Unit2uktertiaryeducation and rotelearning.docx
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Unit2uktertiaryeducation and rotelearning.docx
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Unit2uktertiaryeducationandrotelearning
1
Sectorbringsin£45bntoUKfromtheTimes
12May2006,AnnaFazackerley
Universitiesaddmorecashtotheeconomythanaviationanddrugfirms,findsAnnaFazackerley.
Universitiescontribute£45billiontotheUKeconomy,placingthemabovethepharmaceuticalandaircraftindustriesinthefinancialleaguetable.
UniversitiesUK,thevice-chancellors'umbrellagroup,thisweekpublishedthelatestdataontheeconomicimpactofhighereducationinstitutions.
ThereportisdesignedtopromoteuniversitiesaseconomicpowerhousesbeforetheGovernmentbeginsitscomprehensivespendingreview,whichiswidelyexpectedtobetough.
DrummondBone,UUKpresident,said:
"ThegrowthofthehighereducationsectornowputsitamongtheUKeconomy'smajorindustries.
"Inthepast,wetendedtofocuspurelyonthegeneraleconomicimpactofhighereducationinstitutionsontherestoftheeconomy.Butthislatestreportprovidesevidenceoftheirimpactasindependentbusinessentities."
Thestudy,whichusesdatafromtheHigherEducationStatisticsAgencycompiledbyresearchersatStrathclydeUniversity,calculatesthatthesector'stotaleconomicoutputfor2003-04was£45billion-upfrom£35billionfiveyearsearlier.
Itattributesmuchofthisgrowthtohigherthanaverage"knock-on"effectsfromthesector.
Thesector'sdirectannualturnoverin2003-04was£16.9billion.
But,accordingtothecalculations,forevery£1millionofhighereducationoutput,afurther£1.5millionwascreatedindirectlyinotherareasoftheeconomy.Thus,£25.6billionwasgeneratedoutsideuniversitiesasaresultoftheirexpenditure.Ontopofthat,£2.6billionwasgeneratedfromoverseasstudentsandvisitors.
ThereportconcludesthathighereducationisalargercontributortotheUKeconomythanthedrugindustryortheaircraftindustryandonlyslightlysmallerthanUKlegalactivitiesandauxiliaryfinancialservices.
Itstatesthatin2003-04universitiesemployedmorethan330,000people-whichwouldequateto280,000full-timejobs,or1.2percentofthetotalUKworkforce.Forevery100universityjobs,99morearecreatedbyknock-oneffects,itsays.
Thereportemphasisestheneedforamixofpublicandprivateinvestment.
Itsaysthatincomefromprivatesourcesamountsto27percentofallhighereducationincome,anditpredictsthatthisfigurewillrisewiththeintroductionofvariablefees.
SirDigbyJones,director-generaloftheConfederationofBritishIndustry,said:
"Theuniversitysectoralreadyhasstronglinkswiththebusinesscommunity.(But)weneedimprovedpartnershipsbetweenuniversitiesandbusinesstodeliverthegraduatesthatemployerswantand,wherebusinessesworkwithuniversities,toexploittheinnovation,researchanddevelopmentthatuniversitiesprovide."
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Mandelsontakeschargeofuniversities
Diusisscrappedasnewbusinessdepartmentgainscontrolofuniversitiesandcolleges
PollyCurtis,educationeditor,guardian.co.uk,Friday5June200917.37BST
PeterMandelsontakesovertheuniversities.
Theprimeministertodayscrappedthetwo-year-oldDepartmentforInnovation,UniversitiesandSkills,andawardedallofitsresponsibilitiestoanewDepartmentforBusiness,InnovationandSkillsdesignedtohelptheUKoutofrecession.
Thenewdepartment,whichwillbeheadedbyLordMandelson,putsuniversitiesattheheartofthegovernment'sbusinesspolicies,andwillbeopposedbysomeacademicswhobelievehighereducationshouldbeinadepartmentdedicatedtoeducationandnotcommerce.
Inastatement,DowningStreetsaidthemovewouldcreatea"singledepartmentcommittedtobuildingBritain'sfutureeconomicstrengths".
Itwenton:
"ItalsoputstheUK'sfurthereducationsystemanduniversitiesclosertotheheartofgovernmentthinkingaboutbuildingnowfortheupturn."
ThemoveiseffectivelyatakeoverofDiusbyMandelson'sDepartmentforBusiness,EnterpriseandRegulatoryReform(Berr),aftertwoyearsinwhichitstruggledtomakeareputationforitself.
PatMcFadden,aministerfromBerr,andthecurrentscienceminister,LordDrayson,willbeministersofstateinthenewdepartment.
ItcomesasEdBallsisconfirmedasstayingintheDepartmentforChildren,SchoolsandFamilies,buthisrespecteddeputy,JimKnight,leavestobecomeaministerofstateinthecabinetattheDepartmentforWorkandPensions.
Knighthasimpressedinthejobofschoolsministerforhiscoolperformancesinthemediaandhiscollegiatemanner.Heiswelllikedbythosewhoworkwithhimandbuiltbridgesacrosstheeducationsector.Heis,however,cursedbyhavingthesmallestmajorityofanyLabourminsterinhisDorsetNorthseat.
DawnPrimarolojoinstheDCSFasaministerofstatefromtheDepartmentofHealth.TheBlairiteformerschoolsministerLordAdoniswaspromotedtotransportsecretary.
JohnDunford,generalsecretaryoftheAssociationofSchoolsandCollegeLeaders,said:
"Icanseenopointinchangingtheline-upofministerssosoonbeforethegeneralelection,inanareawheretheyarejustabouttopublishaschoolswhitepaper.AtleastBallsstayingwillprovidedadegreeofcontinuity.JimKnighthasbeenagoodschoolsministerandI'vethoroughlyenjoyedworkingwithhim.He'sbeenalisteningminsterwhocaresdeeplyaboutschools."
SallyHunt,generalsecretaryoftheUniversityandCollegeUnion,said:
"UCUisveryconcernedthatthismergerseemstosignalthatfurtherandhighereducationarenolongerconsideredimportantenoughtohaveadepartmentoftheirown.Thefacttheyhavebeenlumpedinwithbusinessappearstobeaclearsignalofhowthegovernmentviewscollegesanduniversitiesandtheirmainrolesinthiscountry.
"Educationhasthepowertochangepeople'slives,andifweareseriousabouttheimportantroleitcanplayinhelpingusoutofrecession,thenweneedexpertsineducationatthehelm,notbusinessinterests.Wewillbeseekinganurgentmeetingwith,andassurancesfrom,theministerthatbothfurtherandhighereducationhaveclearanddefinedrolesinthenewdepartment."
DianaWarwick,chiefexecutiveofUniversitiesUK,paidtributetoJohnDenham'stimeatDius."JohnDenham'sbeliefintheimportanceofhighereducationgaveuniversitiesastrongvoiceatthecabinettable,bringingrealbenefitstothesector.Hesharedourpassionforhighereducationandwehavebeengratefulforhissupport.
"WewishhimwellinhisnewroleandwelookforwardtoworkingwithhissuccessoronthenextstagesoftheimportantreviewsofthehighereducationsectorinstigatedbyJohnDenham."
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Rotelearning(TeachingFromtheBalancePointbyEdwardKreitman)
Rotelearningisalearningtechniquewhichavoidsgraspingtheinnercomplexitiesandinferencesofthesubjectthatisbeinglearnedandinsteadfocusesonmemorizingthematerialsothatitcanberecalledbythelearnerexactlythewayitwasreadorheard.Inotherwords,itislearning"justforthetest".
Themajorpracticeinvolvedinrotelearningtechniquesislearningbyrepetition,basedontheideathatonewillbeabletorecallthemeaningofthematerialthemoretheyrepeatit.However,inmanyfields,especiallymathematicsandrelateddisciplines,thiscanoftenproducepoorresults.
Rotelearningissometimesdisparagedwiththederogativetermsparrotfashion,regurgitationormuggingbecauseonewhoengagesinrotelearningmaygivethewrongimpressionofhavingunderstoodwhattheyhavewrittenorsaid.However,somematerialcanonlybelearnedinthisfashion.Forexample,whenlearningtheLatinalphabet,thevocabularyofaforeignlanguageortheconjugationofforeignirregularverbs,onemustsimplymemorizebecausethereislittleornoinnercomplexitythatcanbegrasped.Rotelearningcanberiskybecauseinstitutions,systemsandpeoplehaveatendencytofixateonitsbenefits.ThesystemiswidelypracticedinschoolsacrossIndia,Pakistan,People'sRepublicofChina,SingaporeandGreece.
Thistermcanalsorefertolearningmusicbyear,apracticeusedwiththosewhocannot(yet)readmusicalnotation.However,manymusicteachersmakeacleardistinctionbetweenthetwoapproaches.
ReasonsForRoteLearning
Thoughrotelearningisusuallynotnecessarytherearemanyreasonswhypeopleresorttoit.Badteachersisoneofthekeyreasons.Someteachersdonotknowthesubjectthemselvesandhenceareunabletoexplaintheessencetotheirstudents.ThisisamajorproblemthatplagueshighereducationespeciallyinIndiawheretheteachersatcollegesareusuallypoorlytrained.Manyteachersalsocriticizeinnovativemethodsofproblemsolvingthusdiscouragingthestudent,whoeventuallyresortstorotelearningtopleasetheteacher.
Someteachersareforcedtoasktheirstudentstomemorizebecausetheboard,whichconductsthefinalexamination,expectsaparticularanswer.Ifthisanswerisnotgiventhenthestudentmaylosemarks.Anotherfactorthatmakesmanyteachersencouragelearningbytheroteisthattheseexternalexaminationsmaybecorrectedbypeoplewhothemselveshavelittleknowledgeaboutthesubjectandmaypenalisethestudentfornotwritingtheexactanswerasismentionedintheanswerkey.AgainthisproblemisveryprevalentincountrieslikeIndiawherethenumberofstudentswritingtheexaminationisveryhigh,makingitvirtuallyimpossibletostandardisethecorrectionprocess.
Manytimes,especiallyincountrieswhereeducationstandardscannotbeenforcedeasily,thequestionpapersaresetinawaythatencourageslearningbyrote.Thestudentswhotrytounderstandthesubjectareconsideredtobewastingtimebecausethepapercanbecrackedonthebasisofro
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