◎ 中研院發布高教政策建議書記者黃進福／臺北報導
中研院昨日發布《高等教育與科技政策建議書》，建議政府應強化「經濟」與「科技」及「人才」3個層面間的鏈結，並建立兼顧環境與健康及社會公平正義的決策模式，方能使臺灣邁向永續發展。
學術研究擔負引領政策走向與形塑社會議題的責任，中研院針對學術發展相關及社會關切的重要議題，由院長翁啟惠遴聘院士及國內外相關領域專家學者組成小組，共同研究討論，並出版報告，提出周延的政策建議，供政府施政參考。
昨日發布《高等教育與科技政策建議書》，書中開宗明義指出，臺灣經濟發展困境在於人才供需失衡、產業結構過度集中且附加價值低、科技發展未顧及產業需求等 問題。建議政府應檢討高等教育發展，規劃不同類型及層級的評鑑體系，聚焦於學術機構的社會貢獻，同時發展技職體系特色、落實公務與研教體系分軌，打破舊有 公務體系防弊的思維。
在科技政策方面，中研院認為必須並重「問題導向」和「自由探索」兩種研究方向，並強化整合型、跨國型研究；在產學合 作方面，中研院建議訂定前瞻永續的產學政策，由政府、研究機構、產業共商「國家級產業策略性計畫」；中研院還建議政府建立適當明確的產學合作規範，朝鼓勵 而非防弊的方向，納入技術股權轉入校務基金或科研基金操作的相關配套措施。
在科技產業與專利布局方面，中研院說，應建構完整的知識經濟體系，整合學研單位的專利與研發能量，積極以專利為基礎與企業同步進行專利布局，進而以研究導引企業專利開發，創造專利產業。
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中央研究院今天發表「高等教育與科技政策建議書」，籲大學評鑑按不同類型、層級進行，區分研究和教學，擴大評鑑委員來源。
「高等教育與科技政策建議書」由中研院長翁啟惠主導，遴聘院士、國內外相關領域學者組成小組編撰而成。
中研院院士林毓生在去年的院士會議上，發起檢討大學評鑑的連署，最後做成正式提案。中研院今天發表的「高等教育與科技政策建議書」，也花了相當篇幅探討大學評鑑問題。
書中建議政府，應按不同類型、層級進行評鑑，教學和研究也應該分開，避免用單一指標去評斷各校的辦學狀況。
中研院院長翁啟惠指出，自然和人文領域研究差異大，技術型大學和研究型大學，也有不同的特色和辦學目標，不宜用相同的指標去要求。
中研院副院長王汎森曾擔任數個大學的評鑑委員，他認為學校按照自身特色，設計不同的評鑑指標，之後按照這些指標來推動。例如政治大學以人文和社會科學領域為主，就可強調學校的社會參與、對公共議題的影響力等。
翁啟惠也以中研院為例，既然定位為基礎研究單位，就不能過分著重專利數量，而是要關注於專書、著作的發表，健全圖書、設備，以及培養出來的人才，能否在社會上扮演領導角色。如果是技職體系，評鑑指標和內涵就會和中研院有很大的不同。
教育部未來將逐步推動大學自評，王汎森說，學校不能手足無措，也不能把自評當作懶惰的藉口。而是要藉由自評，好好做好學校定位、發展特色，在指標的設計上，尤其要避免過去「千人一面」的現象，又落入指標單一的窠臼。
中研院在建議書中具體建議政府，應建構評鑑委員的篩選機制和人才庫，用更開放、多元的思維遴選委員，例如加入應用端的學者、產業界的專家。
全文網址: 大學評鑑 中研院籲分領域層級
Some of the News Fit to Print
ABOUT K-12
TEACHERS’ RATING STILL HIGH DESPITE NEW MEASURES
The first results trickling out from states' new systems to measure teacher effectiveness paint a picture of a K-12 system that remains hesitant to differentiate between the best and the weakest performers-as well as among all those in the middle doing a solid job who still have room to improve. The observation components of the systems tended to produce the highest scores. The article is in Education Week.
STATE BOARD OF EDUCATION SLOW ROLL OUT OF NEW EVALUATION SYSTEM
The state Board of Education is expected to consider a recommendation Wednesday to allow school districts to more slowly phase in a new teacher evaluation system for staff this coming fall. "This approach enables districts to implement the evaluation system in a flexible way, one that will increase confidence at the local level and decrease anxiety," about the new system, Education Commissioner Stefan Pryor said. "The idea will be to ramp up implementation for all certified staff in every school the following year." Under the proposal, districts will be allowed to use the new evaluation system for as little as a third of the schools in a district, rather than going district-wide, in the fall. The article is in the Hartford Courant.
MAKING SENSE OF TEACHER PROFESSIONAL DEVELOPMENT
Edthena founder Adam Geller writes in Ed Surge: From my experience as an educator and that of most every other educator I meet, it seems obvious that the process of evaluating a teacher is inherently not the same as providing coaching and support. So what, then, might be contributing to this alternative understanding of the K-12 public education system? This misunderstanding is likely rooted in the general language we use to describe teacher quality initiatives in conversation and media. At some point, we started using the less politically-charged and more generic label of “teacher quality” in place of the more specific but controversial label of “teacher evaluation” to describe specific efforts and initiatives.
ABOUT HIGHER ED
AMERICANS VALUE HIGHER ED BUT QUESTION QUALITY, STUDY FINDS
Americans overwhelmingly view a higher education as essential to landing a good job and achieving financial security, but they have doubts about its quality and affordability, according to a new report from the Lumina Foundation and Gallup. They also favor changes in higher education that would make obtaining a degree more realistic for working adults. A majority of respondents to a survey underlying the report said they supported the awarding of credit for prior learning and skills acquired outside the classroom. Three-quarters, meanwhile, said that they would be more likely to enroll in college if they could receive credit for what they already knew. The article is in The Chronicle of Higher Education.
REPLICATING LATINO COLLEGE SUCCESS, ONE PROGRAM AT A TIME
A new report from Excelencia in Education finds that even modestly-funded small programs in colleges across the country can do a very good job of helping Latinos gain access to college, stay in college and transfer from 2-year to 4-year institutions. The key is to make sure these programs intentionally seek Latino students, have the full support and commitment from their institutions, and value and utilize the role of family and peers in their approach. The article is at NBC Latino.
HOUSE GOP PLANS FOR HIGHER ED
House of Representatives Majority Leader Eric Cantor, a Virginia Republican, said Tuesday that he supported more publicly available information on college graduates' salaries by major, in a speech on domestic policy in which he also called for cutting funding for social science research and granting citizenship to young undocumented immigrants. The article is in Inside Higher Ed.
ABOUT HIGHER ED
WHAT WE DON’T KNOW ABOUT COMMUNITY COLLEGE STUDENTS
Policymakers, administrators, and faculty would benefit from a richer understanding of the variety of pathways students take through community colleges. A new brief from Stanford University's Project, "The Changing Ecology of Higher Education," advocates for a "deconstructive approach" to the study of community college student pathways. Such an approach draws upon both quantitative and qualitative data to deconstruct student pathways and elaborate the relationships between various pathways and outcomes of interest, such as successful remediation of skill deficiencies, credential completion, and transfer to a four-year institution.
RESEARCH TO IMPROVE RETENTION
Robert Sternberg, president of the Federation of Associations in the Behavioral and Brain Sciences, writes in Inside Higher Ed: "One of the most serious problems facing colleges and universities today is that so many students leave before finishing their studies. When students drop out, it is bad for them because they lose huge future career and income potential; bad for the institution they leave because of lost reputation, revenue, and opportunity to make a difference in the students’ lives; and bad for society because of the need for an educated work force that is able to compete in the global marketplace. Although there are many reasons students drop out, 12 research-validated risk factors, often in various combinations, help account for why most students drop out. These risk factors apply at a wide variety of institutions of higher education."
One of Sternberg’s factors--a mindset believing in fixed rather than flexible abilities—aligns with Carnegie’s work in Productive Persistence.
EXPANDING PATHWAYS TO MOOC CREDIT
From the moment the American Council on Education announced in November that its College Credit Recommendation Service would assess the creditworthiness of a set of massive open online courses, there seemed to be little doubt that such approval would be forthcoming. And indeed, Coursera's announcement today that five of its courses have earned credit recommendations from ACE felt just a little bit anticlimactic. But the decision -- the latest in a series of remarkably fast-unfolding developments around MOOCs in an industry that historically moves at a glacial pace -- nonetheless has significant implications that are likely to reverberate on campuses around the country. The article is in Inside Higher Ed.
ABOUT K-12
ED TRUST SLAMS NCLB WAIVERS FOR NEGLECTING AT-RISK STUDENTS
On the day a Senate committee is holding hearings on the waivers granted under No Child Left Behind, the Education Trust released a report criticizing the Obama administration's flexibility plan for failing to address the needs of at-risk students. The report called "A Step Forward or a Step Back? State Accountability in the Waiver Era," reiterates many of the criticisms the Ed Trust and other advocacy groups have raised. It clearly shows that although some of the Ed Trust's ideas were incorporated into the waiver requirements, the advocacy group is unhappy with how these waivers are playing out. The post is from Education Week’s Politics K-12 blog.
In a Huffington Post piece on the same hearing, Education Trust President and Carnegie Board member Kati Haycock was quoted as saying that academic "progress may be reported -- somewhere -- but it doesn’t count as a core part of the accountability system. This means that, in a state like New Mexico, a school can get an 'A' grade even if it consistently misses goals for, say, its students with disabilities, its Native American students, or its English-language learners." Haycock worked for the Obama administration reviewing states' waivers. She contends that the process was too lax on states. "This is very definitely a step backward from the civil rights commitment embedded in" No Child Left Behind, Haycock said in her prepared remarks.
STUDENTS GAINING ‘BADGES’ AND CREDITS OUTSIDE SCHOOL
Many schools encourage students to get real-world experience outside school walls. But very few offer course credit and digital "badges"-virtual records of skills and achievements-for those experiences. Now, the Providence, R.I., school district initiative appears to be breaking new ground in giving academic credit and recognizing skills and achievements out of school. The article is in Education Week.
ABOUT K-12
TEACHERS’ RATING STILL HIGH DESPITE NEW MEASURES
The first results trickling out from states' new systems to measure teacher effectiveness paint a picture of a K-12 system that remains hesitant to differentiate between the best and the weakest performers-as well as among all those in the middle doing a solid job who still have room to improve. The observation components of the systems tended to produce the highest scores. The article is in Education Week.
STATE BOARD OF EDUCATION SLOW ROLL OUT OF NEW EVALUATION SYSTEM
The state Board of Education is expected to consider a recommendation Wednesday to allow school districts to more slowly phase in a new teacher evaluation system for staff this coming fall. "This approach enables districts to implement the evaluation system in a flexible way, one that will increase confidence at the local level and decrease anxiety," about the new system, Education Commissioner Stefan Pryor said. "The idea will be to ramp up implementation for all certified staff in every school the following year." Under the proposal, districts will be allowed to use the new evaluation system for as little as a third of the schools in a district, rather than going district-wide, in the fall. The article is in the Hartford Courant.
MAKING SENSE OF TEACHER PROFESSIONAL DEVELOPMENT
Edthena founder Adam Geller writes in Ed Surge: From my experience as an educator and that of most every other educator I meet, it seems obvious that the process of evaluating a teacher is inherently not the same as providing coaching and support. So what, then, might be contributing to this alternative understanding of the K-12 public education system? This misunderstanding is likely rooted in the general language we use to describe teacher quality initiatives in conversation and media. At some point, we started using the less politically-charged and more generic label of “teacher quality” in place of the more specific but controversial label of “teacher evaluation” to describe specific efforts and initiatives.
ABOUT HIGHER ED
AMERICANS VALUE HIGHER ED BUT QUESTION QUALITY, STUDY FINDS
Americans overwhelmingly view a higher education as essential to landing a good job and achieving financial security, but they have doubts about its quality and affordability, according to a new report from the Lumina Foundation and Gallup. They also favor changes in higher education that would make obtaining a degree more realistic for working adults. A majority of respondents to a survey underlying the report said they supported the awarding of credit for prior learning and skills acquired outside the classroom. Three-quarters, meanwhile, said that they would be more likely to enroll in college if they could receive credit for what they already knew. The article is in The Chronicle of Higher Education.
REPLICATING LATINO COLLEGE SUCCESS, ONE PROGRAM AT A TIME
A new report from Excelencia in Education finds that even modestly-funded small programs in colleges across the country can do a very good job of helping Latinos gain access to college, stay in college and transfer from 2-year to 4-year institutions. The key is to make sure these programs intentionally seek Latino students, have the full support and commitment from their institutions, and value and utilize the role of family and peers in their approach. The article is at NBC Latino.
HOUSE GOP PLANS FOR HIGHER ED
House of Representatives Majority Leader Eric Cantor, a Virginia Republican, said Tuesday that he supported more publicly available information on college graduates' salaries by major, in a speech on domestic policy in which he also called for cutting funding for social science research and granting citizenship to young undocumented immigrants. The article is in Inside Higher Ed.
ABOUT HIGHER ED
WHAT WE DON’T KNOW ABOUT COMMUNITY COLLEGE STUDENTS
Policymakers, administrators, and faculty would benefit from a richer understanding of the variety of pathways students take through community colleges. A new brief from Stanford University's Project, "The Changing Ecology of Higher Education," advocates for a "deconstructive approach" to the study of community college student pathways. Such an approach draws upon both quantitative and qualitative data to deconstruct student pathways and elaborate the relationships between various pathways and outcomes of interest, such as successful remediation of skill deficiencies, credential completion, and transfer to a four-year institution.
RESEARCH TO IMPROVE RETENTION
Robert Sternberg, president of the Federation of Associations in the Behavioral and Brain Sciences, writes in Inside Higher Ed: "One of the most serious problems facing colleges and universities today is that so many students leave before finishing their studies. When students drop out, it is bad for them because they lose huge future career and income potential; bad for the institution they leave because of lost reputation, revenue, and opportunity to make a difference in the students’ lives; and bad for society because of the need for an educated work force that is able to compete in the global marketplace. Although there are many reasons students drop out, 12 research-validated risk factors, often in various combinations, help account for why most students drop out. These risk factors apply at a wide variety of institutions of higher education."
One of Sternberg’s factors--a mindset believing in fixed rather than flexible abilities—aligns with Carnegie’s work in Productive Persistence.
EXPANDING PATHWAYS TO MOOC CREDIT
From the moment the American Council on Education announced in November that its College Credit Recommendation Service would assess the creditworthiness of a set of massive open online courses, there seemed to be little doubt that such approval would be forthcoming. And indeed, Coursera's announcement today that five of its courses have earned credit recommendations from ACE felt just a little bit anticlimactic. But the decision -- the latest in a series of remarkably fast-unfolding developments around MOOCs in an industry that historically moves at a glacial pace -- nonetheless has significant implications that are likely to reverberate on campuses around the country. The article is in Inside Higher Ed.
ABOUT K-12
ED TRUST SLAMS NCLB WAIVERS FOR NEGLECTING AT-RISK STUDENTS
On the day a Senate committee is holding hearings on the waivers granted under No Child Left Behind, the Education Trust released a report criticizing the Obama administration's flexibility plan for failing to address the needs of at-risk students. The report called "A Step Forward or a Step Back? State Accountability in the Waiver Era," reiterates many of the criticisms the Ed Trust and other advocacy groups have raised. It clearly shows that although some of the Ed Trust's ideas were incorporated into the waiver requirements, the advocacy group is unhappy with how these waivers are playing out. The post is from Education Week’s Politics K-12 blog.
In a Huffington Post piece on the same hearing, Education Trust President and Carnegie Board member Kati Haycock was quoted as saying that academic "progress may be reported -- somewhere -- but it doesn’t count as a core part of the accountability system. This means that, in a state like New Mexico, a school can get an 'A' grade even if it consistently misses goals for, say, its students with disabilities, its Native American students, or its English-language learners." Haycock worked for the Obama administration reviewing states' waivers. She contends that the process was too lax on states. "This is very definitely a step backward from the civil rights commitment embedded in" No Child Left Behind, Haycock said in her prepared remarks.
STUDENTS GAINING ‘BADGES’ AND CREDITS OUTSIDE SCHOOL
Many schools encourage students to get real-world experience outside school walls. But very few offer course credit and digital "badges"-virtual records of skills and achievements-for those experiences. Now, the Providence, R.I., school district initiative appears to be breaking new ground in giving academic credit and recognizing skills and achievements out of school. The article is in Education Week.
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