墨尔本代写assignment:社会公平与全球化的高等教育

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  • 墨尔本代写assignment:社会公平与全球化的高等教育

    2007年,杰姆斯写了一篇文章叫做“大量社会公平,全球化的高等教育环境:拓宽进入大学,它的主要目的是评估高等教育的社会公平,尤其是在澳大利亚主要集中在农村和城市地区低社会经济地位背景和土著人悬而未决问题。至于文章的结构,主要分为5个部分。第一部分,公平的概念及其在高等教育中的重要地位。第二部分是对国际高等教育参与模式的简要介绍。接下来是对澳大利亚社会公平问题的比较详细和比较分析。在接下来的部分,笔者以墨尔本大学为例,论证了优秀社会契约的挑战。第五部分是本文的主体部分,并对澳大利亚高等教育公平的六个误区进行了消解。这六个神话包括扩大参与将提高股权,免费或低成本将提高高等教育公平,提高股权涉及访问的障碍清除,责任与高校解决公平问题,扩大参与会降低标准或较低的保留率和完成率,学生可以选择在高等教育的学术价值。在五部分的基础上,笔者建议采取大胆的继子以推进澳大利亚高等教育公平的条件,提供一系列的想法。这些步骤分为七个方面,分别详细阐述了它们的合理性。同时,笔者认为,澳大利亚应该在国际学生中形成一种新的公平观念,因为越来越多的澳大利亚大学的学生来自国外。
    综上所述,笔者认为,以重振其股权的话语从而形成一个新的全国范围的研究特别是国家应该股权集中在这些人的社会经济地位较低的背景下,农村地区与当地人对澳大利亚是很有必要的。同时,作者也坚信,澳大利亚在经历了一些困难之后,将能够在世界范围内恢复其高等教育的声誉。

    墨尔本代写assignment:社会公平与全球化的高等教育

    In the year of 2007, James wrote an essay called ‘Social Equity in a mass, globalized higher education environment: the unresolved issue of widening access to university’ and its main purpose is to evaluate the social equity of higher education in Australia especially focused on people from low social-economic status backgrounds in rural and metropolitan areas and Indigenous people. As to the structure of the essay, it mainly separates into 5 parts. The first part is about the concept of equity and its importance in higher education. The second part is brief introduction to the international patterns of participation in higher education. The following part is to analyze the social equity issue in Australia in a quite detailed and comparative way. In the next part, the author takes the University of Melbourne as an example to show these challenges of the excellence-equity social contract. The fifth part is the main part of this essay and the author dispels six myths that surround equity of access of higher education in Australia. These six myths include expanding participation will improve equity, free or low cost higher education will improve equity, improving equity involves the removal of barriers to access, the onus is with universities to resolve equity problems, widening participation will lower standards or lower retention and completion rates, and students can be selected for higher education on academic merit. On the basis of part five, the author recommends to take bold stepson so as to provide a series of ideas on the conditions for advancing equity of higher education in Australian. These steps are separated into seven aspects and the author explains their rationality respectively and in a detailed way. At the same time, the author holds such an idea that Australia should develop a new concept of equity among international students because more and more students in Australian universities are from foreign countries. 
    In a summary, the author thinks that it is quite necessary for Australia to re-invigorate its equity discourse so as to forming a new national scoping study on equity of access especially the nation should focuses on these people with low social-economic status background and rural areas together with local people. At the same time, the author holds quite strong belief that Australia will be able to recover its reputation in higher education all over the world after going through a few troubles. 

    毋庸置疑,高等教育的社会公平在社会公平中的地位越来越重要。在高等教育的社会公平的意义可以从宏观和微观的角度来看(Coates &克劳斯,2005)。从宏观上看,高等教育的社会公平在很大程度上与政府的政策制定密切相关。众所周知,高等教育的社会公平是一个典型的话题,它可以为个人和组织创造社会变革。对个人而言,高等教育的社会公平可以为他们提供良好的机会,提高他们的技能,以相应的方式提高他们的生活质量。对于一个组织,他们可以充分利用知识经济为生存在同行业竞争激烈(奥斯汀& Oseguera,2004)。从微观角度看,高等教育的社会公平是整个社会普及教育的有效途径,这是非常有利于个人发展的整个生命(克兰西& goastellec,2007)。从这两个方面来看,研究高等教育的社会公平问题是十分重要和有意义的。
    在澳大利亚高等教育社会公平的大背景下,对社会经济地位概念不足的社会学问题应给予足够的重视。换句话说,在澳大利亚shoulsssd高等教育的社会公平的研究使社会经济地位的概念考虑全面。首先,社会经济地位较低的人相比,具有较高社会经济地位的人获得高等教育的机会很小。其次,澳大利亚中央政府应采取相应措施,保障社会经济地位低下的人的利益,从而创造一个更平等的社会。