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| 題 名 | 臺灣與紐西蘭高等教育改革政策之比較=Comparative Study of Higher Education Reform Policy in Taiwan and New Zealand |
|---|---|
| 作 者 | 顏秀如; 張明輝; | 書刊名 | 教育資料與研究 |
| 卷 期 | 63 2005.04[民94.04] |
| 頁 次 | 頁19-36 |
| 專 輯 | 教育政策 |
| 分類號 | 525.617 |
| 關鍵詞 | 紐西蘭; 高等教育; 教育改革政策; New Zealand; Higher education; Education reform policy; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 隨著全球化經的浪潮,國際間的競爭從軍事競賽轉為經濟成長的競爭。且自從經濟合作暨發展組織(Organization for Economic Co-operation and Development, OECD)提出知識經濟的概念後,以知識為基礎的新經濟型態成為各國發展的主要目標。而由於高等教育扮演知識創造、保存與傳遞的重要角色,因而高等教育為近年來許多國家教育改革的重要政策內涵。就臺灣而言,自政治解嚴以來,西求野等教育改革的呼聲即不曾停歇,為使高等教育的發展逐漸走向自由化、多元化、大眾化及國化,政府進行一連串的改革措施。本文以紐西蘭為比較對象,乃因紐西蘭雖為人口數約為380萬的島嶼國家,但卻為世界主要的農牧生產國之一,究其原因,「知識」是一項關鍵的因素。因此作者試圖對於臺灣與紐西蘭的高等教育改革政策做一比較研究,首先對其高等教育改革背景、相關問題及改革策略,加以析述,其次,則比較上述內涵的異同以供參考。 |
| 英文摘要 | With the tides of global economics, the content of competitions among countries have changed from military competition into economic growth. Moreover, since Organization for Economic co-operation and Development (OECD) proposed the idea “knowledge-based economic”, the new type of economic based on knowledge has become the main object for the development of every country. Besides, higher education play the roles of knowledge invention, knowledge preservation, and knowledge transmission. Therefore, it becomes the important part of education reform in many countries in recent years. As far as Taiwan is concerned, since the government lifted martial laws, the claim of higher education reform has never stopped. In order to make higher education liberalized, pluralized, popularized, and internationalized gradually, the authorities adopt a series of reform strategies. New Zealand was chosed as a comparative object in this study because it is an island nation of roughly 3.8 million people. But New Zealand is one of the primary countries based on agriculture and herding industry in the world. To probe the reason, knowledge is a key factor. The authors tried to undertake a comparative study of higher education reform in Taiwan and New Zealand. Firstly, this article described and explained the higher education backgrounds, problems, and reform strategies between these two countries. Then, the author compared the differences of the contents illustrated above and finally gave conclusions. ※ |
本系統中英文摘要資訊取自各篇刊載內容。