改革人事档案“终身”制之我见

随着社会主义市场经济的发展和干部人事制度的改革,人事档案管理的“终身”制已越来越不适应新形势发展的需要。对此,笔者建议,可以借鉴法国《档案法》的有关规定,允许人事档案有一定的封闭期。同时,建立人事档案的多种形式,即一人一生可以只有一份人事档案,也可以有多份人事档案,也可以没有人事档案。     

抗战时期陕甘宁边区的国民教育

陕甘宁边区的教育经历了曲折的探索过程,从旧教育模式到创立自己的教育模式,由强迫教育到尊重群众的自愿与需要,由包办到民办公助,形成了具有鲜明时代特色的教育体制。、国民教育培养出的毕业生成为社会的有用之才,提高了陕甘宁边区文化程度,培养了大量专门人才。抗战时期陕甘宁边区的教育从抗战的环境和边区的实际出发,坚持教育同抗战、同社会、同生产劳动相结合的方针,为抗战培养人才,消除了群众中的文盲、迷信、不卫生的习惯,解决了群众生产和生活中的实际问题,既推动了边区教育事业的发展,也但排了边区经济、社会的进步,为抗战作出了重要贡献。     

Local Markets and the Polarization of Public-Sector Schools in England and Wales

Notwithstanding the recent change of government, UK educational policy continues to stress school performance tables, parental choice and competition – reflecting an acceptance by New Labour of Tory notions concerning the role that market mechanisms play in improving school performance. In view of the 1997 Education White Paper's insistence that the new government's goal was to 'overcome the spiral of disadvantage … passed from one generation to the next', this implies that the DfEE remains unimpressed by long-standing arguments concerning the socially-divisive consequences of market forces in education.
This paper seeks to add empirical weight to this debate. Arguing that recent analyses of aggregate levels of social stratification have masked polarization occurring at the local level, our analysis places schools in the context of the local markets within which they operate. This yields clear evidence that educational markets tend to exacerbate existing differences between schools in terms of both their performance and social status.     

Does specific demographic education change young people’s opinions about reproduction? The case of Serbia

Population education is one of the strategic measures to encourage giving birth in low-fertility Serbia. The expected result is that such education may have an effect on reproductive intentions and overall people behavior. This study explores the thoughts about reproduction of three different student groups from the University of Belgrade, whereas their specific knowledge about demography ranges from basic to very good. The intention was to clarify whether awareness and knowledge about demographic problems change attitudes on reproduction of future highly educated people. The study was performed via a survey that was conducted among: Demography students, who have studied demographic phenomena for at least 3 years, students who have taken only one course in demography during their studies and students who have not acquainted themselves with demographics throughout their studies. It is based on the students’ views of ideal, desired and expected family size, on an evaluation of factors that affect reproduction, on identifying other beliefs relevant for future reproduction, as well as on a discussion with Demography students. Demographic education did not show to be an essential factor of differentiating reproductive norms of students. “Collective rationality” and a reflection of the economic crisis on reproductive intentions are dominant student responses.     

Evaluations of diaries and GPS-enabled trackers to plot young peoples’ geographies – asking the participants what they think

Insights into the personal geographies of young people can be gained in many ways, but there is not always a focus on the effectiveness of the methodologies used, through a comparison of the different approaches, nor is there often an examination of how the participants in the study perceive the effectiveness of the research methods. Two methodologies are explored in this study: self-completion mobility diaries and the wearing of global positioning system-enabled tracking devices. The study focuses on the perceptions of the teenage school student respondents in the study (n?=?15) with relation to the user friendliness, the perceived accuracy, and the ease with which travel patterns can be recreated from the data. The participants were able to evaluate the two methodologies and to make judgements on the criteria provided. We argue that participants can contribute significantly to post-research methodological reflection.     

‘Talking Itself Out of a Political Future’: Education and Australian Army Engagement with Papua New Guinean Independence, 1966–72

The Australian Army, while having a long association with Papua New Guinea after the Second World War and before independence in 1975, is often conceptualized as a small player in the decolonization process, of interest to scholars because of its cost and potential threat to democratic government. This article examines the Army’s education programme and associated policies in the decade before independence to argue that the institution was acutely aware of looming decolonization, and actively sought to create a national Papua New Guinean military by repurposing policies originally designed to serve Australia’s defence needs, in particular through ‘civic’ education. It embarked on this path without direction from the Department of Territories. While the results of ‘civic’ education are difficult to determine, this article shows that the Australian Army was engaged in the profound shifts occurring around it in Papua New Guinea.