Noun source:
Asia-Pacific Economic Cooperation Organization
(APEC) University Alliance
The Asia-Pacific Economic Cooperation (APEC) Symposium on Cross-border Education Cooperation of University Alliance put forward four suggestions, aiming at expanding interpersonal communication and promoting economic development through the transfer of knowledge and skilled talents.
Student flow
Support different forms of student mobility, including virtual mobility; By establishing scholarship funds and similar mechanisms to support the flow of poor students and establishing cost sharing and reciprocity mechanisms between universities in different countries, the obstacles that hinder the flow of students can be eliminated; Emphasize "talent circulation" rather than "brain drain", and let students gain international experience without leaving the motherland for too long through joint training programs and short-term exchanges; Taking credit transfer as "credit sharing", educational institutions can nominate specific courses to become APEC-recognized courses to promote the efficiency of credit flow; Collect various forms of student flow data to formulate future action strategies.
The flow of researchers
An APEC "researcher travel card" can be established to promote the flow of researchers; Hold a seminar on the flow of researchers to attract business partners and research institutions to participate; It is particularly important to increase support for the mobility of female researchers.
Mobility of education providers
Emphasize the two-way flow of knowledge and technical personnel to ensure the reciprocity of exporting countries and importing countries; The difference of relevant laws and regulations among APEC member countries is the main obstacle to the flow of education providers, and cooperation at APEC level is encouraged on issues such as qualification framework.
Virtual cross-border education
Emphasize the importance of opening educational resources to expand university education opportunities and reduce opportunity costs; Sharing resources and research results by establishing a "knowledge sharing license"; Pay attention to the importance of technology to ensure the smooth exchange of skills and knowledge and the long-distance interaction between students and researchers; Share good practices of online education and various forms of virtual education supervision.
2 high school reset
Noun source:
White House Administration
In order to achieve President Obama's goal that "by 2020, the proportion of college students in the total population of the United States will rank first in the world". The United States will reform and redesign American high schools with new vision and new investment, so as to cultivate students' innovative ability and ability to participate in global economic competition.
When the United States redesigns high schools, it will get rid of traditional ideas and pay attention to the knowledge and skills needed for the successful transition from high schools to universities and careers. The high school relocation plan will encourage American school districts and their partners to use existing federal, state and local resources to transform the high school life of American teenagers through the efforts of all teachers and students.
High school reset content includes
Academic content and teaching practice are in line with post-secondary education and occupation, and promote deeper understanding and mastery in a student-centered learning culture.
Provide personalized learning opportunities, support each student's educational needs and interests, optimize learning steps, and customize learning content and practice for students in order to master challenging academic content and pursue their own interests.
To provide services for those students who need counseling, guidance and comprehensive support, so that all learners, including students from low-income families, English learners and disabled students, can graduate smoothly and enter secondary schools to study and grow.
Provide high-quality consultation and services for the choice of post-secondary education, including the requirements of education and vocational training, the knowledge and skills of university success, and provide financial assistance plans for post-secondary education and training.
Provide students with the opportunity to earn college credits through university-level courses, such as pre-university courses or other college study opportunities.
Provide work-related experience or ability, such as organizing internship and problem-based learning.
Strategically use more meaningful methods to allocate study time, including effectively applying technology to redesign school calendars and competency-based processes.
3 Health promotion
Noun source:
Tokyo Board of Education, Japan
The reform of the "Metropolitan School Health Promotion Program" launched by the Tokyo Board of Education has four main points:
Prevent eating allergies and sudden death from exercise.
Implement training activities to deal with allergic diseases, including how to use related drugs, hold regular training in schools, and strengthen mutual cooperation with parents and medical institutions. In order to prevent sudden death caused by acute heart disease during school, it is necessary to improve skills such as cardiopulmonary resuscitation.
Promote preventive measures to prevent child abuse.
Through the orderly cooperation within the school, early detection and early solution. Strengthen mutual cooperation with relevant departments, share information regularly, and jointly solve emergencies. Carry out training activities to prevent abuse and establish a general mobilization system to prevent abuse in schools, including hospitals.
Constructing mental health mechanism
Students often have problems such as being unable to adapt to the group, refusing to eat, depression, sex, and with the development of information technology, information reception and identification problems. Early detection, early solution, through the active use of school consultants, sending opinion consultation commissioners, promoting the consultation activities in schools led by psychiatrists, and building a multi-support mechanism in schools.
Respond to the occurrence of new infections, such as new influenza.
In order to cope with the new infectious diseases prevalent in schools, the Handbook of School Health Crisis Management in Li Du was revised to promote the system construction of cooperation between schools and regional medical and health institutions.
4 school ability
Noun source:
New york Education Bureau
The new york Education Bureau has put forward a competency framework that schools should have, which mainly includes six elements:
Rigorous teaching
Teaching is personalized, inclusive and inspiring, which meets the requirements of common core standards. Every classroom has set high standards, and students actively participate in ambitious intellectual activities and cultivate critical thinking ability.
Favorable environment
In the classroom and campus culture established by the school, students can feel safe and supported by others, as well as challenges from teachers and classmates.
Cooperative teacher
Teachers are committed to success and improvement of their classrooms and schools. They have the opportunity to participate in the development of professional competence in a cultural atmosphere of mutual respect and continuous improvement.
Effective school leaders
Principals set an example, train faculty and staff to develop their professional abilities, develop and provide teaching, social and emotional support, so as to promote students to achieve excellent results.
Close ties between family and community.
School leaders introduce community resources into schools and welcome, encourage and develop partnerships with families, business organizations and community organizations.
trust
Everyone works hard for one goal, that is, to improve students' grades and prepare for school study and success after graduation.
5 Educational returns
Noun source:
the organization for economic cooperation and development
Education Overview 20 14: OEDC indicator analyzes the education systems of 34 member countries, as well as Argentina, Brazil, China, Russian Federation, South Africa, India and other countries. The report shows that with higher education level and skills, the return in employment and income is richer than before. In OEDC member countries, only 5% of people aged 25-64 who have a college degree are unemployed, while the unemployed with a high school diploma reach 14%, but the gap between them is 4% in 2000.
In most countries, about 84% of young people complete secondary education in their lifetime, and young women are now more likely than men to complete higher education. Nearly 40% of young people aged 25-34 in OEDC member countries have received university education, which is higher than the proportion of people aged 55-64 who have completed the same level of education 15%.
Primary and junior high school students receive an average of 7,475 hours of compulsory education. Australian students have the most class hours, exceeding 1000 hours; Hungary is the least, less than 6000 hours. Most teachers are women. With the increase of education stage, the proportion of female teachers decreases: 97% in preschool education stage, 82% in primary school, 67% in junior high school, 57% in senior high school and 42% in universities.
6 moral time
Noun source:
Japan Central Education Review Committee
The Australian federal government's national curriculum review report specifically puts forward that more attention should be paid to the traditions of Judaism and Christianity, the contribution of western civilization to society and the influence of the British government. The curriculum should put more emphasis on the cultivation of morality, values and spirit. Japan's Central Education Review Committee proposed that moral education in the "moral age" of primary and secondary schools should be reformed as a discipline. Moral education discipline 20 18 was first implemented.
The main contents of the reform plan are as follows:
The evaluation method is different from other teaching subjects that adopt score evaluation. It will "describe the growth process of students in detail in the form of articles", attach importance to the personal growth process of students, and adopt narrative evaluation methods based on composition, interview and classroom speech.
The selected teaching materials will use the nationally recognized teaching materials. On this basis, each region can flexibly use local materials according to its own characteristics.
Suggestions on teaching topics include school bullying problem, information ethics and bioethics.
The class hours are tentatively set at 35 hours per year. In principle, the class teacher is responsible for teaching.
7 Pre-school education bonus
Noun source:
the organization for economic cooperation and development
The OECD believes that investing in preschool education will bring dividends to parents and governments in the future, and countries must make greater efforts to ensure that all families, especially the disadvantaged families, can obtain high-quality preschool education.
This book is entitled "Does preschool education benefit those who need it most?" It is pointed out that during the period of 20/200312, the achievement gap between students who have attended kindergarten and those who have not attended kindergarten is also widening. In 2003, the math scores of students aged 15 who received preschool education were 40 points higher than those who did not receive preschool education. 20 12, and the gap widened to 5 1. In the Czech Republic, Finland, Greece, Iceland, Italy, Luxembourg, Slovakia, Spain and Thailand, where the enrollment rate of preschool education has greatly increased, the gap in math scores between them has widened by 25 points; In Portugal and other countries, the gap between them has widened by 5%.
The report concludes that 15-year-old students who have received preschool education usually have better grades than those who have not received preschool education, even considering their socio-economic status. In 20 12 years, the difference in math scores between the two groups reached 5 1, which is equivalent to more than one year of formal school education.
8 degree age
Noun source:
the organization for economic cooperation and development
According to the latest data, compared with 2005, the average age of students who got the first degree showed a downward trend, from 25.2 to 24.2. In addition, the average age of students who started college decreased by 1.3 months. This means that the time required for students to obtain their first degree has been shortened-from 4.6 years to 4.2 years.
However, there are significant differences among countries. The age of students who get their first degree ranges from 22 in Belgium and Britain to 27 in Iceland and Israel. In some countries, the average graduation age has dropped significantly, such as Belgium, Denmark, Iceland and so on. And the average age has dropped by more than one year; However, in Austria, Spain and Israel, the average graduation age has increased. The differences between countries may be due to some institutional factors, such as the difference in graduation age of high school and the length of higher education courses.
9 ability to solve problems
Noun source:
Australian Education Research Council
According to the report Thinking: Creative Problem-solving Skills of Australian Students published by the Australian Education Research Council, compared with their peers, Australian students aged 15 are more likely to persistently solve problems, and their average score is higher than the OEDC average.
In terms of problem solving, 84% of Australian students have reached or exceeded the benchmark level of proficiency and have the ability to effectively participate in various life situations. About two-thirds of Australian students said that they would not give up easily when faced with problems, and half said they would not avoid problems.
10 class hour
Noun source:
University of Oxford
Monkston Middle School in the north of Tyneside. Because the school delayed the start of school, the proportion of students with high scores in GCSE increased from 34% to 50%. This change is most significant for the disadvantaged students, with the proportion of students with high scores rising from 19% to 43%. This led to a large-scale survey of 65,438+000 middle schools in Britain to explore whether delaying school hours can improve students' grades.
Rosell Foster, a professor at Oxford University, said: "The latest progress in sleep neuroscience shows that teenagers' biological clocks are delayed. Professor Foster also said: "This is the first time that our experimental project has explored whether delaying school time has a positive impact on academic performance and physical health. Colin Espy, another professor from Oxford University, added: "Our research tries to explore the possibility that if we postpone the school time to 10 instead of 9: 00 or earlier, it will really improve the learning effect and eventually improve the graduation performance. "