伯克利代写Assignment:研究领域

2017-05-05 01:58

我们可以看看，并决定我们可以把高等教育作为一个研究领域？辩论又回来了。当我们审视高等教育的时间线时，我们认识到1994之前的许多变化，以及在1994之后的情况。1994年底，南非共有36所高等教育机构，这是建立在种族和民族的特征线和高校之间的明显区别（21）和技术学院（15）经济合作与发展组织（2008）。新的线条将被绘制或被绘制远离那些过去。大学现在开始看到更大的画面。所有机构都想成为卓越中心。有人选择成为创业大学等虚拟大学。问题是，我们如何成为高等教育的专家，如果没有专门的高等教育作为一个研究领域。讲师准备如何满足组织目标？Nzimande，（2009:3）关于高等教育和培训系统的关键特征进行谈判。”…HET系统将由制度基础是多样化、差异化以及被概念化为一个完整的、连贯的整体，有意义的学习途径是在机构和工作场所的教育培训形式的发展支持。”Nzimande（2009:3）负责这些学习途径发展高等教育的人从业人员。这对高等教育机构的所有讲座都提出了挑战，以应对高等教育部长在主题政策发展中所面临的挑战。高等教育的其他学科，包括但不限于高等教育管理和领导，规划和发展，研究，过渡研究（工作场所，学习场所和工作场所）。我认为以下可能是高等教育研究的领域。技能发展绿皮书（1997）旨在发展一套透过教育培训及就业服务促进经济及就业增长及社会发展的综合技能发展系统。如果没有人在研究高等教育，我们可能永远不会发现这意味着什么，因此高等教育机构可能永远无法提供政府所建议的服务。
伯克利代写Assignment:研究领域
What can we look at and decide that we can take higher education as a field of study? The debate comes back again. When we look at the time line of higher education we recognise many changes with time before 1994 and the situation after 1994. By 1994, there were in south Africa 36 higher education Institutions, which were structured along racial and ethnic lines and characterised by a sharp distinction between universities (21 ) and technikons (15) OECD,(2008). New lines would be drawn or are being drawn away from those of the past. Universities are beginning to see the bigger picture now. Where all institutions want to become centres of excellence. Some have chosen to become entrepreneurial university and other virtual universities. the question remains, how we become specialists in higher education if there is no specialisation in higher education as a field of study. How are the lecturers prepared to meet the organisational objectives? Nzimande, (2009:3) talks about the key features of higher Education and Training System. "…the system of HET will be supported by an institutional base that is both diverse and differentiated as well as being conceptualized as an integrated and coherent whole in which meaningful learning pathways are developed across institutional and workplace education and training forms." Nzimande (2009:3) the people responsible for the development of these learning pathways are the higher education practitioners. This sets out a challenge to all lectures at Higher Education Institutions to engage in research in order to address the challenges that the minister of higher education talks about in the topic policy development. Other disciplines in higher education would include but not restricted to higher education management and leadership, program planning and development, research, transition studies (workplace to learning place and learning place to workplace). I view the following as possible areas of research in higher education. The green paper on Skills development (1997) aimed to develop an "integrated skills development system which promoters economic and employment growth and social development through a focus on the education training and employment services". if no one is doing research on higher education we may never find out what this means and therefore higher education institutions may never be able to provide the service as suggested by the government.
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