Internships in international organizations are highly valued for the development of global competency. Drawing on the combination of the United Nations Competencies for the Future and the onion competency model as a theoretical framework, this study examines the global competency of Chinese university students by conducting in-depth qualitative interviews with 44 interns stationed at international organizations. The thematic analysis reveals that the global competency of Chinese interns in international organizations is characterized as multifaceted, which characterized by high level of professionalism, underdeveloped communication competencies, practical competency gaps and creativity deficiency from a knowledge and skills perspective. In terms of roles and attitudes, Chinese interns tend to view the internship as international civil servants and display a growth mindset. Regarding motivations and personality, they exhibit a high degree of intercultural disposition and demonstrate a combination of cosmopolitan identity and patriotism. Strategic implications are discussed regarding how Chinese universities cultivate students’ global competency, particularly as an adaptive response to the shifting complexities of a globalized and multi-polar world.

In the era of post-Brexit, out of the consideration of completely getting rid of the control of EU,making full use of educational diplomacy to accelerate the realization of the vision of "Global Britain", providing higher-quality educational exchange services for UK participants and promoting the international mobility of students, the UK government decided to withdraw from the EU’s Erasmus+ Programme, and launched its alternative Turing Scheme. The Turing Scheme is a competitive grant funding scheme. During the implementation of the project,on the basis of fully considering the needs of the UK to promote student international mobility, the Turing Scheme will expand the scope of student mobility from Europe to the world, transform inward and outward mobility to outward mobility, pay more attention to disadvantaged background groups and focus on the international mobility of higher education students. As a new project formulated and implemented under multiple predicaments, the Turing Scheme still faces difficulties and challenges such as the "one-way" outward mobility brings risks to education service trade, limited funding and the single function.There are still many difficulties for the Turing Scheme to truly replace the Erasmus+ Programme.

Global educational governance involves diverse stakeholders, in which international non-governmental organizations,characterized by a large number of members, flexible mechanisms and wide impacts, play an important role. As an international non-governmental organization in higher education, the International Association of Universities are committed to being a representative of global higher education institutions, offering a full range of services for them. It has actively led the sustainable development,internationalization, leadership development, and digital transformation of higher education institutions. It has also been involved in global educational governance through digital governance, normative governance, and cognitive governance, which is characterized by the coexistence of Humanism and Instrumental rationality, the balance between general needs and customized services, and the combination of static control and dynamic adjustment. The practices of the International Association of Universities provide implications for China to engage in the construction of the Belt and Road or regional educational community and advocate the principle of extensive consultation, joint contribution, and shared benefits in global educational governance.

在国际高等教育的多重价值凸显、现实挑战丛生以及全球局势转变的背景下,新西兰政府重新制定了国际教育的发展战略.把提供优质教育和学生体验、增强国际教育的可持续性与复原力、培养全球公民作为三大发展目标,新西兰《国际高等教育复苏战略》通过三阶段实施:在短期阶段保障高等教育的行业稳定,在中期阶段加强高等教育的体系建设,在长期阶段助力高等教育的可持续发展.新西兰《国际高等教育复苏战略》对内重视顶层设计,协调跨部门合作;对外面向全球市场,强化国际合作,并在此过程中注重学生体验,提供资源支持.后疫情时代,在全球高等教育走向复苏的趋势下,我国可采取动态优化国际高等教育战略规划、推广本土化的高等教育品牌、提升留学生就读体验和培养质量等措施,推动高等教育对外开放的新格局形成.

欧盟将自身视为国际社会的规范扩散者,致力于通过高等教育这种软性的介入方式向其他行为体扩散欧盟的规范,增强欧盟的国际话语权和影响力.在对中亚的高等教育发展战略行动中,欧盟采取了规范说服、规范援引和话语塑造三种方式,促进规范在中亚的传播和扩散,也推动中亚地区和国家按照"欧洲模式"进行教育变革和转型.但其高等教育发展战略行动也因带有新殖民主义色彩而引发争议.欧盟在中亚的高等教育发展战略行动的成功经验及存在的本质问题也为我国深化同中亚的教育交流合作提供了反思和启示.

University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students' eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a 'change maker' in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students' personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates' access to post-graduation opportunities.

Previous articleNext article No AccessBook ReviewsUniversity Autonomy Decline: Causes, Responses, and Implications for Academic Freedom edited by Kirsten Roberts Lyer, Ilyas Saliba, and Janika Spannagel. New York: Routledge, 2023. 226 pp. US$160.00 (cloth), ISBN 9781032307565.Wei-Jun Wang and Yue KanWei-Jun WangCollege of Education, Zhejiang University Search for more articles by this author and Yue KanCollege of Education, Zhejiang University Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 67, Number 3August 2023 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/725726 HistoryReceived May 01, 2023Accepted May 01, 2023 For permission to reuse, please contact [email protected].PDF download Crossref reports no articles citing this article.

Shaopeng Li is a lecturer in EFL at Shanghai International Studies University in China. He has studied in the Department of Theoretical and Applied Linguistics, University of Cambridge before earning his PhD. His research interests are in second language acquisition and EFL education. He has published in these fields, including a monograph, a book chapter in New Perspectives on Transfer in Second Language Learning (Multilingual Matters), along with several reviews and journal articles in international journals. His publications appear in such journals as English Today, Studies in Second Language Learning and Teaching, International Journal of Applied Linguistics and Southern African Linguistics and Applied Language Studies.

刘宝存提到,面对全球性的教育危机,联合国教育变革峰会提出了"数字学习与转型".我国应当积极参与并将数字教育作为一项公益事业和人权,为可持续发展目标4的实现作出中国贡献.徐辉提出,为了实现教育是"卓越的公共福利"这一超越性价值,应当从重视培养儿童,培养适应21世纪社会、科技、经济发展的高素质人才,借力数字转型,加大财政投入四个方面推进教育变革.饶从满认为,我国要建设高质量教师教育体系,促进教育公平,需要关注三个课题:第一,不同教师教育机构间教师教育水平的均衡化;第二,不同学段教师培养的平等化;第三,公平取向在教师教育课程与教学中的落实.彭正梅认为,在全球知识经济时代,追求教育公平应当培养学习者的高阶能力.高阶能力的发展与运用需要符合我国的政治导向,这是全球知识社会时代中国行动的关键,也是教育上的一种根本遵照.阚阅提出,为了应对教育危机,联合国教育变革峰会提出了新的教育社会契约.联合国希望通过教育变革峰会推动教育领域的全球治理,加强全球教育体系建设,以重塑全球教育.

本研究通过初始问卷编制、项目分析、探索性因素分析和验证性因素分析等程序,编制普通高校大学生综合国防素质量表,并进行了相关实证测量.结果显示,量表有8个维度共35个题项.量表的α系数和重测信度均符合心理测量学指标要求,具有良好的结构效度、聚敛区分效度与校标关联效度,可用于大学生综合国防素质的测量.测量结果发现,大学生综合国防素质总体处于中等偏上水平,且存在显著的性别差异与年级差异.

世俗性是法国立国的重要原则,该原则保证信仰自由、政教分离和法律面前人人平等.近年来,发生在法国的恐怖袭击事件暴露出法国教育的世俗性正遭受重大挑战.法国教育世俗性的形成和发展具有其鲜明的社会历史背景,同时法国在加强和维护教育世俗性特征方面也不断采取新的措施.法国维护教育世俗性的宏观层面举措主要包括制定与出台相关法律规定和设立政府专门机构;中观层面举措体现在学校人员严格遵守教育世俗性原则,学校预防和报告破坏世俗性的现象,并加强干预;微观层面举措为开设专门课程传播世俗观念.虽然法国在维护教育世俗性方面取得了积极的成效,并受到社会各界的大力支持,但在全纳性、教师培训、报告机制和合理性等问题上仍存在诸多需要解决的问题.

融汇古今的教育研究能使人具有用长远的眼光看待问题的能力,因此看问题会比较有深度,比较能够发现规律性的问题.科举学是一门以中国和其他东亚国家存在的科举考试制度及其运作的历史为研究对象的专学.科举学的研究对象十分重要,研究人员众多,研究成果丰硕,社会影响广泛,是一门方兴未艾的专学.鉴古可以知今,研究历史上的科举考试制度,可以为当今的各类考试改革,尤其是为高考改革提供参考和借鉴.目前"唯分数论"的弊端还很难彻底根除,在一定意义上,分数往往是那些拥有较少社会资本和文化资本的考生进行竞争的"硬实力".我国高考改革应该考虑本国国情,包括教育水平、社会制度、社会发展阶段,以及民众的认可程度等.新高考改革利弊兼具,既有很大的成效,也面临许多挑战,未来新高考还是要适应新形势,不断改革,与时俱进.

包容性增长(inclusive growth)是近年来国际组织推动的一种新的经济社会发展共识.包容性增长超越了单纯对收入的关注,更加强调非歧视、参与与可持续发展.教育是包容性增长中的关键要素,教育贫困经常会导致经济贫困,教育不平等也会造成收入和非收入的不平等,而教育发展则有益于经济社会发展.将教育作为衡量一个国家和社会民生福祉的重要尺度已越来越成为国际社会的关注.亚洲开发银行(ADB)的"包容性增长指标框架"(FIGI)、联合国环境规划署(UNEP)的"包容性财富指数"(IWI)、经合组织(OECD)的"更好生活指数"(BLI)都体现了这种发展趋向.同时,包容性社会政策、包容性创新政策和包容性教育政策在为包容性增长创造有利环境以更有效地应对发展挑战方面发挥着重要的作用.包容性增长与我国当前推进的共同富裕非常契合,在很大程度上为共同富裕提供了可资借鉴的经验.

新冠肺炎疫情全球大流行给人类带来重大挑战,"一带一路"国家意识到推动共建"健康丝绸之路",支撑人类健康命运共同体建设的现实价值.加强我国与"一带一路"国家高等医学教育合作,将有效促进卫生人才培养,升级教育与卫生外交,联通沿线国家民心.以"一带一路"47个成员国家为样本,通过构建评估指标体系,综合分析沿线国家在高等医学教育合作能力上的表现和聚类特征,并借鉴地理学理念和利用可视化工具绘制合作参考地图,据此提出"健康丝绸之路"背景下高等医学教育合作的规划布局、实施路径与内容、合作模式等策略措施.

刘宝存提到，面对全球性的教育危机，联合国教育变革峰会提出了“数字学习与转型”。我国应当积极参与并将数字教育作为一项公益事业和人权，为可持续发展目标4的实现作出中国贡献。徐辉提出，为了实现教育是“卓越的公共福利”这一超越性价值，应当从重视培养儿童，培养适应21世纪社会、科技、经济发展的高素质人才，借力数字转型，加大财政投入四个方面推进教育变革。饶从满认为，我国要建设高质量教师教育体系，促进教育公平，需要关注三个课题：第一，不同教师教育机构间教师教育水平的均衡化；第二，不同学段教师培养的平等化；第三，公平取向在教师教育课程与教学中的落实。彭正梅认为，在全球知识经济时代，追求教育公平应当培养学习者的高阶能力。高阶能力的发展与运用需要符合我国的政治导向，这是全球知识社会时代中国行动的关键，也是教育上的一种根本遵照。阚阅提出，为了应对教育危机，联合国教育变革峰会提出了新的教育社会契约。联合国希望通过教育变革峰会推动教育领域的全球治理，加强全球教育体系建设，以重塑全球教育。

作为20世纪美国实用主义的代表人物,杜威对通识教育的观点既有启发意义,也有警示作用.他批判赫钦斯,为经典名著的学习敲响警钟.关于学科,他强调"联系",反对"分割",并提出学习方法,促进知识的贯通与学用结合.对待"职业",他非但不鄙视,反而发掘其通识价值,主张在实践中将"通识"精神融入专业学习,为高校避免专门化的风险提供新的路径.他对当前人才培养的重要启示是,经典名著只有与新时代精神相结合,才能焕发理智的勃勃生机;学科互通,且在方法上有所创新才能真正熏陶博雅之士;重塑专业教育,深化其"通识"精神,是大学通识教育改革的重中之重.

"知识分享"是世界银行推进教育援助活动的重要形式.世界银行教育援助的价值取向一直以教育的经济功能为主导.在此基调下,世界银行重视学习的机会和质量问题,近年来也逐渐关注到教育的人文主义价值.世界银行通过贷款条件、专家学者、国际教育活动等渠道,扩散教育援助的最佳实践和解决方案.世界银行以项目条件、项目周期、项目建议和项目研究为依托,为教育援助实践项目提供了方向保障、运作保障、框架保障和数据保障.作为占据世界银行投票份额第三的国家,中国与之开展教育援助合作,应更好地认识其优势和局限,以扩宽合作渠道、规避合作风险.

"风险社会"是对当代社会本质的新的概括,是对现代性的深刻反思,为我们全面把握现代性和反思社会的发展提供了全新的视角.全球正在加速进入一个高度复杂和高度不确定性的"风险社会"时代,社会风险的发生更加频繁,"风险社会"中教育也面临着前所未有的危机."风险社会"对教育的变革和发展提出了新的要求,促使国际社会重新反思教育的未来,采取创新性方法加速教育的变革,提升教育系统的抗逆性,增强应对和驾驭未来社会生活中未知风险挑战的能力.在新型冠状病毒肺炎疫情席卷全球的背景下,如何通过教育的变革来提升防范风险的能力,从而更有效地应对社会各种风险挑战和不确定性显得尤为重要.作为全球人文和教育治理的重要推动力量,联合国教科文组织力图将疫情风险压力转变为教育变革动力,通过反思教育内涵、重塑教育体系、提升风险意识、促进全球教育合作等方式唤起风险挑战的社会关注,建设全球风险的教育屏障,构筑可持续发展的全球教育共同体.当前和未来形势下,积极参与联合国教科文组织倡导的全球治理与教育变革,既是我国加强能力建设适应"风险社会"发展的需要,也是扩大教育国际公共物品供给以及构建人类命运共同体的客观要求.

欧盟范围内高等教育微证书的需求和使用日益增长,但相关标准的缺失限制了其透明度、认可度和可移植性.为此,欧盟在构成要素、价值功能和作用机制方面进行顶层设计,致力于提供欧洲通用的微证书.欧盟提出了微证书的通用定义、标准元素、设计和颁发的基本原则,强调微证书在促进终身学习方面的意义,并采用嵌入式策略将微证书纳入已有的高等教育资格框架、质量保证体系、学分系统和认证机制中.欧盟高等教育微证书的设想与实践,将对欧洲就业技能和终身学习产生重要影响.