文章摘要
全球知识超级大国:印度研究生教育结构及其变化研究
A Study of the Structure and Changes of Postgraduate Education in the Global Knowledge Superpower India
投稿时间:2023-12-13  
DOI:10.19834/j.cnki.yjsjy2011.2024.03.14
中文关键词: 研究生教育;类型结构;学科结构;印度;全球知识超级大国
英文关键词: postgraduate education;type structure;discipline structure;India;global knowledge superpower
基金项目:湖南省社会科学基金项目"研究生培养单位学科专业调整机制与模式研究"(23YBA069)
作者单位
廖湘阳 湖南师范大学 教育科学学院, 长沙 410081 
刘梦瑶 湖南师范大学 教育科学学院, 长沙 410081 
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中文摘要:
      作为印度打造"充满活力的知识社会和全球知识超级大国"的重要支撑,印度研究生教育规模快速扩张,研究生注册人数位列全球第一,研究生人才自主培养能力明显提升。博士研究生、哲学硕士生、硕士研究生、硕士研究生文凭类、综合类五种类型各具特色,各自与不同的学习方式、培养目标、修业年限相结合构成多元化培养模式,形成了植根于印度精神和传统知识的学科专业体系。研究生教育规模存在显著的学科差异,同一学科中不同类型研究生教育所占比例、同一研究生教育类型在不同学科所占比例均差异明显,且不同类型研究生教育的学科分布非常集中。印度研究生教育发展仍存在规模扩大与培养质量的不匹配、自主培养与国际流失的冲突、学业培养内容与实际就职需要的脱节、学科结构调整与产业发展需求的不适应等问题。
英文摘要:
      As an important supporting factor for India to turn itself into "a vibrant knowledge society and global knowledge superpower", the postgraduate education in India has expanded rapidly. The postgraduate enrolment scale now ranks first in the world and the increase of independent postgraduate training capability is remarkable. The five major types of postgraduate education in India include those of Ph.D., M.Phil., Post Graduate, Post Graduate Diploma and Integrated studies, each with its own characteristics. When different learning style, training objectives and duration of study are adopted, diversified training modes are produced, forming a system of disciplines and specialties that has deeply rooted in the Indian spirit and with traditional knowledge. In terms of the postgraduate education scale, there are apparent difference between disciplines, the proportion of postgraduates of different types in the same discipline, the proportion of the postgraduates of the same type in different disciplines are significantly different, but the different types of postgraduate education in disciplinary distribution is very concentrated. There are still some problems in the development of postgraduate education in India, such as the mismatch between scale expansion and training quality, the conflict between independent training and international outflow of talent, the disconnection between academic training content and actual employment needs, and the incompatibility between discipline structure adjustment and industrial development needs.
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