教师持续教育与师训部门的项目执行策略

从教师持续教育的定义、内涵和项目执行中的问题出发,阐明了教师持续教育的多项功能,为地方(市、区)师训部门在项目执行中,从规划设计、项目管理、营造良好生态环境、培育共同价值等方面提供行之有效的对策方略,以达到急政府之急、解教师之需、强农村教育之本、固基础教育之基的目的。

奥地利教师可持续发展教育素养KOM-BiNE模型:结构、特点与实践

作为国际可持续发展教育的重要推动者,奥地利在DeSeCo与CSCT国际项目基础上提出了KOM-BiNE模型。该模型旨在为可持续发展教育活动的规划、实施和反思提供一个参考框架,以作为教师培训课程的规划辅助工具。它将教师可持续发展教育素养概括为三个层次领域,并提出教师在三个互通的实践场域运用其素养实施可持续发展教育。模型的核心层是知识与技能、价值观、感知领域,最外层是规划组织与协作领域,中间层的沟通与反思领域则是前面二者的基础与关键素养。奥地利依据KOM-BiNE模型开发了BINE课程,该课程对于提高教师可持续发展教育和行动研究素养成效显著,是奥地利实现可持续发展教育变革的重要推动力。

The Role of University in the Education of Professional Accountants： Degree of IES 2 Application

In the period following the beginning of the global economic crisis, the quality of the education provided to support the accounting profession was debated. Simultaneously, Education for Sustainable Development （ESD） is becoming increasingly important. The change in the accounting profession and in accounting education offers an opportunity to formulate initial observations on the Italian university world in terms of the preparation of future professional accountants. This study uses the International Education Standards （lESs） published by the International Accounting Education Standards Board （IAESB）, in particular the IES 2 （content of professional accounting education programs）. The aim of the paper, which is of an empirical nature, is to understand the role of universities in Italy in the preparation of accountants in the light of the IES 2 provisions. The study and its policy implications may contribute to the debate on accounting education at national and international levels, also in the light of ESD.