Religious Education in Authentic Human Development: A Theological-Ethical Consideration

From a theological ethical moral view,it seems obvious that adequate religious moral education is a sine qua non for authentic human development necessary for a solid nation-building.Although,state and religion are separated from each other,this should not imply a total dichotomy of religious influence on socio-political matters.A pure secularised world that has nothing to do with God,a society devoid of any form of religious affiliation,a society purely human having neither to do with God nor the spirits,such a society seems inconceivable and unrealistic and may not even be human.Experience shows that to be human demands some form of acknowledgment of a superior being,whose influence may inform one’s basic choices.The nature of the human person shows that there is nothing of the material that does not take its bearing from the religious-spiritual disposition of the person.Experience also confirms that a good moral life or virtuous life draws faith.St James the apostle implies this,when he says faith without good works or good moral life is dead(James 2:18).This can also be applicable to Abraham who is judged righteous because of his faith in God,i.e.,because he obeyed God’s command.Without faith,it is impossible to do God’s will,i.e.live a good moral life(Hebr 11:6).On the other hand,there are many forms of development,for instance:economic development,agricultural development,scientific,rural or urban development,which narrow into the human development that seems to determine their level.However,to have a solid sustainable development demands an adequate religious-moral education of the people,which functions both in the informal and formal forms of education.In as much as religious moral education gives solid grounding for adequate formation of the human person,the end result,and the development of the human person should at the same time reflect the national development.Development thus understood is holistic embracing the good of the individual as well as the nation.This article argues that authentic human development that may produce a national development worthy of the name draws from adequate religious moral education imparted on the citizens.It shows also that a worthy national development is a fore test of the development of the citizens of that nation,which in turn indicates their commitment to the common good.It is through the application of the common good that individuals reach their desired goals and so be able to contribute to the enrichment of the nation.This article suggests that good moral life is the manifestation of virtue learnt and practiced,which leads to adequate human development that eventually brings about solid national development.This type of development can be compared to what Pope Benedict XVI calls true social development,which respects the dignity of the all human beings.

Contribution of Development of China's Higher Education to Human Rights Undertaking

Human rights are the rights and freedoms of humans in their nature, and represent the basic conditions for the free and complete development of the humankind. The educational develop- ment level is an important mark of the level of realization of human rights. China＇s higher education realized the historic development in the 1998- 2007 period, and the number of the enrolled students at common colleges and universities across the nation had exploded from 3.4 million to 18.85 million, the number one in the world.

Questions on Developing College-level Education on Human Rights:——Concerning the implementation of the National Human Rights ActionPlan of China

Education on human rights touches many aspects of society. During the process of promoting human rights education, we should emphasize the development of human rights education at the college level. The National Human Rights Action Plan of China （2009- 2010）, the first of its kind,

A Retrospective and Prospective Look at Human Rights Education in Chinese Universities and Colleges——A Simultaneous Discussion of the Basic Effects of Human Rights Education on the Human Rights Development Environment

1. The Role of Human Rights Education in Promoting Human Rights Development 1. Human rights education shapes the soft environment for human rights development

The Impact of Human Resource Management on University Development

As competition in the education industry intensifies and the knowledge economy evolves,the significance of Human Resource Management(HRM)in university institutions.This study aims to explore how HRM affects the sustainable development and competitiveness improvement of universities.This article begins with a theoretical analysis to define the concept of HRM and its particular relevance within university education.The subsequent analysis examines the multi-dimensional framework of university development,encompassing its connotation,goals,and key influencing factors.The article further elaborates on the positive effects of HRM on university teaching quality,scientific research capabilities,organizational culture,and social services.On this basis,the main challenges currently faced by university HRM are discussed,such as talent mobility,institutional constraints,resource limitations,and internationalization pressure.Finally,optimization strategies are proposed,including building a scientific human resources system,enhancing talent training and development,fostering diversity among teaching staff,and improving decision-making efficiency and transparency.The conclusions of this study aim to provide strategic insights for university education managers to better utilize human resource advantages and promote the comprehensive and sustainable development of universities.

Cultivating New-type Farmers Based on the Theory of Human Resources Development

Under the direction of theory of human resources development,this thesis analyzes the impact of rural human resources development oncultivating new-type farmers.Firstly,it increases the input of rural basic education;secondly,it reinforces the vocational education and technologytraining;thirdly,it promotes the rural medical and public health services;fourthly,it quickens the rural labor transfer.The status quo of China's ruralhuman resources has been analyzed as follows:in terms of the quantity of rural human resources,the status quo is large and quick-developed baseof rural human resources,high labor participatory rate,and constitution of low age;in terms of the quality of rural human resources,the status quois the ubiquitous low quality of rural human resources,low technological level of rural human resources,and overall low physical quality of farmers;in terms of the structure of rural human resources,the status quo is the irrational industrial structure distribution and imbalanced regional structuredistribution.The thesis also discusses the edification of theory of human resources development in cultivating new-type farmers.First,in terms ofthe control over quantity of rural human resources,it is to keep the stability of family planning policy,and expedite the transfer of rural surplus la-bor;second,in terms of promoting the quality of rural human resources,it is to bolster the development of reserve rural labor force resources,toconstruct the adult educational training system with Chinese characteristics,and to build rural primary health care system;third,in terms of adjus-ting the structure of rural human resources,it is to perfect rural human resources market,and adjust rural economical structure and talents struc-ture.

The Relationship between Human Rights and Development——A Brief Analysis of the Perspectives of Chinese Scholars and the Practice of Chinese Government

With the change and development of the concept of human rights, the thinking about the relationship between human rights and development is becoming more and more deeply. Under this background, the author profoundly realizes that both recognizing the economic development as the first priority like some developing countries do and considering the human rights to be the most important thing as most developed countries do are unilateral and harmful to the social progress. Human rights and development are interdependent and mutually promoting each other. This paper introduces the three main viewpoints of the relationship between human rights and development. Based on the changes of the attitudes of the UN and China to the relationship between human rights and development, this paper holds that though it is a great progress for the Chinese government to understand that human rights and development are interdependent, there are still lots of difficulties in realizing their mutually benefiting relationship in reality. These difficulties are due to the lack of professionals who enjoy good understandings of the rules for social development and are capable of practicing human rights theories. Therefore, the authors suggest that the promotion of human rights education is instrumental to the development and progress of human society.

The Analysis of Human Development Index (HDI) for Categorizing the Member States of the United Nations (UN)

To categorize the nations to reflect the development status, to date, there are many conceptual frameworks. The Human Development index (HDI) that is published by the United Nations Development Programme is widely accepted and practiced by many people such as academicians, politicians, and donor organizations. However, though the development of HDI has gone through many revisions since its formulation in 1990, even the current version of the index formulation published in 2016 needs research to better understand and to gap-fill the knowledge base that can enhance the index formulation to facilitate the direction of attention such as release of funds. Therefore, in this paper, based on principal component analysis and K-means clustering algorithm, the data that reflect the measures of life expectancy index (LEI), education index (EI), and income index (II) are analyzed to categorize and to rank the member states of the UN using R statistical software package, an open source extensible programming language for statistical computing and graphics. The outcome of the study shows that the proportion of total eigen value (i.e., proportion of total variance) explained by PCA-1 (i.e., first principal component) accounts for more than 85% of the total variation. Moreover, the proportion of total eigen value explained by PCA-1 increases with time (i.e., yearly) though the amount of increase with time is not significant. However, the proportions of total eigen value explained by PCA-2 and PCA-3 decrease with time. Therefore, the loss of information in choosing PCA-1 to represent the chosen explanatory variables (i.e., LEI, EI, and II) may diminish with time if the trend of increasing pattern of proportion of total eigen value explained by PCA-1 with time continues in the future as well. On the other hand, the correlation between EI and PCA-1 increases with time although the magnitude of increase is not that significant. This same trend is observed in II as well. However, in contrast to these observations, the correlation between PCA-1 and LEI decreases with time. These findings imply that the contributions of EI and II to PCA-1 increase with time, but the contribution of LEI to PCA-1 decreases with time. On top of these, as per Hopkins statistic, the clusterability of the information conveyed by PCA-1 alone is far better than the clusterability of the information conveyed by PCA scores (i.e., PCA-1, PCA-2, and PCA-3) and the explanatory variables. Therefore, choosing PCA-1 to represent the chosen explanatory variables is becoming more concrete.

Impact of Rural Basic Human Capital Investment on Regional Development Ability

From the perspective of human resources development and regional economic cooperation,this paper expounds the basic conditions for socio-economic transformation and development in underdeveloped rural areas,and the ways to acquire basic human capital.On the basis of this,this paper further analyses the regional competitiveness difference arising from human capital difference,and proposes that we should solve this problem through sufficient supply of rural compulsory education.

教育人力资本投资与区域协调发展--长三角地区的实证研究

在长三角区域一体化发展、创新驱动发展等重大战略研究背景下,文章以长三角地区41个地级市为研究对象,采用2010-2019年面板数据进行了相关实证研究。通过门槛效应模型实证发现教育人力资本单门槛效应显著,高于门槛值相较于低于门槛值对经济增长的促进作用更为明显。通过中介效应模型实证检验了教育人力资本促进经济增长的直接路径和间接路径,发现教育人力资本投资不仅可以作为生产投入要素直接作用于经济增长,而且可以通过技术创新作用于经济增长。

Education Abroad,Human Capital Development,and National Competitiveness:China’s Brain Gain Strategies

This is a documentary study of education abroad policy in the People’s Republic of China(PRC)between 1978 and 2009.By examining the dynamics underpinning the PRC state’s efforts to shape the flow of Chinese students and scholars from and into China,this article reveals the major strategies that have enabled education abroad to become a source of brain gain.It argues that China’s brain gain strategies feature three characteristics:a proactive diplomatic approach to international educational relations;strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained human capital.The paper concludes by discussing the implications of Chinese experience for our understanding of the complex and dynamic relations between the state,the market,universities and international relations as relating to cross-border academic mobility,international educational relations,and national development in a globalizing world.

区域高等教育对“人的城镇化”的影响--基于地级市层面的实证分析

本文利用2011年地级市层面的数据进行回归分析,验证区域高等教育是否在人才培养、科技研发和社会资本培育三个方面提升了"人的城镇化"水平。基于对"人的城镇化"的内涵阐释与指标测度,本文的实证结果表明,本科教育和专科教育的促进作用因城市规模而异,科技研发的促进作用没有充分实现,社会资本培育的促进作用在小城市更强。本文建议构建省内协同发展的高等教育资源配置模式,地方高等教育机构参与制定城镇化发展规划,大中城市的高等教育注重高级化与普适性,非大中城市注重特色化与实用性。

谁为远程教育付费--从普通培训和专门培训角度

远程教育作为一种特殊的教育形式,是学校教育系统和培训系统之间的桥梁。从在职培训的角度考察远程教育的特点和规律,有利于促进二者的融合。人力资本理论将在职培训分为普通培训和专门培训,认为员工愿意为普通培训付费,而雇主更愿意为专门培训付费。根据对远程教育在职学习者的调查实证发现:整体而言,远程教育普通培训的成分越多,学习者自身为远程教育支付学费的可能性越高,雇主为远程教育付费的可能性越小,这支持了人力资本理论的经典论断。研究发现,那些收入高,年龄大,工龄长,平常支出较少的学习者更有可能自己为远程教育付费。就是说,将远程教育的办学信息有效传递给那些平时消费并不太积极的群体,有利于促进远程教育的发展。

论教育供给对地区间经济增长的影响---基于中国31个省、自治区、直辖市2000-2012年的数据

教育作为公共产品的一种,其供给数量和质量对于一国人力资本的培育和经济增长至关重要。笔者通过使用2000—2012年31个省的省际面板数据分析目前教育供给对地区间经济增长的影响。实证检验的结果显示:不同地区间人均教育投入对经济增长的贡献率以及教育供给结构适应经济发展的能力均与地区的发达程度呈反向变化的关系,同时不同地区政府在教育促进经济增长中所发挥的作用也存在着严重的差别,中部较之东、西部地区政府所发挥的作用更为显著。

高原人文生态与教育发展--以青海发展教育的人文生态为例

我国西北地区经济与文化教育的发展,处于相对滞后的状态,这与高原的自然生态环境有直接关系。在保护自然生态环境的同时,我们还要关注人文生态环境。人文生态包括两方面的内容:一方面指生存在自然界的人群自身建构的、给予其他人的影响及这些影响的强度;另一方面指人群对自然界的影响以及这些影响所起作用的强度。从人文生态的内容看,自然生态与人文生态是相互作用的,很难截然分开。保护自然生态、改造自然条件、适应自然环境,都需要优化人文生态。优化人文生态需要吸收其他人文科学的成果,发展教育是优化人文生态的基础工作。在教育评估中应重视西部人文生态的贡献。

“不成熟-成熟”理论视域下公安教育训练模式的个性化设计

警察的成长历程体现公安教育训练模式的发展水平,公安教育训练模式的优劣直接决定公安队伍是否具有战斗力。以阿吉里斯的"不成熟-成熟"理论为构架建立的个性化公安教育训练模式,本着以人为本的理念,重点对公安院校中受教育训练者的成长阶段进行划分,并在其各个成长阶段中综合运用"菜单式"的自主教育训练方法,旨在全面提升警察的综合素养和战斗力,持续地为公安队伍补充新鲜血液。

职业与技术教育和培训的明天--访科伦坡计划技术教育规划学院主任西亚莫·马贾姆达教授

2010年6月,中共中央、国务院发布了《国家中长期人才发展规划纲要(2010-2020年)》,提出了建设人才强国战略的行动纲领。7月,《国家中长期教育改革和发展规划纲要(2010-2020年)》在全国教育工作会议上审议通过,描绘了2010至2020年教育改革发展的宏伟蓝图。至此,摆在我们教育工作者面前的问题是,如何将上述两个规划纲要落到实处,培养适应新的经济、社会发展所需的各类人才,从而通过人力资源建设推动国家经济的发展。从全球来看,知识经济、全球化、技术更新、气候变化、可持续发展、扶贫帮困等日益成为热门话题,并在国际范围内展开了热烈的讨论。这些都引发我们在开展人力资源建设的同时思考人类社会该如何更科学、和谐的发展。带着这些问题,本期我们有幸采访了科伦坡计划技术教育规划学院(Colombo Plan Staff College for TechnicianEducation,简称CPSC)主任西亚莫.马贾姆达(Shyamal Majumdar)教授。CPSC是科伦坡计划(Colombo Plan,简称CP)的一个特殊机构。而CP是亚太地区的一个政府间组织,成立于1950年1月在斯里兰卡科伦坡召开的CP成员国外交部联席会议上,其主要目标是促进亚太地区成员国的经济社会发展。20世纪70年代初,CP的成员国开始意识到建立一个促进技术教育和培训的地区培训中心的重要性。经过CP第21届和第22届咨询委员会会议的商议后,在1973年12月举行的第23届咨询委员会会议上正式成立了CPSC。自成立以来,CPSC一直致力于通过职业与技术教育和培训(Technical and Vocational Education and Training,简称TVET),促进成员国的人力资源发展,以提供高质量的项目和服务。目前,CPSC有阿富汗、孟加拉国、不丹等20个来自亚太地区的成员国,以及澳大利亚、柬埔寨、加拿大等9个特许成员国。本期访谈主要介绍了CPSC的项目与服务的开发、实施、质量管理、合作伙伴关系、ICT的应用,以及CPSC的工作机制和发展方向,希望能够为各位读者提供一个深入了解CPSC及其服务的视角,同时希望其经验能够为我国职业技术教育和人力资源建设提供一些启示。马贾姆达教授,1999年起就职于CPSC,2007年起担任CPSC第九任主任,同时还担任印度国家技术教师培训研究所(National Institute of Technical Teachers Training&Research,简称NITTTR)兼职教授,曾任亚太地区国际职业教育和培训协会(International Vocational Education and Trainging Association,简称IVETA)地区副主席,印度加尔各答技术教师培训机构计算机科学和工程部主任。马贾姆达教授曾获得电子和通讯工程学士学位、计算机科学与工程硕士学位和工程学(计算机教育)博士学位,在技术与职业教育和培训、技术教师培养、信息通讯技术、综合质量管理等方面拥有深厚的专长和背景,并参与过多项研究。马贾姆达教授曾在印度及国际杂志和会议上发表若干文章,参与编写八部著作,获得联合国教科文组织职业教育组织(UNESCO-UNEVOC)、美国职业教育和研究协会(AVERA)、国际职业教育和培训协会(IVETA)、东南亚教育组织秘书部(SEAMEO)等机构颁发的七项国内、国际大奖和荣誉。

新文科拓展观念的重要认知--“道”“术”之辨与“事”“人”关系

中国«新文科建设宣言»发布一年有余.经过一段探索周期,新文科建设已经步入深水区,需要更加深入、细致的理论探究.站在“道与术”“人和事”两个层次的两种对立关系中对中国“新文科”建设进行观念拓展和认知再深化,不只是对于新文科建设的目标、概念和内容再思辨阐释,也应努力突破意识瓶颈,对于新文科发展大势的“道”与如何实施的方法即“术”的本质关系进行深化研究.在此基础上将新文科建设这一作为任务的“事”与关键的实施者“人”的关系进行深层剖析,即从分析观念深化认识被忽视的原因到给出强化实践落地策略路径,依次扩展,进而分析课程思政和劳动教育进入课堂的必然趋势,并具体指出提升课程思政质量和人的全面培养的路径和方向.