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Journal articles on the topic 'Center for Education Reform'
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Tian, Xian Zhi. "Character-Oriented Education to Success Information Technology Self-Study Center." Advanced Materials Research 108-111 (May 2010): 985–92. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.985.
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In the present day, many universities have put their efforts on teaching reform. As for linguistic teaching reform, many teachers have probed into reform measures concerning character-oriented education to success and information technology. Therefore, the author has put her focus on linguistic teaching reform of independent college . Thus, zero-approach teaching mode and self-study center become her study focuses in the paper. The author tries her best to study relationships among them and tries to improve linguistic teaching reform in independent college.
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Donghua Zhou. "Informatization Reform of Higher Education and Design of Curriculum Center Platform." Journal of Convergence Information Technology 8, no. 7 (April 15, 2013): 665–73. http://dx.doi.org/10.4156/jcit.vol8.issue7.83.
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Castro, Alexander de. "VI. Enlightened Absolutism and legal culture in Portugal: Rise and decline of legal Pombalism in the 18th century (1769–1789)." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Germanistische Abteilung 133, no. 1 (October 1, 2016): 296–364. http://dx.doi.org/10.7767/zrgga-2016-0108.
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Abstract In the mid-18th century, in the context of a growing monarchical activism during Pombal’s government, Portugal went through a period of reforms that pushed to deep changes in the national legal culture. The legal reforms encompassed three complementary phases: the reform of the legal sources system, performed by the so-called ‘Law of Good Reason’, the reform of legal education, and the reformulation of the set of fatherland laws. The purpose of these changes was to place the royal fatherland laws at the center of Portuguese legal science by promoting its application and theoretical elaboration, and marginalize Roman law. The reforms did not achieve everything they set out for, but left an indelible mark on Portuguese legal culture.
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Reynolds, Arthur J. "The power of P-3 school reform." Phi Delta Kappan 100, no. 6 (February 25, 2019): 27–33. http://dx.doi.org/10.1177/0031721719834025.
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Arthur Reynolds describes the significance, development, and effects of preschool to 3rd grade approaches. This school reform strategy integrates services and supports transitions, thereby increasing achievement, sustaining gains, and realistically reducing achievement gaps. Evidence from the Child-Parent Center (CPC) program is reviewed to illustrate key principles, strategies, and elements. Data from the Chicago Longitudinal Study and the more recent Midwest CPC expansion show that the program is effective in enhancing the transition to school and promoting longer-term well-being.
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White-Hood, Marian, Karen H. Peters, and Judith K. March. "Collaborative Observation: Putting Classroom Instruction at the Center of School Reform." Journal of Negro Education 67, no. 3 (1998): 322. http://dx.doi.org/10.2307/2668201.
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Louis, Karen Seashore, Sharon Kruse, and Mary Anne Raywid. "Putting Teachers at the Center of Reform: Learning Schools and Professional Communities." NASSP Bulletin 80, no. 580 (May 1996): 9–21. http://dx.doi.org/10.1177/019263659608058003.
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Jameson, Kenneth P. "Moving ‘social reform’ to center stage: lessons from higher education in Ecuador." Higher Education Policy 12, no. 2 (June 1999): 123–40. http://dx.doi.org/10.1016/s0952-8733(99)00003-3.
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Neumerski, Christine M., and David K. Cohen. "The Heart of the Matter: How Reforms Unsettle Organizational Identity." Educational Policy 33, no. 6 (August 20, 2019): 882–915. http://dx.doi.org/10.1177/0895904819866918.
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The identity of public school systems changed dramatically over the past 25 years, as standards-based reform held schools accountable for more equal and academically demanding education for poorer and more diverse students. We argue that identity also changed in private and hybrid school systems. Drawing on semistructured interviews with 40 school system leaders, we examine the ways in which three different school systems – a Montessori, Center, an urban Catholic system, and the International Baccalaureate – responded to the new conditions that reforms, poverty, and migration brought to the United States. We find that leaders perceived the identity of their systems as changing, as they questioned how much the systems should adapt to the new education sector.
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Seaman, Jayson, Robert MacArthur, and Sean Harrington. "Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976." History of Education Review 49, no. 1 (April 18, 2020): 9–29. http://dx.doi.org/10.1108/her-07-2019-0024.
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PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.
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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Teddlie, Charles. "Book Review of Collaborative Observation: Putting Classroom Instruction at the Center of School Reform." Journal of Education for Students Placed at Risk (JESPAR) 5, no. 4 (October 2000): 441–45. http://dx.doi.org/10.1207/s15327671espr0504_12.
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Osamu, Umezawa. "Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)." Journal of Sustainable Development Education and Research 1, no. 1 (May 19, 2017): 11. http://dx.doi.org/10.17509/jsder.v1i1.6239.
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The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.
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Ibadinov, Khursandkul I., and A. A. Rahmonov. "Astronomical education in Tajikistan. Project TAJASTRO." Proceedings of the International Astronomical Union 5, S260 (January 2009): 704–9. http://dx.doi.org/10.1017/s174392131100305x.
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AbstractThe centre of astronomy in Tajikistan is the Institute of Astrophysics of the Academy of Sciences of Tajikistan. This institute carries out scientific research and contributes to the preparation of the astronomical staff and to astronomical education. The reform of education in Tajikistan continues and now astronomy is studied in schools (together with physics) and at universities. The Tajik State Pedagogical University resumed in 2007 the training of teachers in physics and astronomy. Since 1999 the Tajik National University (TNU) offers a a specialty in astronomy. In 2006 is restored the Small Academy of Sciences (SAS) of Tajikistan. There is a planetarium in Khujand and in 2006 the Institute of Astrophysics, TNU and the Astronomical Society of Tajikistan, along with the support IBSP/UNESCO, organised the Training Methodical Center (TMC) “TAJASTRO” at the Hisar astronomical observatory for students, graduate students, young scientists, and teachers at secondary schools.
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Felix, Eric R. "For Latinx, by Latinx: Race-conscious leadership in policy implementation." education policy analysis archives 29 (March 8, 2021): 30. http://dx.doi.org/10.14507/epaa.29.5439.
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Policy implementation research tends to document the failures of reform, describing the myriad ways implementers miss the mark in translating intent into impact; or in the words of Derrick Bell, policy scholars are left with examining the “unfilled hopes of racial reform” (2004, p. 185). In contrast, this article presents an intrinsic case study where campus leaders took a race-conscious approach to implementing a state-wide reform known as the Student Equity Policy. I constructed the TrenzaPolicy Implementation Framework to center the experience, knowledge, and assets of Latinx leaders in community college that oversee and implement policy reform. The framework highlights the raced-gendered perspectives of Latinx leaders in community college to understand their motivations to implement policy in race-conscious ways (Delgado Bernal, 2002). I conducted in-depth and sustained fieldwork to learn how implementers understood and responded to state-level reform in race-conscious ways and used the policy to target and address one of the most pressing issues in higher education, the inequitable rates of transfer for Latinx students. I share how the salience of racialized-gendered identity, cultural intuition, social context, and enacting agency allowed leaders to envision more race-conscious possibilities for policy reform and its implementation on campus.
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Pizmony-Levy, Oren, and Ashley Woolsey. "Politics of education and teachers’ support for high-stakes teacher accountability policies." education policy analysis archives 25 (August 21, 2017): 87. http://dx.doi.org/10.14507/epaa.25.2892.
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Although educators are at the center of contentious high-stakes teacher accountability policies, we know very little about their attitudes toward these policies. This research gap is unfortunate because teachers are considered key actors in successful implementation of educational reforms. To what extent do the politics that accompany the introduction of high-stakes teacher accountability policies affect teachers’ support for the policies themselves? To address this gap, we used data from an experimental survey of teachers in New Jersey (n=444), where a new reform—Teacher Effectiveness and Accountability for Children of New Jersey Act (TEACHNJ)—was signed into law in 2012 and implemented shortly after. The cornerstone of the reform is a new evaluation system that ties student performance on standardized tests to teachers’ evaluation. We found that the majority of teachers oppose the new evaluation system. Teachers’ attitudes were shaped by the politics of the key actors advocating for the policy, perceptions of implementation efforts, and beliefs in the potential outcome of the policy. Open-ended responses indicated that teachers question the validity of the evaluation system and are concerned about the negative intended and unintended consequences of the system. We conclude this paper by discussing the implications of these findings for policy studies and policymaking.
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Amashukeli, Mariam, Diana Lezhava, and Marine Chitashvili. "“Conditioned” Quality Assurance of Higher Education in Georgia: Talking the EU Talk." TalTech Journal of European Studies 10, no. 2 (September 1, 2020): 75–95. http://dx.doi.org/10.1515/bjes-2020-0016.
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Abstract The article discusses the latest wave of the higher education quality assurance (QA) reform, implemented by the Government of Georgia in response to its obligations envisaged by the EU–Georgia Association Agreement and its consequent Association Agenda 2017–2020. We argue that Eu conditionality was a major driving factor for the modernization of Georgian QA system according to the European Standards and Guidelines for Quality Assurance (ESG 2015), and even though the reform was mostly implemented in the framework of the country’s EU integration, an expected reward in the form of the membership of the European Association for Quality Assurance in Higher Education (ENQA) granted to the national Center for Educational Quality Enhancement (NCEQE) of Georgia was the major driving force for implementing the reform successfully. While this reward-driven reform has resulted in the ENQA membership, it has not inevitably led to building a sustainable, independent and development-oriented external quality assurance system for the enhancement of Georgian higher education. Therefore, the entire QA reform was merely aimed at “talking the EU talk” (Schimmelfennig & Sedelmeier, 2005, p. 27) by the Georgian government instead of actually being focused on the development of internal “quality culture” in Georgian higher education institutions.
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Wynn, Barbara O. "Is the Teaching Health Center Graduate Medical Education Program a Model for GME Reform?" Journal of Graduate Medical Education 10, no. 2 (April 1, 2018): 165–67. http://dx.doi.org/10.4300/jgme-d-18-00098.1.
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Katz, A. M. "Health care reform. A threat to research and education in the academic health center." Circulation 90, no. 3 (September 1994): 1572. http://dx.doi.org/10.1161/01.cir.90.3.1572.
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Noddings, Nel. "Fidelity in Teaching, Teacher Education, and Research for Teaching." Harvard Educational Review 56, no. 4 (December 1, 1986): 496–511. http://dx.doi.org/10.17763/haer.56.4.34738r7783h58050.
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Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for the implementation of educational reform.
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Oesterman, Paul J. "Health Maintenance Organization Drug Education Pharmacists' Influence on Acid Gastric Drug Prescribing and Costs." Journal of Pharmacy Practice 7, no. 4 (August 1994): 155–64. http://dx.doi.org/10.1177/089719009400700404.
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With health care reform came the advent of cost-conscious prescribing. Many measures contributed to this, including formulary control, physician education, and clinical pharmacy. Initial efforts in this regard were limited to the in-patient setting, but as health care reform continued, the significance of cost-effective prescribing in the ambulatory care setting has evolved. This article provides a brief historical look at cost-effective prescribing and how the efforts of a clinical pharmacist have successfully influenced the prescribing patterns for the acid-gastric products, and reduced expenditures in a Northern California health maintenance organization (HMO) medical center.
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Bauman, Paul C. "Governing Education in an Antigovernment Environment." Journal of School Leadership 6, no. 6 (November 1996): 625–43. http://dx.doi.org/10.1177/105268469600600603.
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This article examines how negative views of government and the public sector are impacting educational governance. Social and political trends undermining support for public programs and school systems are reviewed. In response to the anti-government environment of the 1990s and the apparent aversion toward politics among many educators, a new definition of governance is presented to more constructively portray the politics of educational leadership. The article concludes with considerations and recommendations for school leaders who are both at the center of the action of governance and the targets of reform by groups within and outside the public system.
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Lipman, Pauline. "The landscape of education “reform” in Chicago: Neoliberalism meets a grassroots movement." education policy analysis archives 25 (June 5, 2017): 54. http://dx.doi.org/10.14507/epaa.25.2660.
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This article examines the dialectics of Chicago’s neoliberal education policies and the grassroots resistance that parents, teachers, and students have mounted against them. Grounding the analysis in racial capitalism and neoliberal urban restructuring, I discuss interconnections between neoliberal urban policy, racism, and education to clarify what is at stake for communities resisting Chicago’s policies. The paper describes deep and pervasive racial inequities, school closings, privatization, and disenfranchisement driving organized opposition and the labor-community alliance at the center of organized resistance. I argue that neoliberal education policy is racialized state violence, and education is a battleground for racial justice and Black self-determination. I conclude with observations on Chicago’s experience so far that might be useful in other contexts.
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Wallace, Geoffrey P. R., and Sophia Jordán Wallace. "Who Gets to Have a DREAM? Examining Public Support for Immigration Reform." International Migration Review 54, no. 2 (March 17, 2019): 527–58. http://dx.doi.org/10.1177/0197918319833924.
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This article assesses how different notions of citizenship shape mass attitudes toward immigration reform. We examine the underpinnings of the military service and college education provisions that were at the center of the 2010 DREAM Act, which sought to provide a path to citizenship for undocumented immigrant youth in the United States. Employing a survey experiment on a nationally representative US sample, we unpack the extent to which the mass public is willing to support immigration reform based on criteria tied to undocumented immigrants’ educational attainment or enlistment in the armed forces. While education has little effect on its own, military service significantly increases public support for a pathway to citizenship. The positive effect of military service endures when it is paired with less popular provisions, suggesting that a military criterion can serve as a basis of support for broader immigration legislation. Moreover, the effects are strongest for those groups who are traditionally viewed as being most opposed to immigration reforms that expand access to citizenship. The results of this study have implications for public attitudes toward immigration, the persistence of the citizen-soldier ideal, and the importance of framing in the policy-making process.
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Kamogawa, Akiko. "Higher Education Reform: Challenges towards a Knowledge Society in Malaysia." African and Asian Studies 2, no. 4 (2003): 545–63. http://dx.doi.org/10.1163/156920903773004059.
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AbstractThe Malaysian government regards highly skilled human capital as the nucleus of a knowledge-based economy and has been attempting to reform higher-educational policies in both the public and private sectors since the mid-1990s. The research reported here seeks to evaluate higher-educational policy reform as it relates to the development of human resources in an era of information and communication technologies (ICT). This research has three goals: first, to determine how Malaysian higher-educational policies have changed by looking at socioeconomic backgrounds; second, to examine case studies of the Malaysia Multimedia University (MMU), Malaysia National University (UKM), and University Malaysia Sarawak (Unimas); and third, to discuss whether ICT is affecting access and course selection in higher education in terms of gender equality. The analysis reported here concludes that the new challenges facing Malaysia offer possibilities not only for bridging the digital divide, in some aspects, nationally, but also for Malaysia to emerge as fundamental to a South-South Corporation and as a Center of Excellence internationally. It will be pointed out how, and to what extent, the government of Malaysia should reconceptualize the Malaysia Super Corridor project (MSC) in order to become a fully developed nation, equipped as a knowledge society.
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Pervez, Saulat. "Reform of Education in Muslim Societies." American Journal of Islam and Society 33, no. 2 (April 1, 2016): 156–60. http://dx.doi.org/10.35632/ajis.v33i2.916.
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The International Institute of Islamic Thought (IIIT), in partnership with IstanbulUniversity’s Faculty of Theology, organized the Reform of Educationin Muslim Societies conference on March 18-19, 2016, in Istanbul, Turkey.The conference opened with memorial lectures by Hisham Altalib (vice president,IIIT) and Fathi Malkawi (regional director, Arab World) for Jamal Barzinji(d. 2015) and Shaykh Taha Jabir Al-Alwani (d. 2016), respectively. Thissession was moderated by Yaqub Mirza (president and CEO, Sterling ManagementGroup, Inc.).Session I: Contemporary Ethics of IslamZiauddin Sardar (chair, Muslim Institute, London) began his “Education Reform:From Islamisation of Knowledge to Integration of Knowledge” by relayingthree remarks from the imprisoned Anwar Ibrahim, a main force behindthe education reform project: (1) the crisis of education is universal, (2) Muslimsshould confidently engage with the West on equal terms, and (3) the discussionof reforming education needs to involve all of society. The crux of hispaper was the shift from the “Islamization of Knowledge” to the “Integrationof Knowledge.” Contending that western disciplines are inherently biased towardwestern values and cultures because they are socially constructed and reflecttheir originators’ worldview, he said that the best way to progress is tolaunch “a multigenerational project” to integrate the best of both cultures.Abdelwahab El-Affendi (head, Political Science Department, Doha Institutefor Graduate Studies, Qatar) spoke on the “Obstacles Facing EducationReform.” He pointed out that Muslims send their children to very expensiveinternational schools that conduct their classes in English and teach westernvalues. We cannot teach “our children texts in English and French and hope[that] someday they will produce material in Arabic,” he proclaimed.Jeremy Henzell-Thomas (Centre of Islamic Studies, Cambridge University)discussed his “Towards an Expanded Glossary of Key Terms.” Citingthe need for a common understanding of modern terms and concepts, he remarkedthat our recognition of various types of intelligences and ways of ...
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Wartman, Steven A., Yingying Zhou, and Anthony J. Knettel. "Health Reform and Academic Health Centers." Academic Medicine 90, no. 12 (December 2015): 1587–90. http://dx.doi.org/10.1097/acm.0000000000000948.
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Chen, Yun Xin. "Constructing a New Mode of Teaching Demonstration Center of Experimental Teaching of Mechanics of Materials." Applied Mechanics and Materials 529 (June 2014): 768–72. http://dx.doi.org/10.4028/www.scientific.net/amm.529.768.
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By constructing a new mode of "integration of material mechanics teaching demonstration center, three levels of" experimental teaching, teaching content and teaching mode reform and innovation of the traditional, improve experiment teaching on cultivating the students' experimental ability, scientific thinking and methods, the innovation consciousness and ability in position; to be promoting one of the basic forms of teaching quality education.
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Hu, Nai Jing. "Construction of Financial Information Education Platform Based on Information Technology." Advanced Materials Research 798-799 (September 2013): 603–7. http://dx.doi.org/10.4028/www.scientific.net/amr.798-799.603.
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The financial information technology talents with practical abilities are an important guarantee for the successful construction of Shanghai as an international financial center. This thesis analyzes, from the perspective of market demand, the current situations about cultivation of financial information technology talents and insufficient cultivation of the same, exemplified by construction of a financial information education platform, discusses the reform of finance-oriented innovative cultivation modes, the double-line course system characteristic of the financial industry, and financial practice embodied as experiment, and explores the feasibility of the abovementioned items, so as to improve the cultivation of financial information technology talents professional abilities.
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Trifuljesko, Sonja. "Spatialising university reform." Learning and Teaching 12, no. 1 (June 1, 2019): 17–33. http://dx.doi.org/10.3167/latiss.2019.120102.
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This article investigates contemporary attempts to reform the institution of the university according to neoliberal ideological influences and oppositions to them. It employs Doreen Massey’s concept of space to focus on relations and separations made in the process. My ethnography of the University of Helsinki’s 375th anniversary celebration, which turned into a public spectacle of various visions of higher education, constitutes the main empirical material. Finland’s ambivalent position in the world renders the spatial work of forging connections and disconnections particularly conspicuous. It enables specific neoliberal aspirations (such as to be among ‘the world’s best universities’ amidst global competition) to become very strong but also allows additional trajectories, like the one about higher education as public goods, to present themselves as legitimate alternatives. The centre-periphery relations are therefore critical sites for analysing the contemporary university transformation, since they appear to be key drivers of the reform but also the primary source of resistance to it.
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Bruzgelevičienė, Ramutė, and Jolanta Pusčienė. "M. Luksiene’s Leadership during the Lithuanian Education Reform." Pedagogika 111, no. 2 (September 10, 2013): 81–94. http://dx.doi.org/10.15823/p.2013.1795.
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The article analyzes the leadership phenomenon of the Lithuanian scientist and social figure M. Luksiene during the period of the Lithuanian Education Reform (1988-1997). It is based on the analysis of scientific literature, the qualitative analysis of M. Luksiene’s texts as well as expert surveys. The article aims to describe M. Luksiene’s leadership as a unique leadership phenomenon and to highlight the phenomenal features of the leadership.
The problem: what was M. Luksiene’s leadership during the period of Education Reform. The subject matter – M. Luksiene’s leadership during the period of Education Reform. The Goal is to uncover the distinctness of M. Luksiene’s leadership during the period of Education Reform. tasks: 1) on the basis of scientific literature on leadership to define the concepts of leadership and leadership as a phenomenon; 2) to highlight the conditions during the Lithuanian Education Reform as a prerequisite for leaders to emerge; 3) through empirical examination to disclose the distinctness of M. Luksiene’s leadership.
The research methods. The research is based on one type of empirical research, i.e. the case investigation, in which the object of investigation is composed of one social phenomenon – M. Luksiene’s activity during the Lithuanian Education Reform. The investigation is carried out at a personal level. The research is also based on qualitative research strategy and its specific methods: analysis of scientific literature, the qualitative analysis of M. Luksiene’s texts, expert survey.
On the basis of the analysis of the research data the following conclusions are drawn:
M. Luksiene’s appearance as an emerged leader is a case of a leadership where under the prevailing social and political circumstances, in the absence of bright, nonstandard-minded leaders, the distinctive intellectual and attitudinal maturity of M. Luksiene’s personality has led to her emergence as a leader. It is a case of harmony between maturity of a person as a leader and historical circumstances.
The analysis of written word – diaries – suggests that M. Luksiene was engaged in distinctive public activities worth staying in human memory since her childhood. In her childhood she developed a sense of obligation, social sensibility, the perception of time and self, – all the features characteristic to self- awareness of authentic leadership.
The analysis of the texts from the period of Education Reform suggests that M. Luksiene as a leader admits her weaknesses, but successfully brings people together to act for common purpose; she raises the corporate matters over personal; she is able to discern the favorable historical conditions for dramatic change in education and takes the initiative to take advantage of these conditions in a positive way; she justifies the change conceptually, shapes a clear vision surpassing day-to-day thinking; she sees the importance of education as a social system in building the State.
The analysis of data from the expert survey suggests that in the activities of M. Luksiene both the transformational and the charismatic as well as authentic leadership have revealed themselves.
Her personality traits commonly held as unique are: love of life; intelligence and simplicity; respect for the human being, self-devotion, strength; the ability to negotiate and reach an agreement; demanding high standards from herself and others; rare and unique combination of age, depth and breadth of thinking, experience (memory) and will; unique interconnection between the pre-war-war-postwar and years of Soviet stagnation experiences, and at the same time not lingering in the past but creating modern and compelling visions of the future, as well as their active implementation.
All of the key features and characteristics of M. Luksiene have one common attitudinal, cultural and educational basis, or goal: to create an open, democratic educational system, in which the center of focus is a human being. Therefore, M. Luksiene is not only to be regarded as a charismatic leader, but also as the creator of the Lithuanian state with highest humanistic culture.
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Song, Tianxiao. "The Idea and Realization of Higher Vocational Teaching Reform Based on Outcome-oriented Education." Modern Management Forum 5, no. 1 (April 10, 2021): 26. http://dx.doi.org/10.18686/mmf.v5i1.3168.
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Higher vocational education requires reform and innovation. It is necessary to attach importance to the process and results of higher vocational education and obtain the international engineering education professional certification. Outcome Oriented Education (OBE) is based on the premise that all students can be successful, clarifies the learning outcomes of students after the education process, and emphasizes the ability of students to apply what they have learned to practice through action learning. Soon after the birth of OBE in the United States, it set off a huge wave of education reform. The transformation and promotion of OBE’s localization will surely develop a new normal of vocational education with distinctive features, outstanding advantages, and outstanding results. In the final analysis, the OBE model puts students at the center of the classroom. As a successful teaching model exploration institution, the school takes the learning achievements as the starting point to carry out the behavior process of students’ various practical application skills training. When implementing OBE, only a deep understanding of the connotation structure of the outcome-oriented pyramid can prevent misunderstanding or distortion of the original meaning.
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Miles, S. H., N. Lurie, E. S. Fisher, and D. Haugen. "Academic health centers and health care reform." Academic Medicine 68, no. 9 (September 1993): 648–53. http://dx.doi.org/10.1097/00001888-199309000-00002.
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Algozzine, Bob, Holly Morsbach Sweeney, Jeong Hoon Choi, Rob Horner, Wayne Sailor, Amy B. McCart, Allyson Satter, and Kathleen Lynne Lane. "Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool." Journal of Psychoeducational Assessment 35, no. 3 (February 1, 2016): 302–22. http://dx.doi.org/10.1177/0734282915626303.
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U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.
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Matkovic, Gordana. "Daycare as an entitlement and as a service in the social welfare system." Stanovnistvo 47, no. 1 (2009): 69–88. http://dx.doi.org/10.2298/stnv0901069m.
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The social welfare reform recognizes the further development and expansion of daycare center services as an important precondition for deinstitutionalization as one of the key objectives of the reform. Decreasing the number of children and adults in residential institutions, their return to their natural families and preventing institutionalization depend primarily on the support provided at local level to the family for taking care of their family members. Today in Serbia there are 49 daycare centers with 1400 children and persons with disability as beneficiaries. Between 2000 and 2007, thirty seven new daycare centers were established, the total number of beneficiaries more than tripled and the NGO sector became equal with the government sector in service provision. Yet, daycare center services are still not sufficiently developed. In 123 municipalities there are no daycare center services at all and overall these services are significantly less accessible than residential services. Daycare center services consist of both well established and sustainable daycare with significant capacity and also of small, project-based daycare centers that provide services for a few hours and have an uncertain future. The second group consists mostly of daycare centers organized by the NGO sector. The monthly costs of daycare center services per beneficiary in 2007 amounted to 13.750 diners on average. According to the survey findings, for example, the annual costs for running a daycare center service for 20 beneficiaries are between 2 and 6 million dinars depending on the complexity of the provided services and programs. The costs of residential placement are on average higher than the costs in daycare centers. Further development of daycare center services in Serbia requires additional and focused efforts at central level in terms of formulating special financial incentives for underdeveloped municipalities, developing professional capacity at local level, educating local governments, conceptualizing and establishing regulatory mechanisms, exchanging good practice examples, etc. Still, placing non-residential services at the heart of the social welfare system can be expected only after undertaking more profound legislative changes. .
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Dryfoos, Joy G. "School-Based Health Centers in the Context of Education Reform." Journal of School Health 68, no. 10 (December 1998): 404–8. http://dx.doi.org/10.1111/j.1746-1561.1998.tb06317.x.
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Hermawan, Irwan, M. Parulian Hutagaol, and Joko Affandi. "Faktor-Faktor yang Memengaruhi Kinerja Pegawai Pusdiklat Anggaran dan Perbendaharaan Setelah Reformasi Birokrasi Diterapkan." MANAJEMEN IKM: Jurnal Manajemen Pengembangan Industri Kecil Menengah 9, no. 2 (December 2, 2014): 150–57. http://dx.doi.org/10.29244/mikm.9.2.150-157.
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This study examined the influence of bureaucratic reform policies that have been implemented at Training and Education Center of Budget and Treasury, Ministry of Finance since 2007 on employee performance. Bureaucratic reform in its implementation using the concept of two-way social approach, ie persuasive and coercive. Persuasive approach to drive performance through improved remuneration. While the approach of coercion restriction or supervision, and strict punishment to avoid attitudes and behaviors that can be detrimental to the organization through the dimensional change of mindset, structuring the organization and business process, and discipline improvement and human resource management. This study used a quantitative approach with a survey method. The results showed that the bureaucratic reform give an effect and improve the employee performance. Base on the result, it is recommended that bureaucratic reform policy can be implemented to other ministries and institutions to improve the employee performance.
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Ćirić, Marina, Jelena Petrović, and Dragana Jovanović. "Student centered learning: The paradigm of modern higher education." Sinteze, no. 17 (2020): 83–99. http://dx.doi.org/10.5937/sinteze9-26149.
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Student centered learning implies the pedagogical approach based on constructivism and theories related to it, and it is characterized by the methods used to make a student actively contribute the learning process. It is recognized in the mindset and culture of the faculty, and focused on the needs and opinions of students. This paper presents the main elements of this approach in the context of higher education system. It starts with the perspective that placing the student at the center, the "heart" of the educational process, is a response to numerous social challenges and the reform process. The first part of the paper highlights a dichotomy resulting from the need to reconceptualize the traditional educational system in order to respond the needs of the knowledge society. It further points out the particularities and the differences between the teaching paradigm and the learning paradigm and elaborates the (im)possibility of combining them. The second part of the paper is dedicated to the analysis of the possibilities for implementing student-centered approach in higher education institutions and making it an integrative part of their climate and learning culture.
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Lukashenko, L. V., and O. A. Demianyshyna. "ANALYSIS OF FINANCIAL SUPPORT OF GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE CONDITIONS OFREORGANIZATION." Collected Works of Uman National University of Horticulture 2, no. 98 (June 20, 2021): 211–21. http://dx.doi.org/10.31395/2415-8240-2021-98-2-211-221.
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The subject of the research is the sources of financing of secondary schools in Ukraine and the directions of their optimization are determined. The aim is to study the features of financing of secondary schools in the context of reorganization and to determine ways of economic stimulation of their activities on the basis of the principle “money follows the child”. Research methodology. The work was carried out on the basis of Article 53 of the Constitution of Ukraine, normative acts, legislative acts, financial reports, scientific research of domestic and foreign scientists and practitioners. Research methods: statistical, graphic, statistical and economic, methods of comparison, analysis. The results of the study of the current state of financing of secondary school institutions indicate that in order to solve the problems of the industry, it is necessary to develop a coherent system of measures that will be aimed at ensuring its effective development, taking into account the requirements of European standards. The study also indicates the need for a decentralization reform Scope of the study results. In the context of decentralization and administrative reform, investment in human capital is becoming a leading priority aimed at strategic actions aimed at the economic prosperity of the country. The study of the current state of financing of general education institutions proves that improving the material and technical base, decent wages of teachers make it possible to put the student in the center of attention and create conditions for his harmonious development, and this will provide an opportunity to create competitive human capital for the national economy. To achieve world standards in the field of education, it is necessary to carry out reforms that will provide an effective system of financing. Conclusions. Consequently, the budget deficit for secondary schools affects the decline in the quality and efficiency of educational services. The system of management and control over the activities of budgetary institutions should play a special role. To improve the situation in the field of education financing, it is necessary to form the implementation of budgetary expenditures based on a combination of domestic and international experience, partly from the experience of neighboring Poland, for this it is necessary to carry out an education reform.
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Fainholc, Beatriz. "Optimizando las Posibilidades de las TICs en Educación." Edutec. Revista Electrónica de Tecnología Educativa, no. 22 (December 20, 2006): a070. http://dx.doi.org/10.21556/edutec.2006.22.502.
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Se presenta la experiencia de la investigación-acción en realización por la Cátedra de Tecnología Educativa de la Universidad Nacional de La Plata, Argentina, por quien suscribe, con el apoyo tecnológico del CTER- Centro de Tecnología y reforma Curricular de la Universidad de Illinois-, USA, como una muestra de las posibilidades de explotar y combinar riqueza que brindan los recursos tecnológicos de la “cibercultura” con las TICs al reamplificar en cantidad y calidad, la educación universitaria presencial convencional, en la modalidad del blended learning.AbstractThis action-research Project is in progress by the Educational Technology Course in Education Sciences Faculty at the National University of La Plata, Buenos Aires, Argentina by the mentioned author with the technologic support of CTER- Center of Technology and Curricular Reform of Illinois University at Urban Champeign, USA, as a sample of the explotation and combination posibilities of ICT resources and its cyberculture in order to amplify, in quantity and quality, the university conventional face to face education, introducing the blended learning.
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Bruce, Susan M., John L. Luckner, and Kay A. Ferrell. "Assessment of Students With Sensory Disabilities: Evidence-Based Practices." Assessment for Effective Intervention 43, no. 2 (June 12, 2017): 79–89. http://dx.doi.org/10.1177/1534508417708311.
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This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990–2013) for the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. This review was then updated through 2016 on select topics identified in the original review with the addition of research on assessment accommodations, dynamic assessment, and curriculum-based assessment. The authors applied the CEEDAR Center rubric criteria for evaluating the strength of evidence for each identified practice. Across the disability groups, evidence was at the emerging to moderate levels, with the highest level of evidence for assessment accommodations specific to each disability.
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Wei, Yulan, Bing Li, and Peiliang Wang. "Teaching reform and practice in mechanical design via collaboration between academia and industry." International Journal of Mechanical Engineering Education 46, no. 4 (March 2, 2018): 315–30. http://dx.doi.org/10.1177/0306419018761617.
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In order to meet the needs in industrial practice for subject matter experts, this paper introduced the application of project-based design and lecture learning in the course of Mechanical Design. This method is based on the cooperation between academics and industry and relies on Collaborative Innovation Center at Huzhou University. In this paper, the transformation approaches of Mechanical Design course under the new form were described. The setting method of project-based design and lecture learning in Mechanical Design was presented. In addition, the curriculum implementation, teaching arrangements, specific projects, and requirements were elaborated in details. Finally, the examination of the teaching was discussed. The results of teaching evaluation and questionnaires demonstrated the effectiveness of the presented teaching method.
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Gitelman, L. D., A. P. Isayev, and M. V. Kozhevnikov. "MANAGEMENT EDUCATION REFORM AS A PREREQUISITE FOR STABLE DEVELOPMENT OF THE ECONOMY." Strategic decisions and risk management 11, no. 2 (September 23, 2020): 116–31. http://dx.doi.org/10.17747/2618-947x-2020-2-116-131.
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The article is devoted to priority solutions for launching systemic transformations of managerial education for the technological breakthrough. The basis for the development of such decisions was the scientific direction “Proactive Management in Actively Developing Industries and Economic Sectors”, in which the authors work, and the experience in creating educational products that meet the latest trends, including those that have appeared recently.The research methodology included analysis of scientific literature on the problems of complex systems development, proactive management and anticipatory training, systematization of educational practices for managers in foreign and domestic universities, conducting surveys of experts – heads of Russian large industrial enterprises, professors and students.The key reasons for the unsatisfactory state of management education are identified and a set of recommendations for its reform has been developed. Changes in organizational models of managerial education are proposed, the principles of implementing fundamental training and enhancing the humanization of education with a simultaneous increase in the level of knowledge of the scientific and technical foundations of production process are formulated. The conditions of increasing the effectiveness of students' practical training are considered, the forms of its implementation are determined to ensure the readiness of graduates to work in managerial positions. The results of long-term studies of anticipatory training, from managers at the lower levels to directors of large companies, are carried out. These results were obtained in the scientific and educational center “INZHEK” of the Ural Federal University and tested at various levels of management education (bachelor's, master's degrees).The results of the study are of practical interest to managers and professors of universities, business schools and corporate universities, as well as to top managers of business structures involved in improving personnel training.
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Gitelman, L. D., A. P. Isayev, and M. V. Kozhevnikov. "MANAGEMENT EDUCATION REFORM AS A PREREQUISITE FOR STABLE DEVELOPMENT OF THE ECONOMY." Strategic decisions and risk management 11, no. 3 (January 13, 2021): 238–49. http://dx.doi.org/10.17747/2618-947x-2020-3-238-249.
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The article is devoted to priority solutions for launching systemic transformations of managerial education for the technological breakthrough. The basis for the development of such decisions was the scientific direction “Proactive Management in Actively Developing Industries and Economic Sectors”, in which the authors work, and the experience in creating educational products that meet the latest trends, including those that have appeared recently.The research methodology included analysis of scientific literature on the problems of complex systems development, proactive management and anticipatory training, systematization of educational practices for managers in foreign and domestic universities, conducting surveys of experts – heads of Russian large industrial enterprises, professors and students.The key reasons for the unsatisfactory state of management education are identified and a set of recommendations for its reform has been developed. Changes in organizational models of managerial education are proposed, the principles of implementing fundamental training and enhancing the humanization of education with a simultaneous increase in the level of knowledge of the scientific and technical foundations of production process are formulated. The conditions of increasing the effectiveness of students’ practical training are considered, the forms of its implementation are determined to ensure the readiness of graduates to work in managerial positions. The results of long-term studies of anticipatory training, from managers at the lower levels to directors of large companies, are carried out. These results were obtained in the scientific and educational center “INZHEK” of the Ural Federal University and tested at various levels of management education (bachelor’s, master’s degrees).The results of the study are of practical interest to managers and professors of universities, business schools and corporate universities, as well as to top managers of business structures involved in improving personnel training.
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Yuan, Zhenguo. "Dual Priority Agenda: China's Model for Modernizing Education." ECNU Review of Education 1, no. 1 (March 2018): 5–33. http://dx.doi.org/10.30926/ecnuroe2018010102.
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Purpose —Forty years ago, China made a critical decision to reform and open up, achieving sustained economic growth. Simultaneously, China continued to center efforts on achieving its education modernization goals. It succeeded in the unconventional development of education, consolidating a population of nearly 1.4 billion into a powerful human-resource-centered nation and creating favorable interactive relationships with social and economic development. This paper aims to explore how these achievements were gained and how these relationships were made. Design/Approach/Methods —This paper is conceptual in nature. Findings —Based on the policy documents and development practice, this paper proposes a model of Dual Priority Agenda (DPA), whereby the government prioritized education development, and this development focused predominantly on promoting national development. Originality/Value —By elaborating the background, characteristics, rationales, and mechanisms of the DPA, this paper contributes to a new conceptualization of reciprocal relationship between the state and educational modernization.
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Zhang, De Jia. "Research on the Project Studio System of Computer Multimedia." Applied Mechanics and Materials 513-517 (February 2014): 647–50. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.647.
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Work integrated learning is the center of high vocational education. It is one of the most significant approaches to realize the training purpose of high level talent. At present, high vocational education faces one issue which is how to improve the specialty education level by work integrated learning and improve the initiative of students. In the paper, we begin with the teaching practice of compute multimedia technology, discuss how to create project studio system in specialty teaching and analyze the effect and prospects of this teaching model as well. The paper puts forward a notion about practice and reform on multimedia information specialty in higher vocational education, its emphasis includes: curriculum structure, curriculum evaluation manners, academic and practical instruction.
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Thomas, David W., Ainur Yeshmanova, Assiya Akanova, Gulmira Umutbayeva, Akmaral Abikulova, and Vera Chaikovska. "Development of a memory center for older adults in Almaty, Kazakhstan: Innovative Practice." Dementia 16, no. 5 (March 7, 2016): 665–72. http://dx.doi.org/10.1177/1471301216636491.
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Recognizing the economic and health-outcome value of early cognitive assessment and intervention among its older citizens has guided the Innovative Research School in Gerontology of the SD Asfendiyarov Kazakh National Medical University to begin the process of establishing its nation’s first memory center in Almaty, Kazakhstan. Life expectancy in Kazakhstan, which continues to undergo health-care reform since its independence in 1991 from the former Soviet Union, has steadily risen from 64.4 years in 1996 to 68.67 in 2009. With increased life expectancy has been a corresponding rise in cognitive impairments among older adults. The components of the Memory Center, which comprises assessment, education and support, non-pharmaceutical and pharmaceutical interventions, are described.
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Muis, Abd, and Minhaji Minhaji. "OTONOMI DAN REFORMASI PENDIDIKAN." Edupedia 3, no. 1 (July 1, 2018): 23–32. http://dx.doi.org/10.35316/edupedia.v3i1.317.
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Autonomy and reformation in education is an improvement effort in the field of education. Educational reform has two basic characteristics: programmed and systemic. Programmed educational reform refers to the curriculum or program of an educational institution. Included in this programmed educational reform is innovation. Innovation is the introduction of new ideas, new methods or new tools to improve some aspects in the educational process. There are three education centers that are responsible for the implementation of education. They are family, school, and society. In the educational process, before getting to know the wider society environment and before getting guidance from the school environment, the student first gets guidance from the family environment.
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Smith, Jeremy. "The Battle for Language: Opposition to Khrushchev's Education Reform in the Soviet Republics, 1958–59." Slavic Review 76, no. 4 (2017): 983–1002. http://dx.doi.org/10.1017/slr.2017.273.
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Nikita Khrushchev's proposal to give parents of non-Russian children the choice of whether to send their children to a school with education in their own tongue, or to a Russian school, was first advanced at the end of 1958. It immediately provoked a furious response from leaders of the non-Russian republics of the multi-national Soviet Union, and was an issue contributing to political purges in Azerbaijan and Latvia in 1959. In this article, Jeremy Smith uses documents from archives in four Soviet republics to analyze the responses from the republics. Smith shows that republic leaders were mostly agreed on an alternative solution to the question of language of instruction, and pursued different strategies both to oppose the introduction of the reform and to obstruct its implementation once it was passed. The episode also underlines the uncertainty involved in center-periphery relations in the USSR.
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Benovska, L. "Optimization tools of education network." Galic'kij ekonomičnij visnik 70, no. 3 (2021): 7–15. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.03.007.
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It is determined that school as a center of human capital formation, and as an institution requiring effective funding and management is the asset of the territorial community development. The main problems of the development of educational network of territorial communities in Lviv region related to the inconsistency of the educational network development to the demographic situation in the region, as well as the inefficient management system of educational institutions are identified in this paper. Non-optimized educational network is a burden on the development of the local community, as the community is forced to spend its own funds to finance educational needs, which in turn limits the funding of other activities, including infrastructure expenditures, development expenditures which are important for community life. The implementation of administrative and territorial decentralization reform faciliated the strengthening of local authorities role in educational infrastructure management, the increase of educational institutions autonomy and active public involvement in solving the problems of their management. The main tools for optimizing the educational network of local communities in the context of decentralization reform are identified and analyzed in this paper. The author considers them as: change of the principles of funding and transition to «funding per student», use of educational subvention and quantitative criteria for funding schools from the state budget, formation of educational districts and support institutions. Compared to other regions, Lviv region has dynamically reformed its educational network. However, the united territorial communities of Lviv region are less active founders of basic educational institutions than districts, and the students who study there, demonstrate lower level of knowledge in the assessment of the state final attestation and externally independent assessment. The influence of the educational subvention on the changes of the educational network in Lviv region is determined. It is determined that the use of buffers in the calculation of the index of financial capacity of the school network in 2021, significantly affected the level of differentiation of the index of financial capacity. This approach can be an obstacle to the optimization of the school network.
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Shao, Li, and Weijie Zhao. "Challenges for China's medical education in the coming post-COVID-19 era." National Science Review 7, no. 10 (July 28, 2020): 1617–21. http://dx.doi.org/10.1093/nsr/nwaa168.
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Abstract The year of 2020 has been overshadowed by the COVID-19 pandemic. Medical workers throughout China have played critical roles in battling severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) and saving lives. The whole of society has now fully realized the significance of medical workers and many began to think about medical education in China: How can we further improve medical education for the next generation of clinicians, medical scientists, nurses, public-health workers and administrators related to medical care, so that they are well prepared to meet societal needs for medical care in the ever-changing world? In this panel discussion, medical-education experts from several prominent medical schools in China gathered to discuss the reform and future development of China's medical education. Xiang Chen President of Xiangya School of Medicine, Vice President of Central South University, Changsha, China Baorong Chi Professor of Norman Bethune Health Science Center of Jilin University, Changchun, China Yiqun Hu Vice Chancellor of Shanghai Jiao Tong University School of Medicine, Shanghai, China Yang Ke Professor of Peking University Health Science Center, former Vice President of Peking University, Beijing, China Ming Kuang Vice President of Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, China Mengfeng Li President of Southern Medical University, Guangzhou, China Hongbing Shen President of Nanjing Medical University, Nanjing, China Xuehong Wan Professor of West China Medical Center, Vice President of Graduate School of Sichuan University, Chengdu, China Hong Yan President of Xi’an Jiaotong University Health Science Center, Vice President of Xi’an Jiaotong University, Xi’an, China Guoqiang Chen (Chair) Chancellor of Shanghai Jiao Tong University School of Medicine, Vice President of Shanghai Jiao Tong University, Shanghai, China