英国高等院校招生考试研究
摘要
英国招生考试制度历史悠久、独具特色、影响巨大。历经发展演变,英国建立了特色鲜明的现行高等院校招生考试制度,并成为很多国家或地区模仿的范本,在世界范围内影响巨大。直到当代,世界上很多大学在招生录取时都接纳英国主要考试机构主考的普通教育证书高级水平(A-levels)的考试成绩;一些国家或地区,现在仍然采用英国的高校招生考试制度。那么,英国到底实行的是什么样的高等院校招生考试制度?形成这种制度的原因是什么?这种制度的公平性如何?我国正在进行的高考制度改革可以从中学习什么经验以及汲取什么教训?带着这些问题本论文对该制度进行了深入、系统的研究。
论文重点围绕英国《国家资格证书框架》中的第三级证书考试(主要是A-levels证书考试)和高等院校招生录取制度两个问题进行研究,运用文献研究法、实地研究法、问卷调查法和访谈法、个案研究法、比较研究法,从宏观和微观的两个角度、纵横两个纬度对英国高等院校招生考试进行研究。第一,在从宏观角度对英国高校招生考试制度的产生、发展和改革进行考察的基础上,选取个案从微观角度对其进行深入分析。第二,从纵向上以时间为线索,追溯英国高校招生考试制度的根源,探讨其在长期的演变过程中在英国社会不同利益群体间所发挥的“调解器”作用,以及政治、经济、文化传统、宗教对其发展演变的影响。横向上从多视角对英国高校招生考试制度的改革、特色、问题、发展趋势进行分析,并提出对我国高考改革的启示和借鉴。运用布迪厄文化资本、惯习和场域的理论,在对英国6所不同中等学校的373名学生进行问卷调查的基础上,选取49名学生及相关人员进行深入访谈,对影响英国高等教育机会与选择的因素以及不同社会群体家庭学生拥有的不同高等教育机会、不同的学生又是如何对此作出选择进行分析,目的是考察英国高校招生考试制度的公平性。
本论文包括绪论在内共分8个部分。绪论部分对研究的缘起与意义、前人的研究与成果、研究思路与方法进行了阐述,并对研究的问题进行了明确的界定。第一、二章分别对英国高等教育制度和高校招生考试历史传统进行了考察,目的是寻求现行英国高校招生考试制度的“制度记忆”和“历史记忆”。第三章是对现行英国高校招生考试制度及其实践的研究,目的是从宏观的角度把英国高校招生考试制度进行审视,以便对其有一个整体、全面的认识。第四章是对英国高校招生考试制度改革的研究,从宏观上分析了英国高校招生考试制度的改革历程、改革焦点和改革动向,以及如何通过改革建立起公平的高校招生考试制度。第五章是英国高等院校招生录取制度的个案分析,选取不同类型的高校作为个案对英国高校招生录取制度进行深入剖析。第六章是英国高校招生考试制度公平性的分析。运用法国社会学家和教育家布迪厄的文化资本、惯习和场域的理论,结合对不同中等学校学生的问卷调查和访谈,对影响高等教育机会与选择的因素以及来自不同社会群体家庭学生如何选择是否接受高等教育及接受何种高等教育进行了分析。第七章是中英高校招生考试制度的比较及本论文的研究结论。从中英两国高校招生考试制度中的管理与运行、考试与认证、机构与功能、评价与录取和费用与资助5个方面进行比较,总结了英国高校招生考试制度的特色、问题,并指出了今后的发展趋势。在此基础上提出改革我国高考制度的5项建议:①建立统一考试与多元考试相结合的考试体系;②建立必考科目与选考科目相结合的考试科目体系;③建立高考总分与综合考评相结合的录取选拔体系;④建立高校招生考试公共服务体系;⑤建立公平的高等教育入学制度。
The UK has a long history of educational examinations and admissions system with its own characteristics, which has had great influences on those of other countries. With a long period of the development and evolution, the British examinations and admissions system to higher education has formed its own outstanding characteristics, which has tremendous influences on that of many other places all over the world. Until today, a lot of universities in the world accept the results of A-level examinations held by main examinations bodies of the UK as admission requirements. In some countries and territories, their examinations and admissions System to Higher Education is the same as that of the UK. We may wonder what the system is like, why it works this way, what about its equality, and what experience and lesson China can learn from when it tries to reform its examinations and admissions System to Higher Education. With the questions in mind, the author carries out a deep and systematical research about it.
The dissertation focuses on two issues——level 3 examinations (qualifications) in theNational Qualifications Framework and admissions system to higher education, investigating examinations and admissions system to higher education in the UK longitudinally and latitudinally, in both macro and micro way, using the following research methods: documentation method, field research, questionnaire method, interview method, case studies and comparative method. Firstly, the research exploits the origin, development and reform of the system in the macro way, and moves further to analyze it through case studies in the micro way. Secondly, it traces the origin of the system chronologically in the longitudinal way, probing into its function as 'a regulating device' between stakeholders in the British society, and the influences which politics, economics, culture, tradition and religion have had on it in the evolution process. Latitudinally, the author summarizes the reform, characteristics, problems and trends of the system from different angles and provides enlightenment for the reform of examinations and admissions system to higher education in China. On the base of Bourdieu's theory of cultural capital, habitus and field, as well as the questionnaire to 373 students from 6 different secondary schools and interviews of 49 students and relative persons, the author attempts to find out the factors influencing HE opportunities and choices of the students, how those from different social groups have different HE opportunities and how they choose among them, in order to draw attention to the equality of examinations and admissions system to higher education in the UK.
The dissertation consists of 8 parts, including introduction. The introductory part covers context and significance of the research; review and comments on previous research; framework and methods of the research; research thesis and its definition. Chapter one and chapter two have an appreciation of British education system and historical context of examinations and admissions system to higher education in the UK, which provide "system memory" and "historical memory" respectively for further study. Chapter three examines the current examinations and admissions system to HE in the UK and its practice in macro way, in order to get the holistic idea of it as a whole. Chapter four explores the reform of the system in macro way, with the emphases on history, focuses and trends of the reform, through which fair admissions system to HE can be established. Chapter five carries out case studies, selecting different HE institutions as cases to analyze British universities and colleges admissions system. Chapter six moves on to focus on equality analysis of British examinations and admissions system to HE, using Bourdieu's theory of cultural capital, habitus and field, as well as survey-questionnaire and interview to analyze the factors influencing HE opportunities and choices of the students, how those from different social groups decide whether they go into the HE, who goes where, and who does what in higher education. Chapter seven compares British examinations and admissions system to HE with that of China, in administration and mechanism, examinations and awards, institutions and their functions, assessment and selection, tuition fees and support, which summarizes characteristics, problems and development trends of british examinations and admissions system to HE, offering five references and suggestions for the related reform in China:①Establishment of an examinations system with unified national examinations and multi-examinations;②Establishment of examination subjects framework consisting of compulsory subjects and selective subjects;③Establishment of the selective system by assessing applicants through both total scores of examinations and a holistic Assessment;④Establishment of the public Services system of examinations and admissions to HE;⑤Establishment of a fair admissions system to HE.
论文重点围绕英国《国家资格证书框架》中的第三级证书考试(主要是A-levels证书考试)和高等院校招生录取制度两个问题进行研究,运用文献研究法、实地研究法、问卷调查法和访谈法、个案研究法、比较研究法,从宏观和微观的两个角度、纵横两个纬度对英国高等院校招生考试进行研究。第一,在从宏观角度对英国高校招生考试制度的产生、发展和改革进行考察的基础上,选取个案从微观角度对其进行深入分析。第二,从纵向上以时间为线索,追溯英国高校招生考试制度的根源,探讨其在长期的演变过程中在英国社会不同利益群体间所发挥的“调解器”作用,以及政治、经济、文化传统、宗教对其发展演变的影响。横向上从多视角对英国高校招生考试制度的改革、特色、问题、发展趋势进行分析,并提出对我国高考改革的启示和借鉴。运用布迪厄文化资本、惯习和场域的理论,在对英国6所不同中等学校的373名学生进行问卷调查的基础上,选取49名学生及相关人员进行深入访谈,对影响英国高等教育机会与选择的因素以及不同社会群体家庭学生拥有的不同高等教育机会、不同的学生又是如何对此作出选择进行分析,目的是考察英国高校招生考试制度的公平性。
本论文包括绪论在内共分8个部分。绪论部分对研究的缘起与意义、前人的研究与成果、研究思路与方法进行了阐述,并对研究的问题进行了明确的界定。第一、二章分别对英国高等教育制度和高校招生考试历史传统进行了考察,目的是寻求现行英国高校招生考试制度的“制度记忆”和“历史记忆”。第三章是对现行英国高校招生考试制度及其实践的研究,目的是从宏观的角度把英国高校招生考试制度进行审视,以便对其有一个整体、全面的认识。第四章是对英国高校招生考试制度改革的研究,从宏观上分析了英国高校招生考试制度的改革历程、改革焦点和改革动向,以及如何通过改革建立起公平的高校招生考试制度。第五章是英国高等院校招生录取制度的个案分析,选取不同类型的高校作为个案对英国高校招生录取制度进行深入剖析。第六章是英国高校招生考试制度公平性的分析。运用法国社会学家和教育家布迪厄的文化资本、惯习和场域的理论,结合对不同中等学校学生的问卷调查和访谈,对影响高等教育机会与选择的因素以及来自不同社会群体家庭学生如何选择是否接受高等教育及接受何种高等教育进行了分析。第七章是中英高校招生考试制度的比较及本论文的研究结论。从中英两国高校招生考试制度中的管理与运行、考试与认证、机构与功能、评价与录取和费用与资助5个方面进行比较,总结了英国高校招生考试制度的特色、问题,并指出了今后的发展趋势。在此基础上提出改革我国高考制度的5项建议:①建立统一考试与多元考试相结合的考试体系;②建立必考科目与选考科目相结合的考试科目体系;③建立高考总分与综合考评相结合的录取选拔体系;④建立高校招生考试公共服务体系;⑤建立公平的高等教育入学制度。
The UK has a long history of educational examinations and admissions system with its own characteristics, which has had great influences on those of other countries. With a long period of the development and evolution, the British examinations and admissions system to higher education has formed its own outstanding characteristics, which has tremendous influences on that of many other places all over the world. Until today, a lot of universities in the world accept the results of A-level examinations held by main examinations bodies of the UK as admission requirements. In some countries and territories, their examinations and admissions System to Higher Education is the same as that of the UK. We may wonder what the system is like, why it works this way, what about its equality, and what experience and lesson China can learn from when it tries to reform its examinations and admissions System to Higher Education. With the questions in mind, the author carries out a deep and systematical research about it.
The dissertation focuses on two issues——level 3 examinations (qualifications) in theNational Qualifications Framework and admissions system to higher education, investigating examinations and admissions system to higher education in the UK longitudinally and latitudinally, in both macro and micro way, using the following research methods: documentation method, field research, questionnaire method, interview method, case studies and comparative method. Firstly, the research exploits the origin, development and reform of the system in the macro way, and moves further to analyze it through case studies in the micro way. Secondly, it traces the origin of the system chronologically in the longitudinal way, probing into its function as 'a regulating device' between stakeholders in the British society, and the influences which politics, economics, culture, tradition and religion have had on it in the evolution process. Latitudinally, the author summarizes the reform, characteristics, problems and trends of the system from different angles and provides enlightenment for the reform of examinations and admissions system to higher education in China. On the base of Bourdieu's theory of cultural capital, habitus and field, as well as the questionnaire to 373 students from 6 different secondary schools and interviews of 49 students and relative persons, the author attempts to find out the factors influencing HE opportunities and choices of the students, how those from different social groups have different HE opportunities and how they choose among them, in order to draw attention to the equality of examinations and admissions system to higher education in the UK.
The dissertation consists of 8 parts, including introduction. The introductory part covers context and significance of the research; review and comments on previous research; framework and methods of the research; research thesis and its definition. Chapter one and chapter two have an appreciation of British education system and historical context of examinations and admissions system to higher education in the UK, which provide "system memory" and "historical memory" respectively for further study. Chapter three examines the current examinations and admissions system to HE in the UK and its practice in macro way, in order to get the holistic idea of it as a whole. Chapter four explores the reform of the system in macro way, with the emphases on history, focuses and trends of the reform, through which fair admissions system to HE can be established. Chapter five carries out case studies, selecting different HE institutions as cases to analyze British universities and colleges admissions system. Chapter six moves on to focus on equality analysis of British examinations and admissions system to HE, using Bourdieu's theory of cultural capital, habitus and field, as well as survey-questionnaire and interview to analyze the factors influencing HE opportunities and choices of the students, how those from different social groups decide whether they go into the HE, who goes where, and who does what in higher education. Chapter seven compares British examinations and admissions system to HE with that of China, in administration and mechanism, examinations and awards, institutions and their functions, assessment and selection, tuition fees and support, which summarizes characteristics, problems and development trends of british examinations and admissions system to HE, offering five references and suggestions for the related reform in China:①Establishment of an examinations system with unified national examinations and multi-examinations;②Establishment of examination subjects framework consisting of compulsory subjects and selective subjects;③Establishment of the selective system by assessing applicants through both total scores of examinations and a holistic Assessment;④Establishment of the public Services system of examinations and admissions to HE;⑤Establishment of a fair admissions system to HE.
引文
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[1]基础编码技术(grounded coding techniques)是质性研究方法的一种,它是由二位社会学者Barney Glaser 与Anselm Strauss开发出来的,.是质性研究中广泛使用的一种研究法。它主要将现象作系统性的数据收集,并藉系统化整理分析,藉由数据归纳发展并建立理论。这种研究方法具有如下特点:其一,适切性(fit),;其二,了解(understanding):其三,.推广性(generality):其四,控制(control)。因此,它是可系统化将访谈内容归纳为各项主题,易于访谈、整理、分析、比较,得到忠实反映现象的研究方法。
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[1]有国内学者译为“第六学级”。笔者认为译为“中六学级”比较恰当。根据英国的学制,英国义务教育共11年,前6年为小学,自5岁入学,11岁毕业,后5年为中学,年龄涵盖11岁至16岁。以年级来划分,小学一年级为year 1,小二为year 2,依序到小六year 6.中学一年级则称form 1,或称7年级year 7,中二则为form 2,或称8年级year 8,依序到中五form 5,或称11年级year 11,至此中等教育第一阶段毕业,完成义务教育。在中等教育第一阶段毕业到进入大学之间,亦即16-18岁两年的阶段,称为“延续教育”(Further Education),因延续中五之后的教育,故称“中六”,不过要学习两年的课程,都叫做中六,为了区分,第一年称为lower sixth form,第二年称为uper sixth form。
[2]QCA.New A levels:Successors to VCEs.London:QCA,2004.http://www.qca.org.uk/11997.html.2007-10-22
[1]A.Griffiths.Secondary School Reorganization in England and Wales[M].Routledge & Kegan Paul.London.1971,P92.
[1]祝怀新.英国基础教育[M].广州:广东教育出版社,2003,P2.
[1]英国教育与技能部.http://jdsqjy.ijd.cn/articleview/2005-7-29/articleview133.htm[4]DFES,14-
[2]14-19 Education and Skills White Paper.http://www.dfes.gov.uk/publications/14-19 educationandskillsl/docs/14-19Whitepaper.doc.2007-10-22
[1]英国教育部长的名称在各个时期称谓不尽相同。1944年8月3日至1964年3月31日间称为教育部长(Ministers of Education);1964年4月1日至1993年7月5日间称为教育和科学大臣(Sccrctarics of State for Education and Scicnce);1993年7月6日至1995年7月4日间称为教育大臣(Secretaries of State for Education);1995年7月5日至2001年6月8日间称为教育与就业大臣(Secretaries of State for Education and Employment);2001年6月9日至今称为教育与技能大臣(Secrctaries of State for Education and Skills)。英国教育部长的不同称谓与英国教育部名称的几度更改密不可分,期间教育部长的职权范围也有所变化。本文出于表述方便和人们的习惯,一律将他们称之为教育大臣。
[1]Annette Hayton & Anna Paczuska.Access,Participation and Higher Education:Policy and Practice[M].London:Kogan Page,2002,P1.
[1]John Lawson and Harold Silver.A Social History of Education[M].London:Melthuen & Co Ltd,1973,P30.
[2]Willis Rudy.The University of Europe,1100-1914[M].Associated University Presses,1984,P86.
[1]王承绪、徐辉.战后英国教育研究.南昌:江西教育出版社,1992,P268
[2]Annette Hayton & Anna Paczuska.Access,Participation and Higher Education:Policy and Practice[M].London:Kogan Page,2002,P3
[1]许明.英国高等教育发展研究[M].辽宁师范大学出版社,1998,P53.
[2]王锭蕊.从英国高等教育双重制的兴衰看我国高等教育大众化的制度选择[J].江苏高教,2003(5),P111-113.
[3]世界教育报告,1993(R).联合国教育、科学及文化组织出版,1994,P144.
[1]HEFCE publications.Higher Education in the United Kingdom,2005.www.hefce.ac.uk/pubs/hcfce/2007-10-28
[1]Department for Education and Skills.The Future of Higher Education,2003.http://www.dfes.gov.uk/hegateway/strategy/hestrategy/pdfs/DfES-Higher Education.pdf 2007-10-28
[1]Wikipedia,the free encyclopedia.British Universities.http://en.wikipedia.arg/wiki/British_universities 2007-10-22
[1]Open University.Brief History of the OU.http://www.opcn.ac.uk/about/ou/p3.shtml 2007-10-28
[2]"Students rate university courses" http://news.bbc.co.uk/1/hi/education/4265802.stm BBC News,21 September 2005.2007-1-7
[1]Gerald Higginbottom.Going for Higher Education:A Guide to Moving on,Moving up with Better Qualifications[M].Oxford:How to Books Ltd,1999,P2.
[1]Gerald Higginbottom.Going for Higher Education:A Guide to Moving on,Moving up with Better Qualifications[M].Oxford:How to Books Ltd,1999,P4
[1]Scott,P.Triumph or retreat,in The State of UK Higher Education,eds D Warner and D Palfreyman[M].Buckingham:SRHE.Open University Press,2001,P5.
[2]National Audit Offiee(NAO).Widening Participation in Higher Education in England[R].London:HMSO,2002.
[3]Higher Education Funding Council for England(HEFCE).Suply and Demand in Higher Education[R]. Bristol:HEFCE'2001.
[1]包括非全日制和年龄在21-30岁首次进入高等院校学习的学生。
[2]2004年由英国教育与技能部发起,与英格兰高等教育拨款委员会一道采取一系列措施,旨在扩大高等教育参与,特别是来自非传统背景、少数族裔的学生以及残疾学生的计划。这项计划试图整合高等院校、延续教育学院、中等学校(包括中六学院)和职业咨询服务中心等相关机构的力量,扩大高等教育参与。
[3]Bynner,John,Dolton,Peter,Feinstein Leon,Makepiece,Gerry,Malmberg.Lars and Woods,Laura.Revisiting the Benefits of Higher Education:a Report by the Bedford Group for Lifecourse and Statistical Studies,Institute of Education[R].HEFCE:Bristol(April),2003.
[4]WP projects currently suported by the TLRP.http//www.tlrp.org 2007-10-28
[1]因一名成绩优异的公立学校女学生劳拉·思朋斯申请牛津大学摩德林学院医学专业没被录取而引发的关于高等教育公平问题争论的事件。劳拉是这所公立学校中六学级100名毕业生中唯一申请牛桥(Oxbriage)大学的毕业生,她和其他22名申请者都具有10科成绩为A~+的GCSE和A-level(预估成绩为A)证书,成绩发榜后5科A-level成绩均为A(地理、英语、生物、化学、综合),面试后校方以劳拉不具学习医学的潜力为由没有录取劳拉,后被美国哈佛大学录取并提供6,500英镑的奖学金。财政部长格登·布朗批评牛津大学精英主义的思维方式,认为是“十足的丑闻”,劳拉受到了歧视,她是陈旧面试制度的牺牲品.劳拉就学的学校校长认为劳拉没被录取的主要原因是因为劳拉来自英格兰东北部(落后地区)的公立学校.由此引起媒体和社会各界的激烈争论。
[2]Chancellor attacks Oxford admissions[N].BBC News,22 May 2000.http://news.bbc.co.uk/1/hi/education/764141.stm
[1]The Higher Education Statistics Agency(HESA).Higher Education Student Enrolments and Qualifications Obtained at Higher Education Institutions in he United Kingdom for the Academic Year 2005/06[R].http://www.hesa.ac.uk/ 2007-3-16
[1]Review of widening participation research:addressing the barriers to participation in higher education,A report to HEFCE by the University of York,Higher Education Academy and Institute for Access Studies,July 2006.http://www.hefec.ac.uk/pubs/rdreports/2006/rd13_06/2007-3-17
[1]“按邮编所在地资助方案”(Postcode Premium)是对高等教育参与率低于全国平均水平的地区的学生进行额外资助的方案,目的是提高这些地区的高等教育参与率。
[2]DfES.Post-16 Learning:Participation in High Education,http://www.dfes.gov.uk/trends /index.cfm?fuseaction=home.showChart&cid=4&iid=23&chid=892007-3-17
[1]Coffield,F.Breaking the Consensus:lifelong learning as social control[J].British Educational Research Journal,,1999(25:4),P79-500.
[1]Quicke,J.Reflexivity,community and education for the learning society[J].Curriculum Studies,1997(5:2),P139-161.
[2]NIACE.Widening Participation:Routes to a learning society[R].NIACE Policy Discussion Paper,1994.
[3]FEU.Paying their way:the experiences of adult learners in vocational education and training in FE Colleges[R].London:Further Education Unit,1993
[4]Otterrson,E.Lifelong learning and challenges posed to European labour markets[J].European Journal of Education,2004(39:2),P 151-157
[1]Wwtson,D and Bowden,R.Why did they do it? Conservatives and mass higher education[J].Journal of Education Policy,1999(14:3),P485-502.
[2]Callender,C.Changing Student Finances:Income,expenditure and the take-up of student loans among full and part-time higher education students in 1998/99,research report TT215[R],DfES,London,2000.
[1]Young,M.Reconstructing qualifications for FE:towards a system for the twenty-first century,in FE and Lifelong Learning:Realigning the sector for the twenty-first century,eds A Green and N Lucas,Bedford Way Papers[R].London:Institute of Education,1999.
[1]Connor,H and Dewson,S.Social Class and Higher Education:Issues affecting decisions on participation by lower social class groups,DfEE Research Report RR267[R],DfEE,London,2001.
[1]Mordechai Feingold.History of Universities[M].Oxford:Oxford University Press,2005,P76.
[2]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,1959(Vol.7,No.2),p.140-148.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England.London:Longmans,Green & Co Ltd,1965,p1
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P3
[1]欧洲中古时期设立的大学,都有国王或教皇的许多特许权利,其中之一就是对「往来符契、关税、人口税」的豁免。例如海德堡大学在创办时就得到过一纸许可令:该校师生人等,于来往途中,“经过吾所有属地,无论在任何情况下,均不必担负任何义务,并免除扣留、土货税、杂税、入口税,及其它各种需要之事”。学校人员来往,须有此特许权利。当时教师常有一种教师通行律(jus ubique docendi)的保障,可以在各处游学。而事实上,就是大学本身,也是流动的。各地君王争取大学迁往该处,指定城邑,提供给学校安家落户,并有上文所述各项礼遇优惠措施。欧洲大学之所以能形成独立的学术王国,便与这一段历史有关。
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P5
[2]The Report of Her Majesty's Commissioners apointed to inquire into the State,Discipline,Studies and Revenues of the University of Oxford[R],1852,P 57.(O.U.C.Report,1852)
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P1
[2]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,Voi.7,No.2,1959.P140.
[3]W.Whewell.Of a Liberal Education,1845,P169.对18-19世纪剑桥大学的考试方法有一个概括性的描述。
[1]Stray C.The ShiR from Oral to Written Examination:Cambridge and Oxford 1700-1900,in Assessment in Education:Principles,Policy & Practice[M].London:Routledge,part of the Taylor & Francis Group,2001,P.33-50,.
[2]Lawson,J.and Silver,H.A Social History of Education in England[M].Methuen,1973,p257
[3]H.Latham:On the Action of Examinations Considered as a Means of Selection[M].Cambridge:Bell and Sons,1877,P148-149.
[1]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P11
[2]第一级公共考试有三层含义:第一,指牛津大学学士学位初试(Honour Moderations or Mods),在字士字位课程前半段举行,对部分课程(如古典课程)进行测试,为配合考试学位课程开设这些科目,但直到毕业才会记入总成绩。第二,初级考试(Moderations)。第三,预备考试(Preliminary examinations)。通常初级考试与预备考试意思没有什么差异,都指课程学习前或学习前期的考试,这些考试与开设的课程没有关系。这三种考试统称为“第一级公共考试”。它是参加“第二级公共考试”即学士学位课程毕业考试的基础。
[1]E.Copleston.A Reply to the Calumnies of The Edinburgh Review against Oxford,Containing on Account of Studies Pursued in that University[R],1810.
[2]M.Pattison.Suggestions on Academical Organization with Especial Reference to Oxford[M].Edinburgh:Edmonston and Douglas,1868,P324
[1]Bonamy Price.Suggestions for the Extension of Professorial Teaching in the University of Oxford[M].Oxford,1850,P25-31
[2]Bonamy Price.Suggestions for the Extension of Professorial Teaching in the University of Oxford[M].Oxford,1850,P16-17
[1]J.R.Tanner(ed).The Historical Tegister of the University of Cambridge to the year 1910[M].Cambidge:Cambridge University Press,1917,P989-90.
[2]《诺斯考特-特里维廉报告》最早于1854发布在议会文件汇编(Parliamentary Papers,1854,volume ⅹⅹⅶ).但现在收录在《富尔顿报告》(Apendix B of the‘Fulton Report',Cmnd 3638,June 1968.)
[1]Charles Darwin.On the Origin of Species by Means of Natural Selection,or the Preservation of Favoured Races in the Struggle for Life[M].London:Murray,1859,P92.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P42
[2]英国自由党政治人物,曾任财政大臣(1863-1874)和内政大臣(1873-1874)。
[3]格莱斯顿(1809-1898),英国政治家,曾作为自由党人四次出任英国首相(1868-1874、1880-1885、1886及1892-1894)。
[4]Edgar Norman Gladden.Civil Services in the United Kingdom,1885-1967[M].London:Frank Cass & Co.Ltd,1967,P1.
[1]张跃发,刘养洁.民族国家与世界经济1500-1900[M].北京:时事出版社,1999,P142
[2]陈友义.试论19世纪中期英国文官制度改革[J].嘉应大学学报,2003,(1),P90-93
[3]House of Commons.Report on the Permanent Civil Service,together with a Letter from THE REV.B.JEWWET[R].London:George.E.Eyre & William Spottiswoode,1854.
[1]陈友义.试论19世纪中期英国文官制度改革(J).嘉应大学学报,2003(1),P90-93.
[1]阎照祥.英国政治制度史[M].北京:人民出版社,1999,P359.
[1]House of Commons.Report on the Permanent Civil Service,together with a Letter from THE REV.B.JEWWET[R].London:George.E.Eyre & William Spottiswoode,1854,PI3.
[1]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P13.
[2]公学是指英国的私立学校,公学虽然被称为“Public School”,但不表示是由政府设立的,只是表示学校可以公开招生,而不限于特定的宗教、种族或地区的孩子。拥有悠久历史的英国公学培养出的学生大多是英国各领域的精英,而且学费十分昂贵,普通人无法负担。
[3]Report of the Royal Commission on the Revenues and Management of Certain Colleges and Schools[R].London:Parliamentary Papers,1864,P246.
[1]根据1868年汤顿委员会的报告的说法,当时普遍不重视女子教育。但是也有为数极少的个人或组织在女子教育方面具有远见和开明之举,如家庭女教师协会于1848年建立的伦敦女王学院就培养出像多萝西娅”比尔(后来成为切尔滕纳姆女子学院的校长)、弗朗茜·巴斯(后来成为北伦敦女子学院学校的校长)等教育家。
[2]J.Booth.Examination the Province of the State,or the outlines of a Practical System for the extension of National Education[M].London:Parker,1847,P9.
[3]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P45.
[1]Cambridge University Examinations Syndicate Regulations for 1858[R].London:T.D.Acland:op.cit.P213.
[2]Lawton,D.The Politics of the School Curriculum[M].London:Routledge and Kegan Paul,1980,P88.
[3]A.Abbott.Education for Industry and Commerce in England[M].Oxford:Oxford University Press,1933,P5-22.
[1]皇家艺术学会的全称是促进艺术、制造业和商业发展皇家学会(Royal Society for Encouragement of Arts,Manufactures and commerce,简称RSA)。设立于1754年,1847年,被授予皇家特许状。对于皇家艺术学会最为人们称道的获取就是它所设立的皇家艺术学会考试委员会所开展的卓有成效的工作,为英国职业资格证书考试制度建立做出重要贡献,但于1997年并入OCR考试中心。
[2]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longraans,Green& Co Ltd,1965,P76.
[1]1864至1868年政府成立了汤顿委员会(Taunton Commission),对于中学教育进行调查,1868年提出的报告指出中等学校整体办学质量不高、发展不均衡、捐资的举办的文法学校存在滥用捐资、全国13所女子学校过少等问题,建议在现有文法学校的基础上建立国家中等教育制度。
[2]皇家中等教育委员会,即布赖斯委员会对《汤顿委员会报告》以来,中等教育的发展情况进行调查,调查的范围既包括中等教育现状也涉及小学和技术教育,于1895年提出报告。政府接受了报告的大部分建议,成立了教育委员会,接管原教育部,科学与艺术部和慈善委员会有关教育的功能成为初等、技术和中等教育的中央教育行政机构。《1899年教育委员会法》和《1902年教育法》后,经过一个世纪的半推半就,英国政府终于同意承担起国家教育的全部职责。
[1]D.Masson.London University and London Colleges and Schools of Science(J).Macmillan's Magazine,1867,(11),P427
[1]University of London.University of London School Examinations Board,1908-1991.31 volumes,74 bundles,5boxes,http://www.aim25.ac.uk/cgi-bin/search27coll id=2094&inst id=142007-04-15
[2]University of London Regulations for Matriculation[R],November 1839.
[3]斯密斯.英国教育[M].中国台北:开明书店,1968,P5.
[1]这些职能是根据1898年国会《伦敦大学法案》任命的委员会为伦敦大学制定的条例里规定的职能。
[2]伦敦大学中学考试委员会的年度考试章程里对此有明确的表述(cd.6004,p383-87)。
[3]伦敦大学中学考试委员会的年度考试章程(cd.6004,p384)。
[4]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P59.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Lid,1965,P61.
[2]J.A.Perch.Fifty Years of Examining:The Joint Matriculation Board,1903-1953[M].London:Harrap,1953,P20.
[3]J.A.Perch.Fifty Years of Examining:The Joint Matriculation Board,1903-1953[M].London:Harrap,1953,P21-22.
[1]L.Banks.Parity and Prestige in English Secondary Education[M].London:Toutledge and Kegan Paul,1955,P95.
[1]建议是由1931年《学校证书考试报告》提出,提出这个报告的是1931年由中等学校考试委员会任命的一个小组对于政府授权的8个学校证书考试进行调查提出的报告。
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,PI35.
[1]University of London General Certificate of Education Subject Reports,Summer1960;Apendix;Note on the Development of Matriculation Requirements of the University[R],P168.
[1]Ridder-Symoens,Hilde de Ridder-Symoens.A History of the University in Europe:Volume 1,Universities in the Middle Ages[M].Cambridge:Cambridge University Press,2003,P171.
[1]Broadfoot,P.Assessment,Schools and Society[M].London:Nethuen,1979,P34.
[1]Reginald R.Dale.From School to University[M].London:Toutledge,2003,P2.
[1]Hartog,P.J.Examinations And Their Relation To Culture And Efficiency[M].London:Constable And Company Ltd,1918,P10.
[1]在下发的教育部通函168号中,正式接受《诺伍德报告》的建议,取消学校证书考试。
[2]Examinations in Secondary Schools[R].The second Report of the Secondary School Examinations Council,1952.
[3]根据《1944年教育法》,组建中央教育行政管理部门教育部,取代原来教育委员会的职能。
[1]中五学级指11年级,学生年龄大约在16岁。
[2]The New Examination[N].The Times Educational Suplement,15 January 1949,P35.
[3]Reginald R.Dale.From School to University[M].London:Routledge and Kegan Paul Ltd,2003,P2.
[1]曼切斯特大学允许16岁的男生入学,利物浦大学男女生的入学年龄都是16.5岁,布里斯托大学接受17.9岁学生入学。
[2]各大学的规定有所不同。伦敦大学是20岁;诺丁汉大学是21岁。
[3]对于直接入学(direct entry)的学生有一些特殊要求,如想直接进入伯明翰大学医学课程二年级学习的学生必须至少提前18个月申请;申请直接入学学习谢菲尔德大学工程课程的学生,至少13个月前申请,并且又有在工业方面12个月的实践经验,大部分矿业专业的课程也提出类似的要求。
[4]在伦敦大学,无论申请校外生还是校内生,首先向大学评议委员会的大学入学委员会秘书处提出申请,然后到相关学院、系申请注册;地方大学学生可直接向大学注册处申请;在牛津、剑桥大学直接向学院申请,负责大学入学申请的是高级辅导教师或入学指导教师(admission tutor)。
[5]在1944-1976年,英国中等学校实行“三轨制”的教育制度。学生参加完11岁国家考试后进行分流,分别进入文法学校、技术学校和现代学校。文法学校学生的未来目标是成为国家精英,16岁参加普通教育证书 O-level考试;技术学校重点开设工业和科学课程,学生未来的目标是成为科学家、工程师和技师,地位和文法学校大致相同:现代学校的学生人数尽管占学生总数的70%,但在人们的印象中它是“三轨制”教育的最底层,培养目标是技工和普通的劳动者,开始是不需要考试的,后来参加学校的证书考试也仅证明学生在校学习到15岁。
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[2]陶尼(R.H.Tawney)在《论平等》(Equality)中有这样的描述:“虽然身处不利的环境,才智较为聪明的蝌蚪是有可能告诉自己稍安勿燥,因为它们总是可以想到一桩事实:同类的大多数就将这样终其一生,永远就是蝌蚪,但总有幸运的一批,有朝一日,它们的口肚必将变大,然后敏捷地跳上陆地,回首向先前故友哇呜蛤蛤,说是它们凭着这些长处、凭着那些手段,凭此得以从蝌蚪蜕变成为青蛙。对于社会抱持着如是的概念,不妨称之为“蝌蚪哲学”(the Tapole Philosophy),在其之下,社会性的罪恶,如果还能够让人得到安慰,也就剩下‘卓越的个人,可以成功地逃避社会性罪恶啊'之类的想法。……这岂非是说,秀异权柄之使用,再高贵也只能是推挤攀爬上岸,但绝口不提、视而不见、知而不想自己方当登陆之时,正是众多同伴行将灭顶之日!”
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[1]高级职业教育证书(AVCE)也被称为职业A-level。
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[2]最早由29个欧洲国家于1999年在意大利博洛尼亚提出的欧洲高等教育改革计划,该计划的目标是整合欧盟的高教资源,在2010年以前实现欧洲高教和科技一体化。这也是欧洲一体化的具体内容之一。
[1]由肯特大学、格林威治大学和肯特伯雷基督教大学合作组成。
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[1]樊大跃.融会贯通普职教育的“工具”--英国学业分换算体系简介[J]中国职业技术教育.2006(5),51-53。
[1]Blackstone,T.Qualifying for Success:The response to the Qualifications and Curriculum Authority Advice[R].London:DfEE,1998.
[2]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P140-141.
[1]Higher Education funding Council for England.Information on Quality and Standards in Higher Education:Final Report of the Task Group[R].Bristol:HEFCE,2002.
[1]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P36.
[2]“‘真的公平吗?'项目”(Fair Enough? Project)是英国大学联合会(Universities UK)为配合政府到2010年英国高等教育参与率达到50%的目标,改革高校招生制度,让所有的人都有公平的机会接受高等教育而实施的一个项目,其目标是通过使招生过程更加公开、透明,使对申请人能否顾利完成学业的评价标准更加客观,从而改进高校招生人员和管理人员的工作,使他们做出的录取决定更加公平。常用的客观标准有:自我管理能力、独立学习和工作能力、学习动机、对所学专业的兴趣和与他人合作的能力。
[3]Universities UK.Fair Enough7 Wider access to university by identifying potential to succeed[R].London:Universities UK,2003,P7.
[4]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P36.
[5]根据英国《残疾人保护法》(Disability Discrimination Act,简称DDA)28T款的规定,招生人员必须考虑申 请人的残疾情况,如果原录取安捧会使残疾人明显处于不利状况时,须作出合理的调整。但《残疾人保护法》确实允许高等院校在某些合理的情况下可以对残疾人有歧视性安排(如保持学术标准)。
[1]空档年或者叫间隔年、延迟年(gap year),是指中学毕业后间隔一段时间(通常是一年)才进入高等院校学习的制度。它最早起源于20世纪90年代的牛津、剑桥大学,当时,这两所大学招生时除对A-levels证书考试的成绩提出要求外,还必须参加学校自行组织的大学入学考试,在考试之后大约有9个月的时间才能入学,大学鼓励学生利用这段时间去了解世界、从事公益活动。现在越来越多的国家有空档年的制度安排。一般来说,学生在空档年的安捧是把增长见识的旅游与工作结合起来或者从事公益工作,如英国哈里王子空档年2004年就是到非洲当志愿者。
[1]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P42-43.
[1]Higher Education funding Council for England.Schooling effects on higher education achievement:further analysis-entry at 19[R].Bristol:HEFCE,2005.
[2]Organisation for Economic Co-operation and Development.Education at a Glance:OECD Indicators[R].Paris:OECD,2003,P48-49.
[3]Davies,R.and Elias,P.Droping Out:A Study of Early Leavers from Higher Education.Research Report 386[R].London:Department for Education and Skills,2003.
[1]Universities and Colleges Admissions Service.Paving the Way:Project Report[R].Cheltenham:UCAS,2002.
[1]“教育协作联盟”(Compacts)是高等院校与中等学校或延续教育学院之间签订的一种协作教育协议,主要目的是提高中学生对于大学的兴趣和让他们了解高等教育。通常要求学生参加他们的一些活动、完成一定量的家庭的作业,帮助他们为进入高等院校学习做好准备,如果合作学校的学生达到项目要求的目标,大学对于合作学校的学生予以优先录取。
[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
[1]罗素大学集团(The Russell Group)成立于1994年,由19所英国研究型的大学组成,包含了所谓的金三角名校,被称为英国的常春藤联盟,代表了英国的优秀大学。与美国的常春藤盟校不同的是,他们都是由国家资助的。其目的是要代表这些机构的观点、游说政府国会、提出研究报告来支持它的立场。罗素集团名称的由来,是因为这20所院校的校长,每年春季固定在伦敦罗素广场旁的罗素饭店举行研究经费会议而得名。该集团关心的焦点在于提升研究、增加学校收入、招聘最优秀的教职员与学生、降低政府干预及提倡大学合作等。
[2]科英布拉(Coimbra)集团是部分欧洲大学组成的一个联盟,1985年葡萄牙科英布拉大学700周年校庆时成立,并因此而得名。科英布拉集团现有39个成员,除了科英布拉大学,还包括英国的牛津、剑桥、爱丁堡、德国的哥廷根、海德堡、耶拿、法国的蒙彼利埃、里昂、意大利的博洛尼亚、帕多瓦、西班牙的巴塞罗纳、格兰纳达、荷兰的格罗宁根、莱顿、奥地利的格拉茨、瑞士的日内瓦、瑞典的乌普萨拉、挪威的卑尔根、捷克的布拉格、匈牙利的布达佩斯以及比利时的鲁汶天主教大学、希腊的萨洛尼卡亚里斯多德大学等大学。由于其成员都是欧洲最古老、也最有声望的大学,科英布拉集团在欧洲高等教育和学术界有很大的影响。
[3]Cambridge Admissions Office.Aplying to Cambridge:Advice for teachers,tutors and HE advisers[R].Cambridge:Cambridge Admissions Office,2007.
[1]开放申请是指不是申请剑桥大学具体的某一个学院,大学招生人员可以根据申请人具体情况将其申请转交某一学院。
[2]剑桥大学制定了《剑桥英国和欧共体学生特殊入学方案》,规定了对于来自处境不利群体家庭的学生和教育环境不利的学生的录取救济政策。
[1]高级拓展证书(AEAs)是按照普通教育证书高级水平科目的标准设计的,目的是为A-levels课程学习成绩特别优秀的学生提供展现其逻辑和批判思维能力和超过A-levels要求的专业能力。
[1]Cambridge Admissions Office.The University of Cambridge Access Agreement with the Office for Fair Access(OFFA)[R].Cambridge:Cambridge Admissions Office,2007.
[1]经济资助的对象限于英国本国学生。留学生的收费一般都比较高(特别是欧盟以外国家的学生),学校要求他们必须有可靠的财力确保他们完成整个学业。对于欧盟以外的学生只设一小部分奖学金。
[1]Higher Education Funding Council for England(HEFCE).Young Participation in Higher Education[R].Bristol:HEFCE,2005.
[1]University of Sheffield.Access Agreement[R].Sheffield:University of Sheffield,2005,P6-7
[1]University of Sheffield.Widening Participation Strategy,2005-2010[R].Sheffield:University of Sheffield,2005.
[1]University of Sheffield.Access Agreement[R].Sheffield:University of Sheffield,2005.
[1]London City University.Admissions Code of Practice[R].London:Admissions Office,City University,2007.www.city.ac.uk/admissions/code/index.html 2007-4-8
[1]City University,London.Access Agreement 2006-2011[R].London:City University,London,2005.
[1]按照英国国家统计数据的社会经济阶级分层方法,4-7阶层为社会低阶层
[2]Office for National Statistics.Socia-economic classification of working age population[R].London:Office for National Statistics,2003.
[1]Open University.Brief History of the OU,2006.www.open.ac.uk 2007-4-23
[2]Open University.Becoming a Student Study outside the UK,2006.www.open.ac.uk 2007-4-23
[3]Open University.About the OU:The purpose of the OU,2006.www.open.ac.uk 2007-4-23
[4]全国学术认证委员会(CNAA)在1965-1992年期间是英国学位认证机构,对多科性技术学院和其他不具备大学地位的高等教育学院的学生授予学位,当这些学院取得大学地位后,CNAA被解散。
[1]http://www3.open.ac.uk/sesame/archive2.aspx?m=12&y=2006 2007-04-23
[1]开放大学的有些课程只采用课程作业的评价方式,没有考试,但这些课程通常为第一级水平课程。对于可以取得荣誉学位和研究生课程不能只采用课程作业的评价方式。
[1]QAA.Review Reports:Open University[R].Quality Assurance Agency for Higher Education,2005,P4.
[1]Jeremy Tunstall.The Open University Opens[M].London:Routledge & Kegan Paul Ltd,1974,P47.
[2]Open University.About the OU:The purpose of the OU,2006.www,open.ac.uk 2007-4-23
[3]BBC News.OU sees rise in younger students,2 August 2005.http://news.bbc.ac.uk 2007-4-23
[1]The OU.Widening Participation Strategy 2003-2006[R].The Open University,2003.http://www.open.ac.uk/widening-participation/P3 2.shtml.2007-06-26
[2]The OU.The University strategic plan:Plans for Change 2002-2012[R].The Open University,2002.http://www.oPen.ac.uk/widening-participation/P3 2.shtml.2007-06-26
[1]“平等挑战组织”成立于2001年,资助单位为高等教育同业协会(GuildHE)、英国大学联合会(Universities UK)、英格兰高等教育拨款委员会、威尔士高等教育拨款委员会、北爱兰学习与就业部和苏格兰拨款委员会。其主要使命是对英国高等院校提供资助,帮助他们实现教职工和学生的潜力,不管他们种族、性别、 有无残疾、性倾向、宗教信仰和年龄都能从中受益,并促进高等院校和社会的发展。
[2]The OU.Widening Participation Strategy 2003-2006[R].The Open University,2003.http://www.open.ac.uk/widening-participation/P3_2,shtml.2007-06-269
[1]Pierre Bourdieu.The forms of capital,in J.G Robinson(ed) Handbook of Theory and Research for the Sociology of Education[M].New York:Greenwood Press,1986,P244.
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[3]政府补贴性贷款(means tested grants)主要用于支助家境不利的学生,以保障他们不会因经济原因而失去接受教育的机会。
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[1]Blackburn,R and Jarman,J.Changing Inequalities in Access to British Universities[J].Oxford Review of Education,1993(19:2),P197-215.
[2]Bourdieu,P and Passeron,JC.The Inheritors:French Students and their Relation to Culture[M].Chicago:University of Chicago Press,1979.
[1]OECD.Economics and Finance of Lifelong Learning[R].Paris:Organization for Economic Co-operation and Development.
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[1]Brooks,R.'My mum would be as pleased as punch if I actually went,but my dad seems a bit more particular about it':Paternal involvement in young people's higher education choices[J].British Educational Research Journal,2004(30:4),P 495-514.
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[1]BBC.伊顿公学.BBC 中国 http://www.bbc.co.uk/china/studyintheuk/story/2006101/060117 eton college.shtml 2007-10-1
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[1]基础编码技术(grounded coding techniques)是质性研究方法的一种,它是由二位社会学者Barney Glaser 与Anselm Strauss开发出来的,.是质性研究中广泛使用的一种研究法。它主要将现象作系统性的数据收集。并藉系统化整理分析,藉由数据归纳发展并建立理论。这种研究方法具有如下特点:其一,适切性(fit),;其二,了解(understanding):其三,.推广性(generality):其四,控制(control)。因此,它是可系统化将访谈内容归纳为各项主题,易于访谈、整理、分析、比较,得到忠实反映现象的研究方法。
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[3]玻璃天花板效应(Glass Ceiling Effect)现象发生的起源,是来自上个世纪80年代,欧美主流社会中的外来移民,尤其亚洲人只能担任低层职务,或者做到相对高位后便再难晋升,无法进入核心决策层,就像玻 璃天花板抬头可见,却难以突破(You can see through but not get through)。之后便引申到现在的”玻璃天花板”理论。由于性别、种族、社会经济阶层、学业成就等方面的差异,在高等教育机会和选择上好像被一层玻璃挡着,可望而不可及。“玻璃天花板”将社会经济不利群体家庭的学生隔离在高等教育阶梯的底层。同时,这样的社会和心理因素也不自觉地阻碍了他们自我实现与对高等教育的期望。
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[1]Diane Reay,Miriam E.David and Stephen Ball.Degrees of Choice:Social Class,Race and Gender in Higher Education[M].London:Trentham Books,2005,P29.
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[4]政府补贴性贷款(means tested grants)主要用于支助家境不利的学生,以保障他们不会因经济原因而失去接受教育的机会。
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[6]包括非全日制和年龄在21-30岁首次进入高等院校学习的学生。
[1]在英国延续教育(further education)并不是我们通常所说的“继续教育”,为了不至于混淆,我们把其称为“延续教育”。因为“继续教育”一词应为英文continuing education,它与延续教育有不同的意义,而与“成人教育”(adult education)、“终身教育”(permanent education),以及“回流教育”(recurrent education)意义相近、重迭,可是并不完全等同。在英国“延续教育”是正式学制的一部分,而我们通常所说的“继续教育”则非学制内的教育。由于英国学制特殊,在十六岁中学毕业后,到进入高等教育之前,中间间隔的两年也属延续教育,在英国又称为“第三级教育”(Tertiary education),这是相对于小学的初等教育,或第一级教育(Primary education),以及中学的中等教育,或第二级教育(Secondary education)而言的。在其它国家,第三级教育大都指涉大学的高等教育,而英国的高等教育则是第四级教育了。
[2]Diane Reay,Miriam E.David and Stephen Ball.Degrees of Choice:Social Class,Race and Gender in Higher Education[M].London:Trentham Books,2005,Ⅷ.
[3]在下发的教育部通函168号中,正是接受《诺伍德报告》的建议,取消学校证书考试。
[4]于钦波.杨晓.中外大学入学考试制度比较与中国高考制度改革[M].成都:四川教育出版社,2000,P283.
[1]Mordechai Feingold.History of Universities[M].Oxford:Oxford University Press,2005,P76.
[1]Mordechai Feingold.History of Universities[M].Oxford:Oxford University Press,2005,P76-130.
[2]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984.
[3]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965
[4]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,1959(Vol.7,No.2),P140-148.
[1]祝怀新.英国基础教育[M].广州:广东教育出版社,2003,P76-98.
[2]Ridder-Symoens,Hilde de Ridder-Symoens.A History of the University in Europe:Volume 1,Universities in the Middle Ages[M].Cambridge:Cambridge University Press,2003,P171.
[3]于钦波.杨晓.中外大学入学考试制度比较与中国高考制度改革[M].成都:四川教育出版社,2000,P131-133.
[4]盛晓娜.王蕴秋.中英高校招生制度比较与借鉴[J].外国教育研究.2006(11),P51-54
[5]陈晓云.中外高校招生制度比较与研究[J].比较教育研究.2003(4),P25-28
[6]胡甲刚.梁金有.英国大学入学考试制度的特色及借鉴[J].教学与管理,2000(2).P76-77
[7]何家军.英国高校招生管理体制及运作模式研究[J].教育与考试.,2007(2),P34-44.
[8]张金元.英国和挪威高校招生制度的特点及启示[J].高等教育研究,2005(9),P106-109.
[1]Department for Education and Empioyment/Department of Education Northern Ireland/Welsh Office(DfEE/DENI/WO).Qualifying for Success:A consultation paper on the future of post-16 qualifications[R].London:DfEE,1997.
[1]Louise Archer.Merryn Hutchings.Alistair Ross.Higher Education and Social Class[M].London:RoutledgeFalmer,2003,P1.
[2]Annette Hayton.Anna Paczuska.Access,Participation and Higher Education[M].London:Kogan Page Limited,2002,Pix.
[3]詹鑫.英国高校改革:学生资助与教育参与[J].比较教育研究,2004(4),P59-63.
[1]王璐,,孙明.英国大学生学费与资助政策改革及启示[J].比较教育研究,2006(7),P52-57.
[1]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,1959(Vol.7,No.2).P140-145.
[2]于钦波.杨晓.中外大学入学考试制度比较与中国高考制度改革[M].成都:四川教育出版社,2000,P21.
[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P1.
[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
[1]Sandra M.Harris.Factors Influencing.Factors Influencing Pursuit of Higher Education:Validating a Questionnaire[Z].Paper presented at the 1998 Annual Meeting of the Mid-South Educational Research Association,New Orleans,LA,1998,P35-39.
[2]Fink,A.,& Kosecoff,J.How to conduct surveys:A step-by-step guide[M].Newbury Park,CA:SAGE Publications,1985,P26.
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[1]基础编码技术(grounded coding techniques)是质性研究方法的一种,它是由二位社会学者Barney Glaser 与Anselm Strauss开发出来的,.是质性研究中广泛使用的一种研究法。它主要将现象作系统性的数据收集,并藉系统化整理分析,藉由数据归纳发展并建立理论。这种研究方法具有如下特点:其一,适切性(fit),;其二,了解(understanding):其三,.推广性(generality):其四,控制(control)。因此,它是可系统化将访谈内容归纳为各项主题,易于访谈、整理、分析、比较,得到忠实反映现象的研究方法。
[2]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
[3]HEFCE publications.Higher Education in the United Kingdom,2005.www.hefce.ac.uk/oubs/hefce/2007-10-26
[1]"Students rate university courses" http://news.bbc.co.ulc/l/hi/education/4265802.stm BBC News,21 September 2005.2007-1-7
[1]顾明远.教育大辞典[Z]上海教育出版社1998,1997,P873.
[2]顾明远.教育大辞典[Z]上海教育出版社,1998,P413.
[1]有国内学者译为“第六学级”。笔者认为译为“中六学级”比较恰当。根据英国的学制,英国义务教育共11年,前6年为小学,自5岁入学,11岁毕业,后5年为中学,年龄涵盖11岁至16岁。以年级来划分,小学一年级为year 1,小二为year 2,依序到小六year 6.中学一年级则称form 1,或称7年级year 7,中二则为form 2,或称8年级year 8,依序到中五form 5,或称11年级year 11,至此中等教育第一阶段毕业,完成义务教育。在中等教育第一阶段毕业到进入大学之间,亦即16-18岁两年的阶段,称为“延续教育”(Further Education),因延续中五之后的教育,故称“中六”,不过要学习两年的课程,都叫做中六,为了区分,第一年称为lower sixth form,第二年称为uper sixth form。
[2]QCA.New A levels:Successors to VCEs.London:QCA,2004.http://www.qca.org.uk/11997.html.2007-10-22
[1]A.Griffiths.Secondary School Reorganization in England and Wales[M].Routledge & Kegan Paul.London.1971,P92.
[1]祝怀新.英国基础教育[M].广州:广东教育出版社,2003,P2.
[1]英国教育与技能部.http://jdsqjy.ijd.cn/articleview/2005-7-29/articleview133.htm[4]DFES,14-
[2]14-19 Education and Skills White Paper.http://www.dfes.gov.uk/publications/14-19 educationandskillsl/docs/14-19Whitepaper.doc.2007-10-22
[1]英国教育部长的名称在各个时期称谓不尽相同。1944年8月3日至1964年3月31日间称为教育部长(Ministers of Education);1964年4月1日至1993年7月5日间称为教育和科学大臣(Sccrctarics of State for Education and Scicnce);1993年7月6日至1995年7月4日间称为教育大臣(Secretaries of State for Education);1995年7月5日至2001年6月8日间称为教育与就业大臣(Secretaries of State for Education and Employment);2001年6月9日至今称为教育与技能大臣(Secrctaries of State for Education and Skills)。英国教育部长的不同称谓与英国教育部名称的几度更改密不可分,期间教育部长的职权范围也有所变化。本文出于表述方便和人们的习惯,一律将他们称之为教育大臣。
[1]Annette Hayton & Anna Paczuska.Access,Participation and Higher Education:Policy and Practice[M].London:Kogan Page,2002,P1.
[1]John Lawson and Harold Silver.A Social History of Education[M].London:Melthuen & Co Ltd,1973,P30.
[2]Willis Rudy.The University of Europe,1100-1914[M].Associated University Presses,1984,P86.
[1]王承绪、徐辉.战后英国教育研究.南昌:江西教育出版社,1992,P268
[2]Annette Hayton & Anna Paczuska.Access,Participation and Higher Education:Policy and Practice[M].London:Kogan Page,2002,P3
[1]许明.英国高等教育发展研究[M].辽宁师范大学出版社,1998,P53.
[2]王锭蕊.从英国高等教育双重制的兴衰看我国高等教育大众化的制度选择[J].江苏高教,2003(5),P111-113.
[3]世界教育报告,1993(R).联合国教育、科学及文化组织出版,1994,P144.
[1]HEFCE publications.Higher Education in the United Kingdom,2005.www.hefce.ac.uk/pubs/hcfce/2007-10-28
[1]Department for Education and Skills.The Future of Higher Education,2003.http://www.dfes.gov.uk/hegateway/strategy/hestrategy/pdfs/DfES-Higher Education.pdf 2007-10-28
[1]Wikipedia,the free encyclopedia.British Universities.http://en.wikipedia.arg/wiki/British_universities 2007-10-22
[1]Open University.Brief History of the OU.http://www.opcn.ac.uk/about/ou/p3.shtml 2007-10-28
[2]"Students rate university courses" http://news.bbc.co.uk/1/hi/education/4265802.stm BBC News,21 September 2005.2007-1-7
[1]Gerald Higginbottom.Going for Higher Education:A Guide to Moving on,Moving up with Better Qualifications[M].Oxford:How to Books Ltd,1999,P2.
[1]Gerald Higginbottom.Going for Higher Education:A Guide to Moving on,Moving up with Better Qualifications[M].Oxford:How to Books Ltd,1999,P4
[1]Scott,P.Triumph or retreat,in The State of UK Higher Education,eds D Warner and D Palfreyman[M].Buckingham:SRHE.Open University Press,2001,P5.
[2]National Audit Offiee(NAO).Widening Participation in Higher Education in England[R].London:HMSO,2002.
[3]Higher Education Funding Council for England(HEFCE).Suply and Demand in Higher Education[R]. Bristol:HEFCE'2001.
[1]包括非全日制和年龄在21-30岁首次进入高等院校学习的学生。
[2]2004年由英国教育与技能部发起,与英格兰高等教育拨款委员会一道采取一系列措施,旨在扩大高等教育参与,特别是来自非传统背景、少数族裔的学生以及残疾学生的计划。这项计划试图整合高等院校、延续教育学院、中等学校(包括中六学院)和职业咨询服务中心等相关机构的力量,扩大高等教育参与。
[3]Bynner,John,Dolton,Peter,Feinstein Leon,Makepiece,Gerry,Malmberg.Lars and Woods,Laura.Revisiting the Benefits of Higher Education:a Report by the Bedford Group for Lifecourse and Statistical Studies,Institute of Education[R].HEFCE:Bristol(April),2003.
[4]WP projects currently suported by the TLRP.http//www.tlrp.org 2007-10-28
[1]因一名成绩优异的公立学校女学生劳拉·思朋斯申请牛津大学摩德林学院医学专业没被录取而引发的关于高等教育公平问题争论的事件。劳拉是这所公立学校中六学级100名毕业生中唯一申请牛桥(Oxbriage)大学的毕业生,她和其他22名申请者都具有10科成绩为A~+的GCSE和A-level(预估成绩为A)证书,成绩发榜后5科A-level成绩均为A(地理、英语、生物、化学、综合),面试后校方以劳拉不具学习医学的潜力为由没有录取劳拉,后被美国哈佛大学录取并提供6,500英镑的奖学金。财政部长格登·布朗批评牛津大学精英主义的思维方式,认为是“十足的丑闻”,劳拉受到了歧视,她是陈旧面试制度的牺牲品.劳拉就学的学校校长认为劳拉没被录取的主要原因是因为劳拉来自英格兰东北部(落后地区)的公立学校.由此引起媒体和社会各界的激烈争论。
[2]Chancellor attacks Oxford admissions[N].BBC News,22 May 2000.http://news.bbc.co.uk/1/hi/education/764141.stm
[1]The Higher Education Statistics Agency(HESA).Higher Education Student Enrolments and Qualifications Obtained at Higher Education Institutions in he United Kingdom for the Academic Year 2005/06[R].http://www.hesa.ac.uk/ 2007-3-16
[1]Review of widening participation research:addressing the barriers to participation in higher education,A report to HEFCE by the University of York,Higher Education Academy and Institute for Access Studies,July 2006.http://www.hefec.ac.uk/pubs/rdreports/2006/rd13_06/2007-3-17
[1]“按邮编所在地资助方案”(Postcode Premium)是对高等教育参与率低于全国平均水平的地区的学生进行额外资助的方案,目的是提高这些地区的高等教育参与率。
[2]DfES.Post-16 Learning:Participation in High Education,http://www.dfes.gov.uk/trends /index.cfm?fuseaction=home.showChart&cid=4&iid=23&chid=892007-3-17
[1]Coffield,F.Breaking the Consensus:lifelong learning as social control[J].British Educational Research Journal,,1999(25:4),P79-500.
[1]Quicke,J.Reflexivity,community and education for the learning society[J].Curriculum Studies,1997(5:2),P139-161.
[2]NIACE.Widening Participation:Routes to a learning society[R].NIACE Policy Discussion Paper,1994.
[3]FEU.Paying their way:the experiences of adult learners in vocational education and training in FE Colleges[R].London:Further Education Unit,1993
[4]Otterrson,E.Lifelong learning and challenges posed to European labour markets[J].European Journal of Education,2004(39:2),P 151-157
[1]Wwtson,D and Bowden,R.Why did they do it? Conservatives and mass higher education[J].Journal of Education Policy,1999(14:3),P485-502.
[2]Callender,C.Changing Student Finances:Income,expenditure and the take-up of student loans among full and part-time higher education students in 1998/99,research report TT215[R],DfES,London,2000.
[1]Young,M.Reconstructing qualifications for FE:towards a system for the twenty-first century,in FE and Lifelong Learning:Realigning the sector for the twenty-first century,eds A Green and N Lucas,Bedford Way Papers[R].London:Institute of Education,1999.
[1]Connor,H and Dewson,S.Social Class and Higher Education:Issues affecting decisions on participation by lower social class groups,DfEE Research Report RR267[R],DfEE,London,2001.
[1]Mordechai Feingold.History of Universities[M].Oxford:Oxford University Press,2005,P76.
[2]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,1959(Vol.7,No.2),p.140-148.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England.London:Longmans,Green & Co Ltd,1965,p1
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P3
[1]欧洲中古时期设立的大学,都有国王或教皇的许多特许权利,其中之一就是对「往来符契、关税、人口税」的豁免。例如海德堡大学在创办时就得到过一纸许可令:该校师生人等,于来往途中,“经过吾所有属地,无论在任何情况下,均不必担负任何义务,并免除扣留、土货税、杂税、入口税,及其它各种需要之事”。学校人员来往,须有此特许权利。当时教师常有一种教师通行律(jus ubique docendi)的保障,可以在各处游学。而事实上,就是大学本身,也是流动的。各地君王争取大学迁往该处,指定城邑,提供给学校安家落户,并有上文所述各项礼遇优惠措施。欧洲大学之所以能形成独立的学术王国,便与这一段历史有关。
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P5
[2]The Report of Her Majesty's Commissioners apointed to inquire into the State,Discipline,Studies and Revenues of the University of Oxford[R],1852,P 57.(O.U.C.Report,1852)
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green & Co Ltd,1965,P1
[2]W.S.Fowler.The Origin of the General Certificate[J].British Journal of Educational Studies,Voi.7,No.2,1959.P140.
[3]W.Whewell.Of a Liberal Education,1845,P169.对18-19世纪剑桥大学的考试方法有一个概括性的描述。
[1]Stray C.The ShiR from Oral to Written Examination:Cambridge and Oxford 1700-1900,in Assessment in Education:Principles,Policy & Practice[M].London:Routledge,part of the Taylor & Francis Group,2001,P.33-50,.
[2]Lawson,J.and Silver,H.A Social History of Education in England[M].Methuen,1973,p257
[3]H.Latham:On the Action of Examinations Considered as a Means of Selection[M].Cambridge:Bell and Sons,1877,P148-149.
[1]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P11
[2]第一级公共考试有三层含义:第一,指牛津大学学士学位初试(Honour Moderations or Mods),在字士字位课程前半段举行,对部分课程(如古典课程)进行测试,为配合考试学位课程开设这些科目,但直到毕业才会记入总成绩。第二,初级考试(Moderations)。第三,预备考试(Preliminary examinations)。通常初级考试与预备考试意思没有什么差异,都指课程学习前或学习前期的考试,这些考试与开设的课程没有关系。这三种考试统称为“第一级公共考试”。它是参加“第二级公共考试”即学士学位课程毕业考试的基础。
[1]E.Copleston.A Reply to the Calumnies of The Edinburgh Review against Oxford,Containing on Account of Studies Pursued in that University[R],1810.
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[1]Bonamy Price.Suggestions for the Extension of Professorial Teaching in the University of Oxford[M].Oxford,1850,P25-31
[2]Bonamy Price.Suggestions for the Extension of Professorial Teaching in the University of Oxford[M].Oxford,1850,P16-17
[1]J.R.Tanner(ed).The Historical Tegister of the University of Cambridge to the year 1910[M].Cambidge:Cambridge University Press,1917,P989-90.
[2]《诺斯考特-特里维廉报告》最早于1854发布在议会文件汇编(Parliamentary Papers,1854,volume ⅹⅹⅶ).但现在收录在《富尔顿报告》(Apendix B of the‘Fulton Report',Cmnd 3638,June 1968.)
[1]Charles Darwin.On the Origin of Species by Means of Natural Selection,or the Preservation of Favoured Races in the Struggle for Life[M].London:Murray,1859,P92.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P42
[2]英国自由党政治人物,曾任财政大臣(1863-1874)和内政大臣(1873-1874)。
[3]格莱斯顿(1809-1898),英国政治家,曾作为自由党人四次出任英国首相(1868-1874、1880-1885、1886及1892-1894)。
[4]Edgar Norman Gladden.Civil Services in the United Kingdom,1885-1967[M].London:Frank Cass & Co.Ltd,1967,P1.
[1]张跃发,刘养洁.民族国家与世界经济1500-1900[M].北京:时事出版社,1999,P142
[2]陈友义.试论19世纪中期英国文官制度改革[J].嘉应大学学报,2003,(1),P90-93
[3]House of Commons.Report on the Permanent Civil Service,together with a Letter from THE REV.B.JEWWET[R].London:George.E.Eyre & William Spottiswoode,1854.
[1]陈友义.试论19世纪中期英国文官制度改革(J).嘉应大学学报,2003(1),P90-93.
[1]阎照祥.英国政治制度史[M].北京:人民出版社,1999,P359.
[1]House of Commons.Report on the Permanent Civil Service,together with a Letter from THE REV.B.JEWWET[R].London:George.E.Eyre & William Spottiswoode,1854,PI3.
[1]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P13.
[2]公学是指英国的私立学校,公学虽然被称为“Public School”,但不表示是由政府设立的,只是表示学校可以公开招生,而不限于特定的宗教、种族或地区的孩子。拥有悠久历史的英国公学培养出的学生大多是英国各领域的精英,而且学费十分昂贵,普通人无法负担。
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[1]根据1868年汤顿委员会的报告的说法,当时普遍不重视女子教育。但是也有为数极少的个人或组织在女子教育方面具有远见和开明之举,如家庭女教师协会于1848年建立的伦敦女王学院就培养出像多萝西娅”比尔(后来成为切尔滕纳姆女子学院的校长)、弗朗茜·巴斯(后来成为北伦敦女子学院学校的校长)等教育家。
[2]J.Booth.Examination the Province of the State,or the outlines of a Practical System for the extension of National Education[M].London:Parker,1847,P9.
[3]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P45.
[1]Cambridge University Examinations Syndicate Regulations for 1858[R].London:T.D.Acland:op.cit.P213.
[2]Lawton,D.The Politics of the School Curriculum[M].London:Routledge and Kegan Paul,1980,P88.
[3]A.Abbott.Education for Industry and Commerce in England[M].Oxford:Oxford University Press,1933,P5-22.
[1]皇家艺术学会的全称是促进艺术、制造业和商业发展皇家学会(Royal Society for Encouragement of Arts,Manufactures and commerce,简称RSA)。设立于1754年,1847年,被授予皇家特许状。对于皇家艺术学会最为人们称道的获取就是它所设立的皇家艺术学会考试委员会所开展的卓有成效的工作,为英国职业资格证书考试制度建立做出重要贡献,但于1997年并入OCR考试中心。
[2]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longraans,Green& Co Ltd,1965,P76.
[1]1864至1868年政府成立了汤顿委员会(Taunton Commission),对于中学教育进行调查,1868年提出的报告指出中等学校整体办学质量不高、发展不均衡、捐资的举办的文法学校存在滥用捐资、全国13所女子学校过少等问题,建议在现有文法学校的基础上建立国家中等教育制度。
[2]皇家中等教育委员会,即布赖斯委员会对《汤顿委员会报告》以来,中等教育的发展情况进行调查,调查的范围既包括中等教育现状也涉及小学和技术教育,于1895年提出报告。政府接受了报告的大部分建议,成立了教育委员会,接管原教育部,科学与艺术部和慈善委员会有关教育的功能成为初等、技术和中等教育的中央教育行政机构。《1899年教育委员会法》和《1902年教育法》后,经过一个世纪的半推半就,英国政府终于同意承担起国家教育的全部职责。
[1]D.Masson.London University and London Colleges and Schools of Science(J).Macmillan's Magazine,1867,(11),P427
[1]University of London.University of London School Examinations Board,1908-1991.31 volumes,74 bundles,5boxes,http://www.aim25.ac.uk/cgi-bin/search27coll id=2094&inst id=142007-04-15
[2]University of London Regulations for Matriculation[R],November 1839.
[3]斯密斯.英国教育[M].中国台北:开明书店,1968,P5.
[1]这些职能是根据1898年国会《伦敦大学法案》任命的委员会为伦敦大学制定的条例里规定的职能。
[2]伦敦大学中学考试委员会的年度考试章程里对此有明确的表述(cd.6004,p383-87)。
[3]伦敦大学中学考试委员会的年度考试章程(cd.6004,p384)。
[4]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,P59.
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Lid,1965,P61.
[2]J.A.Perch.Fifty Years of Examining:The Joint Matriculation Board,1903-1953[M].London:Harrap,1953,P20.
[3]J.A.Perch.Fifty Years of Examining:The Joint Matriculation Board,1903-1953[M].London:Harrap,1953,P21-22.
[1]L.Banks.Parity and Prestige in English Secondary Education[M].London:Toutledge and Kegan Paul,1955,P95.
[1]建议是由1931年《学校证书考试报告》提出,提出这个报告的是1931年由中等学校考试委员会任命的一个小组对于政府授权的8个学校证书考试进行调查提出的报告。
[1]R.J.Montgomery.Examinations:An account of their evolution as administrative devices in England[M].London:Longmans,Green& Co Ltd,1965,PI35.
[1]University of London General Certificate of Education Subject Reports,Summer1960;Apendix;Note on the Development of Matriculation Requirements of the University[R],P168.
[1]Ridder-Symoens,Hilde de Ridder-Symoens.A History of the University in Europe:Volume 1,Universities in the Middle Ages[M].Cambridge:Cambridge University Press,2003,P171.
[1]Broadfoot,P.Assessment,Schools and Society[M].London:Nethuen,1979,P34.
[1]Reginald R.Dale.From School to University[M].London:Toutledge,2003,P2.
[1]Hartog,P.J.Examinations And Their Relation To Culture And Efficiency[M].London:Constable And Company Ltd,1918,P10.
[1]在下发的教育部通函168号中,正式接受《诺伍德报告》的建议,取消学校证书考试。
[2]Examinations in Secondary Schools[R].The second Report of the Secondary School Examinations Council,1952.
[3]根据《1944年教育法》,组建中央教育行政管理部门教育部,取代原来教育委员会的职能。
[1]中五学级指11年级,学生年龄大约在16岁。
[2]The New Examination[N].The Times Educational Suplement,15 January 1949,P35.
[3]Reginald R.Dale.From School to University[M].London:Routledge and Kegan Paul Ltd,2003,P2.
[1]曼切斯特大学允许16岁的男生入学,利物浦大学男女生的入学年龄都是16.5岁,布里斯托大学接受17.9岁学生入学。
[2]各大学的规定有所不同。伦敦大学是20岁;诺丁汉大学是21岁。
[3]对于直接入学(direct entry)的学生有一些特殊要求,如想直接进入伯明翰大学医学课程二年级学习的学生必须至少提前18个月申请;申请直接入学学习谢菲尔德大学工程课程的学生,至少13个月前申请,并且又有在工业方面12个月的实践经验,大部分矿业专业的课程也提出类似的要求。
[4]在伦敦大学,无论申请校外生还是校内生,首先向大学评议委员会的大学入学委员会秘书处提出申请,然后到相关学院、系申请注册;地方大学学生可直接向大学注册处申请;在牛津、剑桥大学直接向学院申请,负责大学入学申请的是高级辅导教师或入学指导教师(admission tutor)。
[5]在1944-1976年,英国中等学校实行“三轨制”的教育制度。学生参加完11岁国家考试后进行分流,分别进入文法学校、技术学校和现代学校。文法学校学生的未来目标是成为国家精英,16岁参加普通教育证书 O-level考试;技术学校重点开设工业和科学课程,学生未来的目标是成为科学家、工程师和技师,地位和文法学校大致相同:现代学校的学生人数尽管占学生总数的70%,但在人们的印象中它是“三轨制”教育的最底层,培养目标是技工和普通的劳动者,开始是不需要考试的,后来参加学校的证书考试也仅证明学生在校学习到15岁。
[1]Floud.J.Halsey.A.and Martin.F.Social Class and Educational Oportunity[M].London:Heinemann,1956,P42-62.
[2]Central Advisory Council for Education.Crowther Report[R].HMSO,1959,P15-18.
[1]Broadfoot,P.Assessment,Schools and Society[M].London:Nethuen,1979,P40.
[2]陶尼(R.H.Tawney)在《论平等》(Equality)中有这样的描述:“虽然身处不利的环境,才智较为聪明的蝌蚪是有可能告诉自己稍安勿燥,因为它们总是可以想到一桩事实:同类的大多数就将这样终其一生,永远就是蝌蚪,但总有幸运的一批,有朝一日,它们的口肚必将变大,然后敏捷地跳上陆地,回首向先前故友哇呜蛤蛤,说是它们凭着这些长处、凭着那些手段,凭此得以从蝌蚪蜕变成为青蛙。对于社会抱持着如是的概念,不妨称之为“蝌蚪哲学”(the Tapole Philosophy),在其之下,社会性的罪恶,如果还能够让人得到安慰,也就剩下‘卓越的个人,可以成功地逃避社会性罪恶啊'之类的想法。……这岂非是说,秀异权柄之使用,再高贵也只能是推挤攀爬上岸,但绝口不提、视而不见、知而不想自己方当登陆之时,正是众多同伴行将灭顶之日!”
[3]Tawney,R.H.Equality[M].London:George Allen & Unwind,1951,P105
[1]Lawson,J.and Silver,H.A Social History of Education In England[M].London:Methuen,1973,P444.
[2]Lesley.Pugsley.The University Challenge:Higher Education Markets And Social Stratification[M].London:Ashgate Publishing,Ltd,2004,P13.
[1]学校委员会(the Schools Council),是1964年由教育大臣签署设立的。它接管了原来中等学校考试委员会和课程研究小组承担的英国课程和考试管理的职能。1969年进行体制改革,注册为非盈利的慈善团体。1970年,成为独立运作的半官方组织,其运作经费由中央政府和地方政府平均分担。1983-1984年度,其职能又被学校课程发展委员会和中等学校考试委员会取代。1984年,停止运行。
[2]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P56.
[1]Proposals for the Curriculum and Examinations in the Sixth Form[R].Schools Council and Standing Conference on University Entrance.Joint Working Party on Sixth-form Working Party,1969.
[2]Schools Council.16-19:Growth and Response,2.Working Paper 46[R].London:Evans/Methuen,1973.
[3]Schools Council.Preparation for Degree Courses.Working Paper 47[R].London:Evans/Methuen,1973.
[1]Schools Council.Examinations at 18-plus:Resource implications of an 'N' and 'F' curriculum and examination structure.Examinations Bulletin 38[R].London:Evans/Methuen,1978.
[2]Standing Conference on University Entrance.The Universities' Views on the 'N' and 'F' Proposal[R].London:Evans/Methuen,1979.
[3]Standing Conference on University Entrance.The Universities' Views on the 'N' and 'F' Proposal[R].London:Evans/Methuen,1979.
[4]Oxford and Cambridge Schools Examinations Board.The 'N' and 'F' Proposals:Comments on the report to the Schools Council[R],December,1978.
[1]National Union of Teachers(NUT).The Butler-Briault Proposals:Commentary and Policy Statement[R],June 1970.
[1]Schools Council.Arguments for a Common System of Examining at 16-plus.Examinations Bulletin 23[R].London:Evans/Nethuen,1971.
[2]Jo Mortimore,Peter Mortimore.Secondary School Examinations:'the helpful servants,not the dominating master'[M].London:the Institute of Education,University of London,1984,P65.
[3]Cambridge University Local Examinations syndicate.Examinations at 16-plus:Summary of the Syndicate's Comments on the Report to the Schools Council[R].London:Evans/Methuen,February 1976.
[1]Mike Tomlinson.Inquiry into A-level Standards[R].London:Room124,Caxton House,Tothill Street,2002,P27.
[2]资格证书与课程局官方网站 http://www.Qca.Org.uk/3657.html.2007-05-08
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[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
[1]高级职业教育证书(AVCE)也被称为职业A-level。
[2]DfEE.Guaranteeing Standards:A consultation paper on the structure of awarding bodies[R].London:DfEE,1997.
[1]于钦波,杨晓.中外大学入学考试制度比较与中国高考制度改革[M].成都:四川教育出版社,2000,P229.
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[1]Higher education funding Council for England(HEFCE).Higher Education.in the UK[R].Bristol:HEFCE http://www.hefce.ac,uk/pubs/hefce/2005/05-10/.pdf.2007-3-11
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[2]UCAS.UCAS Corporate Business Plan August 2006-July 2009 http://www.ucas.com/higher/about/CBP_2006-9.doc,2007-3-12.
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[1]李振全,陈霞.英德法三国高等教育国际化政策比较研究.科技进步与对策,2004(11),p31
[2]最早由29个欧洲国家于1999年在意大利博洛尼亚提出的欧洲高等教育改革计划,该计划的目标是整合欧盟的高教资源,在2010年以前实现欧洲高教和科技一体化。这也是欧洲一体化的具体内容之一。
[1]由肯特大学、格林威治大学和肯特伯雷基督教大学合作组成。
[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P10.
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[1]“标准链接”(standards-base linkages)来自于之前一项研究里提出的“互相衔接的制度”的概念,这项研究是20世纪90年代后期关于在英格兰和苏格兰建立统一的教育和培训制度研究的一部分(Rafle et al.1008)。
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[1]Blackstone,T.A-level Curriculum Will Guarantee Standards[N].Blackstone,DFEE Press Release 125/99,19March.
[2]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P81-99.
[3]一门A-level课程分为6个模块,每个模块的考试时间为75分钟至90分钟,一门课程考试的总时间为7个小时至9个小时之间。
[1]Warwick Mansell.Exams system faces its Waterloo[N].TES.2006-6-30
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[1]Blackburn,R and Jarman,J.Changing Inequalities in Access to British Universities[J].Oxford Review of Education,1993,19(2),P197-215.
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[1]Diane Ready.Miriam E,David and Stephen Ball.Degrees of Choice:social Class,Race and Gender in Higher Education[M].Stoke-on-Trent:Trentham Books,P2.
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[1]Department for Education and Skills(DfES).GCE/VCE A/AS and Equivalent Examination Results in England,2005/06(Revised).http://www.dfes.gov.uk/rsgateway/DB/SFR/s000703/index.shtml.
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[1]Payne,J and Callender,C.Student Loans:who borrows and why?[R].London:Policy Studies Institute,1997.
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[1]Davies,R.and Elias,P.Droping out:A Study of Early Leavers from Higher Education[R].Research Brief 386.London:EfES,2003.
[1]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P44.
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[1]Mike Baker.The holy grail of admissions[N].The Times Educational Suplement(TES),3 March,2006.
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[1]Universities and Colleges Admissions Service(UCAS).The Official Universities and Colleges Guide:06 Big Guide[M].Cheltenham:UCAS,2006,P17.
[2]Ann Hodgson,Ken Spouts.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
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[1]UCAS.Analysis of Offers involving Curriculum 2000 Quanlifications for 2002 Entry.NJCC/02/13[R],Cheltenham.2003.
[1]樊大跃.融会贯通普职教育的“工具”--英国学业分换算体系简介[J]中国职业技术教育.2006(5),51-53。
[1]Blackstone,T.Qualifying for Success:The response to the Qualifications and Curriculum Authority Advice[R].London:DfEE,1998.
[2]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P140-141.
[1]Higher Education funding Council for England.Information on Quality and Standards in Higher Education:Final Report of the Task Group[R].Bristol:HEFCE,2002.
[1]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P36.
[2]“‘真的公平吗?'项目”(Fair Enough? Project)是英国大学联合会(Universities UK)为配合政府到2010年英国高等教育参与率达到50%的目标,改革高校招生制度,让所有的人都有公平的机会接受高等教育而实施的一个项目,其目标是通过使招生过程更加公开、透明,使对申请人能否顾利完成学业的评价标准更加客观,从而改进高校招生人员和管理人员的工作,使他们做出的录取决定更加公平。常用的客观标准有:自我管理能力、独立学习和工作能力、学习动机、对所学专业的兴趣和与他人合作的能力。
[3]Universities UK.Fair Enough7 Wider access to university by identifying potential to succeed[R].London:Universities UK,2003,P7.
[4]Steven Schwartz.Fair admissions to higher education:recommendations for good practice[R].London:Admissions to Higher Education Steering Group,2004.P36.
[5]根据英国《残疾人保护法》(Disability Discrimination Act,简称DDA)28T款的规定,招生人员必须考虑申 请人的残疾情况,如果原录取安捧会使残疾人明显处于不利状况时,须作出合理的调整。但《残疾人保护法》确实允许高等院校在某些合理的情况下可以对残疾人有歧视性安排(如保持学术标准)。
[1]空档年或者叫间隔年、延迟年(gap year),是指中学毕业后间隔一段时间(通常是一年)才进入高等院校学习的制度。它最早起源于20世纪90年代的牛津、剑桥大学,当时,这两所大学招生时除对A-levels证书考试的成绩提出要求外,还必须参加学校自行组织的大学入学考试,在考试之后大约有9个月的时间才能入学,大学鼓励学生利用这段时间去了解世界、从事公益活动。现在越来越多的国家有空档年的制度安排。一般来说,学生在空档年的安捧是把增长见识的旅游与工作结合起来或者从事公益工作,如英国哈里王子空档年2004年就是到非洲当志愿者。
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[1]Higher Education funding Council for England.Schooling effects on higher education achievement:further analysis-entry at 19[R].Bristol:HEFCE,2005.
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[3]Davies,R.and Elias,P.Droping Out:A Study of Early Leavers from Higher Education.Research Report 386[R].London:Department for Education and Skills,2003.
[1]Universities and Colleges Admissions Service.Paving the Way:Project Report[R].Cheltenham:UCAS,2002.
[1]“教育协作联盟”(Compacts)是高等院校与中等学校或延续教育学院之间签订的一种协作教育协议,主要目的是提高中学生对于大学的兴趣和让他们了解高等教育。通常要求学生参加他们的一些活动、完成一定量的家庭的作业,帮助他们为进入高等院校学习做好准备,如果合作学校的学生达到项目要求的目标,大学对于合作学校的学生予以优先录取。
[1]Ann Hodgson,Ken Spours.Beyond A Levels Curriculum 2000 and the Reform of 14-19 Qualifications[M].London:Kogan Page Ltd,2003,P139.
[1]罗素大学集团(The Russell Group)成立于1994年,由19所英国研究型的大学组成,包含了所谓的金三角名校,被称为英国的常春藤联盟,代表了英国的优秀大学。与美国的常春藤盟校不同的是,他们都是由国家资助的。其目的是要代表这些机构的观点、游说政府国会、提出研究报告来支持它的立场。罗素集团名称的由来,是因为这20所院校的校长,每年春季固定在伦敦罗素广场旁的罗素饭店举行研究经费会议而得名。该集团关心的焦点在于提升研究、增加学校收入、招聘最优秀的教职员与学生、降低政府干预及提倡大学合作等。
[2]科英布拉(Coimbra)集团是部分欧洲大学组成的一个联盟,1985年葡萄牙科英布拉大学700周年校庆时成立,并因此而得名。科英布拉集团现有39个成员,除了科英布拉大学,还包括英国的牛津、剑桥、爱丁堡、德国的哥廷根、海德堡、耶拿、法国的蒙彼利埃、里昂、意大利的博洛尼亚、帕多瓦、西班牙的巴塞罗纳、格兰纳达、荷兰的格罗宁根、莱顿、奥地利的格拉茨、瑞士的日内瓦、瑞典的乌普萨拉、挪威的卑尔根、捷克的布拉格、匈牙利的布达佩斯以及比利时的鲁汶天主教大学、希腊的萨洛尼卡亚里斯多德大学等大学。由于其成员都是欧洲最古老、也最有声望的大学,科英布拉集团在欧洲高等教育和学术界有很大的影响。
[3]Cambridge Admissions Office.Aplying to Cambridge:Advice for teachers,tutors and HE advisers[R].Cambridge:Cambridge Admissions Office,2007.
[1]开放申请是指不是申请剑桥大学具体的某一个学院,大学招生人员可以根据申请人具体情况将其申请转交某一学院。
[2]剑桥大学制定了《剑桥英国和欧共体学生特殊入学方案》,规定了对于来自处境不利群体家庭的学生和教育环境不利的学生的录取救济政策。
[1]高级拓展证书(AEAs)是按照普通教育证书高级水平科目的标准设计的,目的是为A-levels课程学习成绩特别优秀的学生提供展现其逻辑和批判思维能力和超过A-levels要求的专业能力。
[1]Cambridge Admissions Office.The University of Cambridge Access Agreement with the Office for Fair Access(OFFA)[R].Cambridge:Cambridge Admissions Office,2007.
[1]经济资助的对象限于英国本国学生。留学生的收费一般都比较高(特别是欧盟以外国家的学生),学校要求他们必须有可靠的财力确保他们完成整个学业。对于欧盟以外的学生只设一小部分奖学金。
[1]Higher Education Funding Council for England(HEFCE).Young Participation in Higher Education[R].Bristol:HEFCE,2005.
[1]University of Sheffield.Access Agreement[R].Sheffield:University of Sheffield,2005,P6-7
[1]University of Sheffield.Widening Participation Strategy,2005-2010[R].Sheffield:University of Sheffield,2005.
[1]University of Sheffield.Access Agreement[R].Sheffield:University of Sheffield,2005.
[1]London City University.Admissions Code of Practice[R].London:Admissions Office,City University,2007.www.city.ac.uk/admissions/code/index.html 2007-4-8
[1]City University,London.Access Agreement 2006-2011[R].London:City University,London,2005.
[1]按照英国国家统计数据的社会经济阶级分层方法,4-7阶层为社会低阶层
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[1]Open University.Brief History of the OU,2006.www.open.ac.uk 2007-4-23
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[4]全国学术认证委员会(CNAA)在1965-1992年期间是英国学位认证机构,对多科性技术学院和其他不具备大学地位的高等教育学院的学生授予学位,当这些学院取得大学地位后,CNAA被解散。
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[1]开放大学的有些课程只采用课程作业的评价方式,没有考试,但这些课程通常为第一级水平课程。对于可以取得荣誉学位和研究生课程不能只采用课程作业的评价方式。
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[1]“平等挑战组织”成立于2001年,资助单位为高等教育同业协会(GuildHE)、英国大学联合会(Universities UK)、英格兰高等教育拨款委员会、威尔士高等教育拨款委员会、北爱兰学习与就业部和苏格兰拨款委员会。其主要使命是对英国高等院校提供资助,帮助他们实现教职工和学生的潜力,不管他们种族、性别、 有无残疾、性倾向、宗教信仰和年龄都能从中受益,并促进高等院校和社会的发展。
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[3]政府补贴性贷款(means tested grants)主要用于支助家境不利的学生,以保障他们不会因经济原因而失去接受教育的机会。
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[3]玻璃天花板效应(Glass Ceiling Effect)现象发生的起源,是来自上个世纪80年代,欧美主流社会中的外来移民,尤其亚洲人只能担任低层职务,或者做到相对高位后便再难晋升,无法进入核心决策层,就像玻 璃天花板抬头可见,却难以突破(You can see through but not get through)。之后便引申到现在的”玻璃天花板”理论。由于性别、种族、社会经济阶层、学业成就等方面的差异,在高等教育机会和选择上好像被一层玻璃挡着,可望而不可及。“玻璃天花板”将社会经济不利群体家庭的学生隔离在高等教育阶梯的底层。同时,这样的社会和心理因素也不自觉地阻碍了他们自我实现与对高等教育的期望。
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