美国高等教育认证制度研究

美国的教育认证是一个由办学实体志愿参加 ,通过自查和同行评估等措施 ,以不断提升该实体的学术水平和教育质量为目的的过程。本文介绍了美国的高等教育认证制度 ,并由此引出对我国高等教育管理体制改革的思考和启示     

专业认证背景下的测绘工程专业培养模式改革与实践

依据工程教育专业认证标准和“信息化测绘”时代对高校测绘工程专业人才培养要求,结合专业提出的培养目标,文章从专业课程教学内容与时俱进、加强测绘新技术下学生专业技能培养、多样化实践基地建设、本科生导师制以及科研促进学生综合能力培养等方面阐述了测绘工程专业培养模式改革尝试与实践效果,不仅为河北工程大学测绘工程专业达到工程教育认证标准奠定基础,也为其他工科专业人才培养提供一种思路与借鉴。     

工程教育专业认证背景下大学生培养的实践路径——以制药工程专业为例

工程教育专业认证作为我国建设国际实质等效的工程教育认证体系,在与国外相关专业进行无缝对接时起着重要的作用。从工程教育专业认证背景下探讨高校的人才培养模式的创新,促使高校提升教学质量和教学水平,进而提升高校人才培养的针对性和有效性。     

专业认证牵引产教融合赋能应用人才培养体系构建与实践

针对复合型应用人才培养面临的问题,河北工程大学以专业认证牵引、产教融合赋能,坚持立德树人,贯彻OBE理念,构建并实践“‘1-3-14’人才培养体系”。面向产业需求,坚持产出导向,以“学科专业—课程体系—课堂教学—实践培养—对接产业”为教学主线,以“师资队伍—资源建设”为根本,以“课赛一体—‘五育’并举—创新创业”为依托,以“管理制度—质量监控—评价反馈—质量文化”为重点,全面塑造复合型应用人才,服务产业和地方经济。实践表明,改革后的人才培养体系更合理,人才培养质量稳步提升,逐步形成"五度"不断优化的态势,为相关高校高质量内涵式发展和全面提高人才培养质量提供参考。     

Practices of exclusion and injustices within social work education

Despite being a major influence, there are few studies investigating the impact of accreditation on the social justice remit of social work education. This article is guided by two questions: What are the social justice responsibilities of professional associations regulating social work education via accreditation? and What contribution can institutional ethnography make to understanding and change in this area? Drawing on a data-subset from a larger institutional ethnography, selected narratives of two informants, a social work student and a social work lecturer, are discussed. These narratives reveal how key documents of the Australian Association of Social Workers (AASW) used to re-accredit social work courses influence how the study and work of the informants happens. Analysis of the narratives and documents bring the textually organised process of the re-accreditation of social work programmes into view. While this article reports on an Australian context, the issues raised concerning social injustice, epistemological equity and the implicit curriculum are relevant for social work education across many parts of the world. The contribution of this article is to recommend institutional ethnography as a research approach to generate understanding and transformation of organisations with social justice objectives, to redress exclusion and injustice.     

Motivations to Pursue Accreditation in Children's Mental Health Care: A Multiple Case Study

Accreditation is a growing, worldwide phenomenon that has spread to a range of industries and fields, including nonprofit social services and mental health care. Thousands of organizations are accredited, but it is not known what is driving the growth of this phenomenon. Using a multiple case study design, this exploratory study aimed to understand children's mental health agencies' motivations to pursue accreditation. In‐depth interviews, focus groups, document reviews, and limited observations were conducted at five children's mental health agencies that had recently undergone or were undergoing the Council on Accreditation process. Agencies were influenced by external factors, such as policies that require accreditation, wanting to assert their positions in the field, and the need to increase funding opportunities. Other factors were internal, related to agency leadership using accreditation as a platform for change and agencies' genuine intent to improve services. Implications for agencies, accreditors, and future research are offered.     

国外生态旅游认证体系对我国的启示

文章对国外不同类型的生态旅游认证体系进行了介绍,分析了其共同点,并对建立符合我国国情的生态旅游认证体系提出了几点建议。     

对实行会计委派制的思考

会计委派制是社会主义市场经济的新生事物,该制度的实行已经取得了一定的成效,同时,也存在诸如被委派单位不能正确对待委派的会计人员等一些问题,因此,需要从明确委派会计的职责与权限,建立对委派会计人的激励与约束机制,制定与会计委派制相配套的管理制度和定期的培训制度等方面进一步完善会计委派制。     

尼日利亚大学专业认证与评估简析

进入21世纪以来,尼日利亚的高等教育进入快速发展时期,大学的教育质量和专业水平倍受社会各界关注。近十年来,在尼日利亚联邦教育部的领导下,由大学委员会（NUC）组织全国大学开展专业认证与评估工作,取得了一定成绩,但同时也面临诸多的困难和挑战。由于尼日利亚联邦大学、州立大学和私立大学之间发展严重不均衡,加上许多大学对专业认证的积极性不高,大学专业认证标准缺乏针对性和政策保障等原因,导致专业认证与评估工作未能有效促进尼日利亚大学专业水平和教育质量的提升。     

俄罗斯高等教育评估体系及对我国的启示

高校评估是俄罗斯高等教育质量保障体系中的重要一环，从前苏联时期对高校有选择性的评估发展到现在，形成了对高校的认可、评定与国家鉴定三者合而为一的评估体系。随着俄罗斯联邦高等教育融入博洛尼亚进程，逐步建立与博洛尼亚进程的教育质量评估标准相一致的评估体系将成为俄罗斯高等教育评估体系的改革方向。通过对俄罗斯联邦高等教育评估活动在改革和发展过程中积累的经验的了解，将为我们建构具有中国特色的高等教育评估体系提供诸多有益的启示。