印度工程技术教育发展研究

发布时间：2018-02-04 02:34

  本文关键词： 印度 工程技术 工程技术教育　出处：《西南大学》2012年博士论文　论文类型：学位论文

【摘要】：作为专业高等教育的重要组成部分,印度工程技术教育发端于近代殖民地时期。随着印度独立,联邦政府高度重视以工程技术教育兴国,以此实现真正意义上的国家独立。国家层面由上至下的大力推动,20世纪80年代末的经济自由化改革,加之上世纪80年代世界范围的高等教育改革及私立高等教育的大发展,这三大因素使印度工程技术教育取得巨大发展,并形成层级分明、结构完备的工程技术教育体系。涌现出印度理工学院,印度科学学院、印度管理学院等世界一流大学。工程技术教育的大发展不仅使印度近年来经济增长率持续保持在9%左右,也使其综合国力得到全面提升。对于一个多人口,多民族、多种族、多宗教且始终冲突不断的发展中国家而言,可说是一个奇迹。 中国与印度同为世界文明古国,都拥有古老悠久的历史文明与多元的灿烂文化,皆在近代经历苦难深重的殖民侵略。而今两国同为崛起中的发展中人国,共处经济转型之中,面临诸多共性问题。相似的国情使两国高等教育也面临许多共同问题,如促进高等教育入学机会与提升质量的压力、公共经费紧张与高等教育扩充问的矛盾,高等教育结构火衡引发的毕业生就业难等。因而对印度高等教育发展进行研究可对我国带来更具意义的启示。基于两国的相似性,及在世界政治经济格局中的影响力量,近年米在两方研究界有一派学者从中长期战略的角度提出并论证印度在发展经济实力的政策与措施方面,将赶上并超过中国。此后,“龙象之争”的对比一直方兴朱艾。基于两国相似性及印度的强势发展,我们需要向印度学习并借鉴其先进之处,促进我国高等教育的发展。 国内学界在外国高等教育研究方面多以欧美发达国家为研究对象,鲜有涉及印度高等教育,对其进行深度解忻的研究则少之又少。我国高等教育历经30多年改革发展,已建立起学科门类齐全,教育教学质量较高,规模强人的高等教育体系。但在发展中仍存在不少问题,尤其在专业高等教育领域,尚存有许多发展困境。印度工程工程技术教育发展的成功经验,或失败教训,无疑都对我国有重要启示意义及借鉴作用。国内高教界尚无人对此进行系统研究,这成为本研究的立论基础。 本论文以印度工程技术教育为研究对象,在第一章中,以印度宗教教育及文化发展为背景,探析印度教育与工程技术教育发展的历史脉络。根据办学主体、办学形式、学科结构等特征,将其发展分为殖民地时期,独立后至20世纪80年代末期,80年代至今三个主要发展阶段。在萌芽阶段的殖民地时期,工程技术教育具有规模小且质量无从保障的特征；在第二阶段,工程技术教育具有国家战略调控的特征；在第二阶段,具有国家与市场因素影响强大且私立工程技术教育异军突起的特征。纵向回顾基础上,以横向视角从类型、规模与质量三方面分析印度工程技术教育现状：印度工程技术教育机构拥有层级分明的四类院校——印度理工学院、国立技术学院、邦立工程技术院校和私立工程技术院校；机构规模和学生规模皆高度发展；教师质量、生源情况、基础设施及经费状况和毕业生就业情况存在巨大差异。根据教育从宗教性到世俗性,及工程技术教育从隐性性到显性的发展历程展现其发展全景。 第二章分析归纳印度工程技术教育特征。着重论证国家性,教育机构的多样性,管理结构的分权性,人才培养体系的独特性四大特征。在国家性特征中,国家始终扮演主体决定性角色,市场需求及高等教育系统自身发展需要都处于次要地位；在工程技术教育机构多样性特征中,印度工程技术教育体现着精英教育与大众教育并行,学位教育与学历教育共存的特点；在管理结构的分权性中,因印度政治体制的民主分权性,使工程技术教育具有独特管理体制,政府与高等教育间由中介组织进行连接。在高校内部,施行分权管理体制,确保高校自治权并极力营造学术独立和学术自由氛围,最大程度发挥教师与学生活力；在人才培养体系独特性中,探讨了严苛的招生选拔制度,多元的专业设置与课程体系和工程技术教育的国际化。此四大特征保证了印度工程技术教育的全面多元发展,使其取得巨大成就。 第三章剖析印度工程技术教育存在的四大问题。即工程技术教育教育的失衡性发展,表现在教育质量两级分化严重,学位结构不平衡,教育机构地区性分布数量的不平衡几个方面；工程技术教育系统师资整体性紧缺；管理体制缺乏灵活性,着重探析高等教育附属制对工程技术教育发展的校级影响；工程技术教育领域失业与人才外流问题严重。这四大问题严重影响印度工程技术教育的更好发展。 第四章以国家、市场、高教系统学术三角模型深入研究印度工程技术教育发展中各影响因素的力量及程度,形成四类不同教育机构的发展动力机制模型。得出在工程技术教育发展过程中,国家因素为内驱动力,市场因素为显性动力,高等教育系统为隐性动力的结论。但在不同类型的教育机构中,三者的关系格局又有所不同,同时几类教育机构发展的不同时期三者关系格局具有动态变化特征。辅之以三重螺旋模型集中深度解析国家、市场、高教系统三因素构成的动力机制模型所引发的各种问题,并指出修正的途径。 第五章得出印度工程技术教育发展对我国高等教育改革的启示：建立多元高等教育质量监控体系；寻求全面教育政策支持；加快高等教育国际化发展；建立合理有序的高等教育生态环境；高等教育的学术性与职业性并重；引入分权式民主化管理体制；私立教育与公立教育并行；促进国家、市场与高等教育系统三螺旋共同上升。
[Abstract]:As an important part of higher education, India engineering technology education originated from the colonial period. With the independence of India, the federal government attaches great importance to education engineering education, in order to achieve a real sense of independence. Vigorously promote national level from top to bottom, the economic liberalization reform at the end of 1980s, the world development in 80s the last century, the reform of higher education and private higher education, these three factors make India engineering technology education has made great development, and the formation of hierarchical structure, complete the engineering education system. The emergence of the Indian Institutet of Technology, India Academy of Sciences, India Institute of management and other world-class universities. The development of engineering education not only makes India in recent years the rate of economic growth continued to remain at around 9%, the comprehensive national strength has been fully upgraded. For more than a It is a miracle that the population, multi ethnic, multi ethnic, multi religious and constantly conflicting developing countries are concerned.
China and India with the ancient civilizations in the world, has a long history of ancient civilization and splendid culture are diverse, in the modern experience of colonial aggression in deep distress. Now the two countries with the development of the rise of people's coexistence of economic transition, facing many common problems. A similar situation between the two countries is also facing a lot of higher education common problems, such as the promotion of higher education opportunity pressure and improve the quality of the public funds, and asked the contradiction of higher education expansion in higher education structure, fire scale caused by the difficult employment of graduates. So the development of India higher education research can bring more meaningful enlightenment to our country. Based on their similarity, and political and economic situation in the world influence in recent years, in the two party research community is a scholars from the long-term strategic perspective and argues that India in the development of the economic strength of the government In terms of policies and measures, will catch up with and surpass the China. Since then, "thedragonandelephant" Zhu AI. Two similar Fangxing has been strong development and based in India, we need to learn from India and learn from its advanced, promote the development of higher education in China.
Domestic scholars in the study of foreign higher education in developed countries as the research object, rarely involved in India higher education, to carry out research on the analytic depth is less and less. Higher education in China after 30 years of reform and development, has established a wide range of disciplines, the teaching quality of higher education, the scale of the higher. Education system. But there are still many problems in the development of higher education, especially in the professional field, there were many difficulties. The successful experiences of India engineering technology in the development of education, or failure, for I will undoubtedly state-owned heavy and reference significance. Domestic higher education there is no systematic study of this. A theoretical basis for this research.
This paper takes India engineering education as the research object, in the first chapter, taking India religious education and cultural development as the background, the history of India education and engineering technology education development. According to the school principal, school form, subject structure characteristic, divides the development into the colonial period, after independence to the end of the 1980s since 80s, the three main stages. At the early stage of the colonial period, engineering education has the characteristics of small scale and quality without guarantee; in the second stage, engineering education has the characteristics of national strategic regulation; in the second stage, with characteristics of state and market factors and strong private engineering education in the A new force suddenly rises. on the basis of the review. The longitudinal, transverse to the view from the type, size and quality of the three aspects of analysis of the status quo of India Engineering Education: India Engineering Technology Education Press Structure has four colleges: Indian Institutet of Technology hierarchy, National Institute of technology, state engineering institutions and private engineering colleges; student organization scale and scale all height development; the quality of teachers, students, infrastructure and financial situation and the employment situation there is a huge difference. According to the education from the religious to the secular, and engineering education from the development of dominant recessive to show its development panorama.
The second chapter analyzes India engineering education. It emphasizes the national characteristics, the diversity of educational institutions, decentralization of management structure, the unique system of the four major characteristics of talent training. In the national character, the state always play the main decisive role, market demand and the system of higher education development needs in a secondary position; in the mechanism of engineering education diversity, India engineering and technology education embodies the elite education in parallel with the mass education, characteristics of degree education and degree education coexist; in the decentralized management structure, because of the India Democratic Decentralization of political system, the engineering education has a unique management system, government and higher education by intermediary organizations connected. In Colleges and universities, the implementation of decentralized management system, to ensure that the university autonomy and academic independence and freedom to create atmosphere, the largest The extent of activity of teachers and students; the personnel training system is unique, discusses the strict enrollment system, the internationalization of diverse professional setting and curriculum system and engineering education. The four features to ensure India engineering technology education comprehensive and diversified development, which has made great achievements.
The third chapter analyzes the four major problems of India engineering technology education. The imbalance of development of education engineering education, serious in the two stage differentiation of the quality of education, degree structure imbalance, the imbalance of several aspects of regional distribution of the number of educational institutions; system engineering technology education teachers overall shortage; management system lacks the flexibility, focus on the university affiliated system of higher education on the development of engineering education; engineering education in the field of unemployment and serious brain drain problem. The four major issues affecting the better development of India engineering education seriously.
In the fourth chapter, the state, market, research strength and degree of the influence factors of India engineering technology in the development of education in higher education system, academic triangle model, model development dynamic mechanism of the formation of four different types of educational institutions. In the development process of engineering and technology education in the country, for internal drive, market factors as the dominant power. Higher education system as a recessive power of conclusion. But in different types of educational institutions, the pattern of the relationship between the three is different, and development of several types of educational institutions in different periods of the relationship between the three patterns with dynamic characteristics. Complemented by three spiral model on the depth analysis of state, market, various problems caused by the model the dynamic mechanism of the three factors constitute the system of higher education, and points out that the correct way.
The fifth chapter draws inspiration from India engineering technology education on the development of higher education reform in China: to establish the quality control system of multiple higher education; to seek a comprehensive education policy support; accelerate the development of the internationalization of higher education; to establish a reasonable and orderly ecological environment of higher education; higher education academic both with occupation; introducing decentralized democratic management system public education and private education; parallel; promote the national market, and the higher education system of three common spiral rising.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G649.351

【引证文献】

中国期刊全文数据库 前1条

1 沙洁;徐子闻;朱琳玲;;应用型大学数据库学科实践教学体系探索[J];计算机教育;2014年05期

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