国家统一管理成人学历教育的全部考试。     

研究生教育中的质量管理

针对传统研究生教育中的质量管理问题,提出将全面质量管理的理念引入高校研究生教育中,综合应用全面质量管理中先进的管理方法、专业技术、数理统计及规章制度,建立高校研究生教育质量管理体系,通过质量管理措施的实施,达到提高研究生教育中的质量管理水平.     

从脑科学的角度看科学教育的本质

非常感谢对我的邀请。能在长春与各位学者见面交谈感到不胜荣幸。我在日本大分大学所从事的专业是理科教育学科。主要是培养从事理科教育的老师。该学科由物理学、化学、生物学、地理学和理科教育学共5个科目构成。在中国理科教育学这一学科也许是新概念吧。对这样的学科来说如何使学生有效地掌握科学内容与科学方法是一个庞大的研究课题。为此 ,在我的研究室里以人的生理反应为指标验证教育效果从而进行各种各样的实验。具体一点说就是以脑电波以及皮肤电阻变化所进行的学习过程的研究。从另一角度来说 ,就是运用脑科学知识探索应该如何进…     

The steering of higher education systems: a public management perspective

This article focuses on the steering of higher education systems in the light of political science and public management approaches. It first recalls that an important part of the existing literature on higher education is focused on public policies in terms of reforms and decision-making, while the other part is dedicated to discovering and understanding the policy network or the policy regimes producing these policies. Both perspectives tend to look at higher education as a specific field. By contrast, the authors state that the transformations experienced in higher education are similar to those experienced by other key public services, an can be understood as a redefinition of the role of the nation state in the public generally. They therefore suggest to look at the steering patterns in higher education by investigating the underlying ‘narratives’ of public management reform and their variation or combination from one European nation state to another. Three main narratives of public services reform are discussed: the New Public Management (NPM), the Network governance and the Neo-Weberian narrative. For each narrative, the authors try to predict some ‘signs and symptoms’ that should be observed in higher education. Drawing on this reflection, the authors finally suggest further research perspectives which could be developed.

高等学校人才培养全面质量管理探析

高等学校人才培养质量是高等教育大众化能否顺利实现的关键。高等学校实施全面质量管理 (TQM)是完全可行的。高校人才培养 TQM思想包括 :人才培养质量始终贯穿于人才培养的全过程 ;教育质量不仅是教学质量 ,而且包括人才培养质量有关的所有工作质量 ;全体教职员工都参与质量管理 ;TQM采取的是多种多样的质量管理方法。TQM的特色反映在“事前管理 ,防患于未然”。 TQM体系是整个学校管理体系的中心环节。     

A systematic review on evidences supporting quality indicators of bilingual,plurilingual and multilingual programs in higher education

This systematic review intends to report on the strength of evidences supporting the quality indicators (predictors) attributed to higher education bilingual, plurilingual or multilingual practices and programs across four key dependent variables (outcomes) analyzed (i.e., student performance, second language proficiency, employment, and motivation and attitudes). The rapid growth of both offer and demand of this type of higher education and learning worldwide requires the implementation of high-quality evaluation strategies and techniques to measure potential causal links between interventions and results. To do so, a pre-specified systematic review protocol following the Campbell Collaboration (2015) recommendations is designed and implemented. The results suggest the urgent need to increase the primary research quality standards in this sub-discipline by reducing bias in the processes of designing, implementing and reporting research. Despite the scarcity of results sustained on statistical conclusions with the higher statistical power found in this review, specific results of the dependent variables indicate that this type of education benefits students’ performance and second language proficiency, with a higher impact on receptive skills. Although no results were obtained concerning student employment, other results point out that there is general satisfaction of participation with the programs. Finally, several recommendations on how to scale up those quality research standards in this sub-discipline are provided.     

系统科学在大学素质教育中的运用

在大学素质教育的现状及教学系统分析的基础上,提出了用系统科学的方法进行大学素质教育,并探讨了其重要性和可行性,以及如何运用系统科学的方法来实现大学素质教育。     

Nullifying quality: the marketisation of higher education

The increasing dominance of educational markets means that quality of higher education has the character of open signifiers of periodic occurrence, embedded institutionally as ways of consensual communication on how to go on as smoothly as possible. This promotes the growth of context dependent and local interpretations of how to meet in agreement regarding quality in everyday practices. All interpretations are contextualised and as a result are nullified outside the context in which they occur. Discourses on quality promote flexibility and create periodic legitimacy through discursive nullification processes. On the other hand, institutions have to adopt standards in education as a measure of outcome indicators for benchmarking. When quality is replaced by standards and if standards are equivalent to labour market relevance this might signal the beginning of overall external control over higher education. In the long run it will hardly benefit educational programmes if institutions of higher educations fail to ‘stand for’ quality that, in the very least, can supplement the fulfilment of politically determined targets and standards. In this way the market will have not only graduates who are going into employment but also engaged citizens who can transform and challenge the market.     

The management of quality in the University of Ulster

The setting of standards for teaching is identified as central to any system of quality assurance for teaching and learning. The paper describes a number of initiatives which have been taken at the University of Ulster to identify and develop quality in teaching. They include a project to identify teaching skills through consultation with expert teachers; the use of quality circles of staff and students to specify standards for teaching; the use of student feedback on teaching; the introduction of a distinguished teaching award; the assessment of teaching competence when staff are selected; the introduction of a unit-based in-service teacher training course; and the encouragement of self and peer evaluation using an appraisal schedule. Quality assurance for support services is considered and finally the University's initiatives are related to total quality management and BS 5750.     

完善高校非学历继续教育校院二级管理模式之对策

非学历继续教育是终身教育体系中的重要组成部分,也是建立学习型社会,提高民族素质的关键力量。文章通过对目前国内高校非学历继续教育所采取的三种管理模式的现状进行探讨,并在此基础上,针对完善高校非学历继续教育校院二级管理模式提出对策,以期能全面提高非学历继续教育的管理水平。     

School-level facilitators of inclusive education: the case of Serbia

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.