Research on Risk Identification and Industrial Governance of Digital Education Products Based on Data Annotation Technology

The social transformation brought aboutby digital technology is deeply impacting various industries.Digital education products, with core technologiessuch as 5G, AI, IoT (Internet of Things),etc., are continuously penetrating areas such as teaching,management, and evaluation. Apps, miniprograms,and emerging large-scale models are providingexcellent knowledge performance and flexiblecross-media output. However, they also exposerisks such as content discrimination and algorithmcommercialization. This paper conducts anevidence-based analysis of digital education productrisks from four dimensions: “digital resourcesinformationdissemination-algorithm design-cognitiveassessment”. It breaks through corresponding identificationtechnologies and, relying on the diverse characteristicsof governance systems, explores governancestrategies for digital education products from the threedomains of “regulators-developers-users”.

Study on the Deepening Effect of Educational Capital and the Governance Mechanism

In recent years,social capital has played a crucial role in the field of educational trend and rapid expansion.Education capital,however,is a double-edged sword.On one hand,it plays a good role in the construction of learning society and national quality education.On the other hand,it causes serious obstacles and interference to our regional education resources and educational environment because of its own profit-seeking.In order to optimize the integration between education industry and social capital,to make good use of social capital and to promote the brilliant development of education industry,this article has investigated the deepening effect of education capital and the content of governance mechanism,hoping to provide some reference for the optimization and reform in the educational field.

Is Shared Governance Feasible in Public Higher Education Institutions of China?

Economic development and rapid changes in technology have considerable impact on higher education in China.To prepare skilled highly-educated workforce and meet the demand for research development and productivity,higher education institutions in China are under a great pressure of adapting and implementing organizational change(Li et al.,2012).[20]This paper starts with an overview of the higher educational transformations in China in the past decades.Then the author assesses the shared governance practice in the U.S.and discusses the potential and limitations for China to adopt shared governance in the near future.

Market regulation and government intervention of vocational education＇s development

Government intervention and market regulation are two important ways in the process of economic operations, effective govemment intervention and market regulation can promote development of economic. This article briefly summarizes economists defined the government intervention and market regulation in the history of economic. Since the founding of New China, it elaborated to defining process of government intervention and market regulation in the development China＇ s economic. Under the new situation, it proposed government intervention should combine market regulation to achieve sound and fast development of economic. Market regulation in the development of vocational education for the economic development is the goal of training practical talents of vocational education. This objective requires that vocational education must work closely with the needs of economics＇ development and service for the economics＇ development. Under the system of planned economy, contraction between supply of talent and needs of economic is planning to achieve indirectly through a unified government.

Disaster Risk Reduction (DRR) Education from Social Disciplinary Theoretical Perspectives

Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.

高等教育数据治理的未来图景与实施路径——美国《2023年EDUCAUSE地平线行动计划:数据治理》解读与反思

厘清高等教育数据治理的目标、行动和方法,有助于提升高等教育数据治理水平。2023年3月,美国高等教育信息技术专业机构EDUCAUSE发布的《2023年EDUCAUSE地平线行动计划:数据治理》,围绕高等教育数据治理的愿景目标、行动方案、未来规划进行具体阐释,为高等教育机构数据治理提供了方向指引。基于对该报告的分析,提出可供我国高等教育数据治理参考的实施路径:塑造高等教育数据文化、建立教育数据治理制度、加强数据治理技术应用、注重教育数据隐私伦理,进而实现数据要素价值释放,提升高等教育治理现代化水平。

Governance and Expertise in the Teaching Profession:An Analysis of Contemporary Japanese Educational Reforms

Purpose:This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress.Design/Approach/Methods:This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession.The article discusses how Japan can meet its goal of ensuring“expertise in the teaching profession”by referring to the relationship between“professionalism”and“publicness”in the theories of occupational sociology.Findings:Expertise in the teaching profession is based on a mixture of academic and practical knowledge.The term“educational professionals”should be interpreted to include both“researchers”and“practitioners.”A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers,practitioners,citizens,and government administrators.Originality/Value:This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession.

Assuring Quality in Higher Education in a Confucian Collectivist Culture: The Vietnamese Experience

Quality assurance(QA)has been introduced and developed into Vietnam for almost 15 years.The importation of such a concept from other countries with different cultures may result in resistance in some ways.This study explores QA arrangements at three institutions of higher education(HE)in Vietnam,a Confucian heritage country,as perceived by academic leaders,QA practitioners,and academics to respond to QA policies from the government.The methodological approach taken in this research is a multiple case study.A qualitative approach was used to explore QA practices at three institutions.Data collected from documentation and in-depth interviews were analyzed for patterns and themes.It was found that centralism and large power distance of a Confucian collectivist country such as Vietnam significantly influenced the government’s attempts to reform HE for quality improvement.Culturally appropriate measures from the bottom level with long-term strategies should be considered to assure and improve quality,including the shift to decentralization in HE.

教育场景驱动的高校数据治理

教育数字化转型的重要任务之一是通过数据治理提高教育治理能力,当前数据治理呈现出场景化和智能化的趋势,但是以管理和标准为核心的静态治理理念难以适应应用场景的数字化转型和创新。该文首先从数据治理的视角探讨了教育场景的概念和特征,然后分析了当前高校教育场景数据治理中存在的数据不够“大”、数据不够“好”、数据未尽其“用”三个核心问题,提出高校教育场景驱动的数据治理方法和治理流程,教育场景中的原始数据经过数据资产化、数据标准化、数据要素化三个关键环节演化为具有计算属性、组织属性和教育属性的场景数据资产,作为关键要素进入到教育教学过程中,从而形成良性循环的数据资产生态,充分发挥数据资产的教育价值。

Participation in Disaster Risk Reduction (DRR) Education: Analysing the Practices, Issues and Challenges

This article draws from detailed qualitative case studies of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. Using Arnstein’s [1] ladder of participation, it explores nature and importance of participation to address the local disaster context. Along with Robertson et al.’s [2] pluri-scalar education governance framework, it also discusses the current forms of participation from various stakeholders specifically within the education system. The article analyses the reasons for stakeholders’ participation in DRR initiatives. It also explains the purpose of the participation, challenges of participation in DRR education, and highlights some key messages around what the study’s data says about participation in DRR education. The article concludes with the idea that curriculum participation is a crucial element to mobilise schools for their disaster preparedness, response and recovery journeys.

基础教育学校数字化治理的涵蕴、表征与路径

教育数字化的迅猛发展为学校治理数字化转型提供了理念引导和技术支持。数字化赋能基础教育高质量发展主要通过提升学校的治理能力,发挥学校在课程开发、教学设计、师生管理、综合评价等方面的主体作用,促进教育数字化与学校治理的有机结合。当前基础教育学校治理的数字化发展存在基建不完善、数据安全系数低和整体联通不畅等问题,需采取政府元治、多元共治、学校自治、厉行法治等多重路径实现学校数字化治理,为教育强国建设发挥基础教育的基点作用。

基础教育治理现代化的时代价值、核心议题与战略任务

建设教育强国,基础教育具有重要的基础性、战略性、先导性地位,基础教育治理现代化是教育治理现代化的重要基础。基础教育治理现代化事关教育强国建设,关乎教育公平,影响教育质量。在教育高质量发展的愿景下,推进基础教育治理现代化亟需关注三个核心议题,即推进基础教育公平、释放基础教育活力、提高基础教育质量。为加速基础教育治理现代化进程,助推基础教育高质量发展,需在树立正确教育政绩观、推进公共服务均等化、建立现代学校治理体系、推进育人方式转型、加快教育数字化变革、深化考试招生改革、全面依法治教、建设高水平教师队伍等方面进行重点考量。

Education Voucher Scheme in India: Would Lead to School Choice and Universal Education?

To remove obstacles in the path of‘Education for All’,the government of India launched several programs,Sarva Shiksha Abhiyan(SSA)being one of them.Despite several attempts,the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level.In India,children are not absent from school owing to a lack of demand;rather,low quality of government education delivery is a major cause for their absence.There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education.Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice,whether it is a government or private school.This may be accomplished through the education voucher scheme.Governments do not need to spend any additional public funds on vouchers to implement this approach.The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.

高校师范类专业认证行为偏差的现实表征、成因及治理

高校作为师范类专业认证的重要行动者,其认证行为的质量直接关涉认证目标的实现与认证价值的发挥。研究发现:高校在推进师范类专业认证工作的过程中存在诸多行为偏差,包括认证前的行为意向偏差、认证中的改革行为偏差以及认证后的持续改进行为偏差。究其原因在于,认证客体的认证素养储备不足、认证主客体组织架构固化、认证政策体系不完善及认证保障性措施欠缺。为矫正高校师范类专业认证行为偏差,需要从提升认证客体的认证素养,打破认证主客体固化的组织架构,完善认证政策体系及优化认证保障条件等方面作出努力。

现阶段高等教育评价改革的理念澄清和着力方向

高等教育评价是一种重要的教育治理手段,对学生学习、教师发展和学校改进都起着非常关键的作用。高等教育评价有着内在的价值和规律,体现在评价类型与评价应用的契合、评价价值与实践的契合以及评价体系与治理的契合等方面。在推进高等教育评价改革的过程中,由于没有充分尊重教育评价的内在价值与规律,出现了阻滞评价改革的问题,包括量化评价惯性思维、评价指标科学性和精准性有待提升和评价体系缺乏协同等。解决这些问题需要我们面向质量提升,将转变评价理念并改进评价实践、重拾学术信任文化以及提升评价参与者的评价素养作为改革推进的重要支撑。

科教融汇视域下高职教育校企协同创新治理的逻辑与路径研究

教育、科技、人才“三位一体”重要论述为科教融汇视域下高职教育校企协同创新治理提供了政策基础与现实依据。高职教育校企协同创新实践中呈现出校企主体功能效益差异、管理权力运行向度单一、利益平衡机制缺失等问题表征,实际上是由于协同创新价值认同缺失、权力分配失衡、利益共享不均衡等治理不足所致。外溢性的公共价值达成、异质性的多元主体协同及柔性的网络化秩序建立共同构成了高职教育校企协同创新治理的逻辑。结合实践案例分析,校企协同创新治理现代化应通过建立“产科教”融合的治理价值理念、保障协同创新治理主体话语权、建立协同创新治理机制、构建基于自组织的协同创新场域等路径推进。

智慧教育背景下高等教育管理变革探究

教育随着时代的发展、技术的进步而变革和发展。随着数字化技术的发展,教育开始进入智慧教育阶段。智慧教育包括相互融通的学习场景、灵活多元的学习方式和富有弹性的组织管理,是数字化时代教育的新形态。若要有效推进智慧教育,必须实现高等教育管理的转型变革。智慧教育背景下,高等教育管理要创新教育管理观念,重视数字思维、适需服务和人机协同;拓展教育管理内涵,重视数据治理、环境再造和制度设计;完善教育管理的组织结构,不仅要创建矩阵型组织结构,还要将项目组作为新的治理单元,并建立数字化管理机构。

2023中国教育治理研究热点与未来前瞻

2023年,中国教育治理研究成果丰富、重点和特点突出,回应了中国教育的时代问题,体现了教育治理研究的学术特色和优势。通过系统梳理和分析教育治理研究文献,文章发现:2023年的教育治理研究密切关注党的二十大报告作出的重大战略部署,主要内容是基础教育治理、高等教育治理、教师教育治理、全球教育治理;形成了中国式现代化进程中的教育治理、以教育数字化开启教育现代化、生成式人工智能赋能教育治理、“双减”政策落地两周年省思、乡村振兴视域下的乡村教育治理等学术热点;聚焦教育治理概念厘定、教育治理学科建设、教育法体系化与法典化等研究前沿,深化了教育治理热点研究。从未来发展趋势来看,今后将进一步推进教育治理理论研究与学科体系建设,注重教育治理政策与立法研究,加强教育治理比较研究,深化教育治理实践研究,以深入推进教育治理体系与治理能力现代化。

面向智慧教育的技术伦理取向与风险规约

当前,智能技术与教育的全过程融合正推动教育方式发生深刻转变,同时衍生出算法歧视、技术滥用、隐私泄露和教育主体错位等技术伦理风险,如何规避风险以最大化享受智能技术红利成为智慧教育发展的重要议题。为此,文章首先分析技术伦理相关报告文件,刻画智慧教育在智能技术、教育主体、教育数据和教育监管四个向度的技术伦理取向;然后,文章剖析“教-学-管-评-练-研”六大智慧教育典型场景下的差异化技术伦理风险表征,将其产生根源归为技术工具失信、教育实践失范和师生素养不足三个层面;最后,文章从技术升级、风险管理、问责监管、数据流动和素养提升角度给出风险防范与治理建议,助力智慧教育健康可持续发展。