本研究的目的在於了解當前高等教育的改革趨勢，進而探討與分析越南高等教育對當前高教改革趨勢的相關改革及其所衍生的問題，並提出一些建議，作為越南教育主管當局的參考。 基於高等教育大眾化、市場化及國際化的理論基礎，本研究採用文件分析與訪談法進行研究，探討與分析越南高等教育對當前高等教育改革趨勢的相關改革及其所衍生的問題。經過研究後，本研究得到以下的結論： 一、大眾化、市場化及國際化是當前高等教育改革趨勢 二、越南高等教育發展的各個時期經過許多變遷和不斷地改革 三、教育品質低落是當前越南高等教育的最大問題 四、為滿足國家發展的人力資源需要及人民學習的需求，越南高等教育加速大眾化 五、在高等教育市場化的趨勢下，越南高等教育以革新教育管理制度、推動社會化教育政策及結合產學合作方式等改革來因應。 六、為提高國內高等教育品質及與國際接軌，越南政府以留學生政策、學術交流合作及結合國內外合辦高等教育政策，來推動越南高等教育國際化。 七、越南高等教育大眾化導致量與質不均衡、整併及增設高校問題及非公立高等教育機構的問題 八、越南高等教育市場化所衍生的問題包括教育市場尚未完全形成、管理制度的問題、社會化教育政策的問題。 九、人才流失、國內高等教育市場面臨國際競爭壓力及經費不足導致國際交流合作困難是越南高等教育國際化的主要問題。 / The purposes of this study is to explore the reform trends of higher education; to analyze the reforms of higher education in Vietnam and its problems and then to offer some suggestions to the Vietnamese educational administration as a reference. Based on the basic theory of massification, marketization and internationalization of higher education, analyze the reforms of Vietnamese higher education and its problems through the document analysis and interview methods. The study has following findings: 1.Massification, marketization and internationalization are the trends of higher education reform in the world. 2.Vietnamese higher education system has undergone several periods of reform and every period has its features. 3.Low quality is the most serious problem of Vietnamese higher education. 4.The needs of manpower for national development and the learning need of society have resulted in accelerating the massification of higher education in Vietnam. 5.Innovation of the management system, promotion of the educational socialization and industry-academy cooperation are the resolutions to face with the marketization of higher education in Vietnam. 6.In order to improve the quality of higher education and to integrate into the world’s level, Vietnamese government has promoted the internationalization of higher education by the policies of teachers and student mobility, academy exchange and inter-cooperation. 7.The massification of higher education in Vietnam has resulted in the imbalance between quality and quantity and many problems from the amalgamation and the non-public higher education institutions system. 8.Education market has not completely shaped, the problems of management system and educational socialization policy are resulted from the marketization of higher education in Vietnam. 9.Brain drain, pressure from the directly competitiveness with foreign universities and lack of finance are the problems of Vietnamese higher education system in internationalization process.

隨著高等教育的大眾化發展，臺灣與法國的大學招生制度經過幾次變革，以期滿足招生需求。大學學位不僅是學歷的一紙證明，更是臺灣與法國高等教育標準化歷程的體現。從高中過渡到大學，是每個學生學術生涯中關鍵且費神的階段，並與未來的成功息息相關。因此，無論在臺灣或法國，學生高中階段的學術能力測驗至關重要，可謂從青春期過渡到成年期的重要指標。學術能力測驗成績影響著絕大多數畢業生的大學申請和錄取機會。雖然臺灣和法國有不少關於兩國大學教育的研究，但對於高中學生進入大學前的學術能力測驗甚少探討。本研究旨在探討臺、法國大學申請的入學先決條件和要求，以期進一步瞭解大學入學機制。本研究透過對臺灣和法國大學系統中錄取要求，如臺灣的先修課程測驗和法國的一般入學要求等規定進行對比分析，找出各自的優缺點。研究方法包括文獻綜述，以及對兩國高中生進行問卷調查和深度訪談。研究發現，目前兩國的大學入學系統的主要難題之一是缺乏相應的學術指導機制。臺灣方面在於過分強調大學入學考試測驗，法國則與之相反，學生因為過高的升學率而缺乏學習動機。本研究建議，今後臺法兩國如何面對高教入學機會中重新出現的不公與文憑貶值等新挑戰，是雙方大學入學體系需要解決的共同問題。 / With the massification of their higher education systems, Taiwan and France have experienced several changes in their college admission processes in order to meet the increasing demand of enrollment into higher education. A university degree has become more than just a certificate of academic achievement but a normalized process in Taiwan and France. The transition from high school to university has become a pivotal yet nerve-racking period in a student’s academic career and is considered as one of the most crucial factor of the student’s future success. In Taiwan and France, the academic abilities of students tested during the senior high school are the most important and significant indicators of students’ transition from adolescence to adulthood. It leads a vast majority of graduates to apply to university and to undertake college admission process. Although several studies have been done in Taiwan and France, only few have previously analyzed a student’s journey through the college admission process in the two countries. The current study intends to investigate the prerequisites and requirements that college applicants in Taiwan and France are required to meet in order to access the college and university systems. By comparing and analyzing the massification of the two systems, as well as Taiwan and France college admission’s requirements such as the Scholastic Ability Test and the Advanced Subjects Test in Taiwan, and the French General Baccalaureate; the study seeks to identify the crucial pro and cons that arise in each system in order to give recommendations on improvements that can be made. Data has been collected through literature reviews, in-depth interviews as well as surveys among former senior high school students in both countries. The results of the present study show that one of the main dilemmas of today’s education systems is the lack of academic guidance. While one of the main problems of Taiwanese education is its emphasis on testing, France education, on the contrary, is facing issues due to its excessive accessibility of universities which leads students to enroll in degrees without real motivations behind their choice. The shift of inequalities in educational opportunities is also one of the new concerns that Taiwanese and French education systems are facing as well as the depreciation of diplomas.

科学研究費補助金 研究種目:基盤研究(B)(1) 課題番号:14310120 研究代表者:大塚 豊 研究期間:2002-2003年度

This study explores models for the reform of higher education in Egypt, and warns of potential consequences arising from the adoption of models based exclusively on the requirements of the knowledge economy and which fail to take account of the public role of national universities, socio-cultural realities and local as well as global pressures. The overall aim of the research is to identify the prerequisites for higher education reform in Egypt and the characteristics of a tailor-made reform model. It explores the role of higher education in Egypt, within the context of international organisations’ reform models for less-developed countries, and identifies the remits of the knowledge economy and knowledge society as frameworks for reforming higher education. This research has sought to answer questions on current conceptions of the role of higher education in Egypt and how these are being challenged by stakeholders. An exploratory study was designed using mixed methods. The research aim and objectives are achieved through a five-stage research process. The findings showed a general discontent among students and academics with higher education, and a near unanimity on the need for reform, particularly in the areas of teaching methods, curricula and university staff. The findings demonstrated that cultural issues deeply rooted in Egyptian society are preventing reform from being effective. The reform of higher education in Egypt should not only be part of an economic development vision, but a wider strategic vision for societal and cultural reform too. Reforming higher education in Egypt is a challenge, which will require consistent methodological rigour and a transformation of the current corrupted education culture prior to implementing the proposed OECD recommendations, or at the very least concurrent with any implementation.

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)