Social security privatisation: the lessons from the Chilean experience for other Latin American countries and the USA

The purpose of this article is to analyse the economic and social implications of the privatisation of social security in Chile and to draw some lessons from the Chilean experience. The focus of the analysis is on the costs and benefits of the privatised system and its impact on social equity. Thus, the main section of the article is devoted to the analysis of the 20-year-old Chilean experience. This section is followed by a discussion of privatisation in other Latin American countries and the impact that World Bank's policies have had on the region. The last section looks at the lessons for the United States and argues against the establishment of a partially private plan in the USA.     

当代中国社会教育公平的理论探析

教育公平是指在特定的社会条件下,人人享有平等受教育的权利和机会,促使自然潜能得到最充分与自由发展的教育理想。中国社会的教育公平仍在接受着严重的挑战。入学机会上的不均等、求学条件上的不公平以及市场机制介入教育和教育市场是中国社会教育不公平现象存在的原因。应用科尔曼教育平等理论及马丁.特罗的大众化理论可以为中国社会的教育公平问题找到理论上的解决之路。同时在实践上,中国社会也要通过正确处理公平与效率的关系、制度上的安排、创新来实现真正的教育公平。     

私募股权投资基金、董事会特征与企业经营绩效

在私募股权投资基金快速发展的今天,其能否改善支持企业公司治理,提高企业经营绩效成为业内关注的重点。本文以中小板92家私募股权投资支持企业为样本,研究了这一问题,结果发现在私募股权投资支持企业中,董事薪酬与公司经营绩效正相关,董事会开会频率及杠杆水平与经营绩效负相关,而董事会规模、领导结构和董事持股比例与经营绩效并没有明显的相关性。     

教育公正的伦理价值及其实现

教育公正是教育伦理的重要范畴,是教育改革和发展的底线伦理;它是社会公正价值在教育领域的延伸和体现,是衡量一个国家教育发展水平的重要标尺。教育公正是当代教育伦理构建的内在支撑点,是当代教育发展人本要求的价值体现,是调整社会利益关系、促进社会稳定的价值力量。教育公正伦理价值的实现对当今教育改革具有重要的历史意义。     

安徽省学前教育资源地区间配置差异分析

笔者采用锡尔指数及其一阶模型,对安徽省学前教育中的经费投入、师资力量、办学规模等教育资源配置的差异进行了测度,并将教育资源配置的差异性分解为皖北、皖中、皖南三个地域间的差异以及三个地域内各地区之间的差异。研究发现：三个地域内各地区差异是造成全省学前教育资源配置差异的主要原因;学前教育经费投入、师资力量和办学规模都存在着不同程度的配置差异,其中财政性教育公用费各地区差异最明显,专任教师的缺乏造成了各地区师资力量资源配置的差异;办学规模已基本能满足全省幼儿入园的需要,但结构性矛盾仍然突出。     

反思与启示：对有限合伙私募基金的有限合伙人权利保护制度的检视

有限合伙私募基金作为一种新型的投资方式从一出现便受到了广大投资者的青睐和追捧。然而“高度自治”的立法理念极大地增加了投资者即有限合伙人的投资风险,有限合伙人的权利保护面临严重挑战。作者在比较美国有限合伙人权利保护的立法经验并借鉴我国《公司法》对于中小股东的权利保护措施的基础上,提出完善有限合伙人权利保障的构想。     

Closing pathways: refugee-background students and tertiary education

Abstract

Recent changes to policies and funding for tertiary education are exacerbating an already difficult situation for refugees aiming to earn university degrees. No one intended to create the barriers that the refugee-background community faces; government agencies continue attempts to improve educational outcomes for those who arrive as refugees. The root causes of this situation are the complexity of the refugee situation and a lack of holistic knowledge about this diverse group of New Zealand residents among policy makers and educators. In addition, the complexity of interactions among policy changes and refugee situations has prevented any single agency from predicting outcomes of its policies for refugee-background students. In this paper, I discuss how new policies interact with a range of existing barriers faced by refugees pursuing degrees and how, without urgent attention, this will constrict or close pathways into and through university study. I further suggest that the strongest foundation for an effective program to provide equitable access to university education is including refugee-background students among those groups who receive equity consideration.     

债转股与国有经济战略性调整

文章从债转股提出的背景和要解决的问题出发,论证了债转股是一种扭曲的制度安排,既难以实现政策初衷(双赢),又在化解矛盾和风险的同时,强化或引发了矛盾和风险。更重要的是,目前的债转股偏离了我国经济体制改革的长远目标。因此,应及时地调整债转股的政策思路,使之与国有经济的战略性调整相衔接。      

性别平等与和平

生理性别．即是男是女由出生决定;社会性别,即如何成为男人和女人是后天习得的。两性的不平等不是一种自然属性。而是一种人类社会的发明。这种性别的不平等及其建立之上的针对女性的性剐暴力是一种结构性暴力。消除性别歧视,实现男女平等,是人类社会获得真正和平的必要条件。     

Managing diversity: academic’s perspective on culture and teaching

As UK Higher Education institutions continue to accept students from ethnically diverse backgrounds, there is now an onus and an expectation for academics to provide learning environments and experiences that are inclusive, validating and affirming. The aim of this paper is to explore, through the lens of the academic tutor, the pedagogical methods employed towards the implementation of ‘cultural branching’, which we define as helping ethnically diverse students to build bridges between their pre-existing knowledge and what they are expected to learn. To investigate this in more detail, the researchers interviewed 22 academic tutors across three UK Higher Education Institutions in the North of England. The findings suggest that current curriculum structures and pedagogical approaches favour the dominant non-ethnically diverse learner. Our research proposes that additional emphasis needs to be placed on developing a practical and functional approach which embeds cultural branching via technological platforms.