澳大利亚大学发展史研究
摘要
澳大利亚先有大学后有民族国家，大学在澳大利亚民族国家的行程中起到了极为重要的启蒙和人才储备等作用。在大学的整个发展过程中，高等教育的主导权逐渐由州政府转移到了联邦政府，呈现出了由分权到集权的趋势和特点。伴随教育权利的变化，高等教育体制也发生着相应的变化。
澳大利亚大学发展历史大致可以划分为四个阶段：第一阶段从1850年至1901年，以悉尼大学等六所大学的创立和初具规模为标志，澳大利亚各殖民区都有了一所自己的大学。第二阶段是从澳大利亚联邦成立的1901年到1965年，这是澳大利亚大学的传统体制时期，高等教育的主导权主要在于各州政府。第三阶段是从20世纪60年代中期至20世纪80年代后期，以《马丁报告》为标志，是高级教育学院与大学并存的高等教育双轨制时期。由于完成了高等教育权从州政府向联邦政府的转移，这一时期主要是联邦政府对高等教育体制的一种探索。第四阶段是从20世纪80年代后期至今，以道金森的高等教育政策白皮书为标志，大学与高级教育学院并存的双轨制被废除，高级教育学院被并入大学或者通过自身合并为大学，实施一体化。也显示了联邦政府大教育观下对大学的重新理解和认识。
在不同的体制时期，澳大利亚大学的功能定位也有所不同，并与时俱进地发展变化着。在20世纪80年代之前的传统体制和双轨制时期，大学被定位为国家文化和民族性的主要塑造者；20世纪80年代后期至2003年尼尔森改革之前，大学则作为澳大利亚国家参与全球化经济的重要支撑力量；2003年尼尔森改革至今，大学又成为澳大利亚在国际高等教育市场上运行的营利性企业。
短短160年左右，澳大利亚从不能培养自己的研究生到拥有数所国际知名大学，其中颇有值得学习借鉴之处：澳大利亚精英类大学紧紧把握住大学的本有之义；坚持依章治校；重视教育的平等与公正；注重高等教育决策的科学性。同时，澳大利亚政府在全球化的市场浪潮中逐渐忽视了教育的文化功能而将注意力集中在眼前可以测量的经济回报，而且联邦政府对澳大利亚高等教育依靠自身力量所能办到的事情的期望值太高，使大学承受了自身难以承受的责任和负重。这是值得警醒之处。
Compared with the nation，Australia had its universities first,and Australian universitesplayed a significant role of enlightenment and talents reserving during the nation building. Inthe course of Australian universities’ development, the leadership of higher educationgradually transferred from the state government to the federal government,presented thetendency and characteristics which is from decentralization to centralization.With thechangement of higher education leadership, higher education system has also changed.
Taking the growing and major changes of Australian higher education as the main line，the development of Australian universities’ history might be roughly divided into4stages.The first stage was from1850to1901，beginning with Sydney University in New SouthWales, each colony in Australia had its own university. The second stage was from1901to1965, which is the traditional system period of Australian universities. The main leadership ofhigher education was on each colony government. The third stage was from the middle Sixtiesof20thCentury to the late1980s，the focus is Martin Report， which is Binary System aboutthe coexistence of CAEs and universities in the Australian universities’ history. Because theleadership of higher education had been transferred from the state government to the federalgovernment, this period was mainly an exploration of the new higher education system.Thefourth stage is from1980s until present， the flag is Dawkins White Paper， which is theperiod of Unified Nationa System after the Binary System is abolished. It also indicated thatthe federal government has a new understanding of the universities in Australia.
In different historical period， because of the differences of social background andnational needs， Australian universities have different orientation. From1850to the middleSixties of20thCentury， the universities is set as the main shaper of national culture andnationality. From the middle Sixties of20thCentury to the late1980s， the universities is as asignificant supporting power to make Australia participate in the global economy. From1980suntil now， the universties are becoming the private enterprise operating in the internationalhigher education market.
In approximate160years， Australian universities has become the world famousuniversities with a dozen of Nobel winners from having no ability to educating their owngraduates，which is quite worthy of being our role model.Firstly, Australian universitiestightly hold the nature of university;treasure the university constitution;value the fairness andtruth;pay attention to the scientific policy making of higher education. Meanwhile, in the tidalwave of international market， Australian commonwealth government gradually lose sight ofculture function of education and concentrate on the present measurable economic return， inwhich higher education has been imaged as a short-term machine. In addition， Australianfederal government has too high expectations on higher education’s own effort to bring anissue to a close. It seems that all needs for the development of society is to reform theeducation， for which the unviersities can not withstand the heavy.
澳大利亚大学发展历史大致可以划分为四个阶段：第一阶段从1850年至1901年，以悉尼大学等六所大学的创立和初具规模为标志，澳大利亚各殖民区都有了一所自己的大学。第二阶段是从澳大利亚联邦成立的1901年到1965年，这是澳大利亚大学的传统体制时期，高等教育的主导权主要在于各州政府。第三阶段是从20世纪60年代中期至20世纪80年代后期，以《马丁报告》为标志，是高级教育学院与大学并存的高等教育双轨制时期。由于完成了高等教育权从州政府向联邦政府的转移，这一时期主要是联邦政府对高等教育体制的一种探索。第四阶段是从20世纪80年代后期至今，以道金森的高等教育政策白皮书为标志，大学与高级教育学院并存的双轨制被废除，高级教育学院被并入大学或者通过自身合并为大学，实施一体化。也显示了联邦政府大教育观下对大学的重新理解和认识。
在不同的体制时期，澳大利亚大学的功能定位也有所不同，并与时俱进地发展变化着。在20世纪80年代之前的传统体制和双轨制时期，大学被定位为国家文化和民族性的主要塑造者；20世纪80年代后期至2003年尼尔森改革之前，大学则作为澳大利亚国家参与全球化经济的重要支撑力量；2003年尼尔森改革至今，大学又成为澳大利亚在国际高等教育市场上运行的营利性企业。
短短160年左右，澳大利亚从不能培养自己的研究生到拥有数所国际知名大学，其中颇有值得学习借鉴之处：澳大利亚精英类大学紧紧把握住大学的本有之义；坚持依章治校；重视教育的平等与公正；注重高等教育决策的科学性。同时，澳大利亚政府在全球化的市场浪潮中逐渐忽视了教育的文化功能而将注意力集中在眼前可以测量的经济回报，而且联邦政府对澳大利亚高等教育依靠自身力量所能办到的事情的期望值太高，使大学承受了自身难以承受的责任和负重。这是值得警醒之处。
Compared with the nation，Australia had its universities first,and Australian universitesplayed a significant role of enlightenment and talents reserving during the nation building. Inthe course of Australian universities’ development, the leadership of higher educationgradually transferred from the state government to the federal government,presented thetendency and characteristics which is from decentralization to centralization.With thechangement of higher education leadership, higher education system has also changed.
Taking the growing and major changes of Australian higher education as the main line，the development of Australian universities’ history might be roughly divided into4stages.The first stage was from1850to1901，beginning with Sydney University in New SouthWales, each colony in Australia had its own university. The second stage was from1901to1965, which is the traditional system period of Australian universities. The main leadership ofhigher education was on each colony government. The third stage was from the middle Sixtiesof20thCentury to the late1980s，the focus is Martin Report， which is Binary System aboutthe coexistence of CAEs and universities in the Australian universities’ history. Because theleadership of higher education had been transferred from the state government to the federalgovernment, this period was mainly an exploration of the new higher education system.Thefourth stage is from1980s until present， the flag is Dawkins White Paper， which is theperiod of Unified Nationa System after the Binary System is abolished. It also indicated thatthe federal government has a new understanding of the universities in Australia.
In different historical period， because of the differences of social background andnational needs， Australian universities have different orientation. From1850to the middleSixties of20thCentury， the universities is set as the main shaper of national culture andnationality. From the middle Sixties of20thCentury to the late1980s， the universities is as asignificant supporting power to make Australia participate in the global economy. From1980suntil now， the universties are becoming the private enterprise operating in the internationalhigher education market.
In approximate160years， Australian universities has become the world famousuniversities with a dozen of Nobel winners from having no ability to educating their owngraduates，which is quite worthy of being our role model.Firstly, Australian universitiestightly hold the nature of university;treasure the university constitution;value the fairness andtruth;pay attention to the scientific policy making of higher education. Meanwhile, in the tidalwave of international market， Australian commonwealth government gradually lose sight ofculture function of education and concentrate on the present measurable economic return， inwhich higher education has been imaged as a short-term machine. In addition， Australianfederal government has too high expectations on higher education’s own effort to bring anissue to a close. It seems that all needs for the development of society is to reform theeducation， for which the unviersities can not withstand the heavy.
引文
①World University Rankings[EB/OL].[2009-09-24]. http://www.topuniversities.com/worlduniversityrankings/.
②澳大利亚教育、科学与培训部(Department of Education、Sceince and Traning,简称DEST)官方网站上公布澳大利亚有43所大学或与大学同等视之的学院.澳大利亚国防学院（Australian Defence ForceAcademy）和澳大利亚海事学院(Australian Maritime College）因为其属于军校,墨尔本神学院
（Melbourne College of Divinity）因为其神学院的性质,而且这三所学校都不是综合性的大学,墨尔本私立大学（Melbourne University Private）由于其附属于墨尔本大学带有二级学院的性质故不能直接授予学位等原因,卡耐基·梅隆大学（Carnegie Mellon University）则因为其为美国大学的分校,故这四所学校均不属于本课题的研究范围.本课题的研究对象为其余39所大学,包括37所公立大学和2所私立大学即邦德大学（Bond University）和圣母大学（University of Notre Dame）.这39所大学的名称和成立年份等详见附录一.
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①澳大利亚研究委员会（Australian Research Council,简称ARC）是澳大利亚政府的创新、工业、科学和研究部（Department of Innovation, Industry, Science and Research,简称IISR)所属的一家权威机构,负责运行澳大利亚研究创新的政策和项目.其前身是1965年成立的澳大利亚研究拨款委员会
（Australian Research Grants Committee,简称ARGC),再前身是1946年成立的联邦大学研究拨款委员
会（Commonwealth Universities Research Grants Committee,简称CURGC）.1988年道金森改革时联邦第三级教育委员会（Commonwealth Tertiary Education Commission,简称CTEC)的部分工作同时被移交给了ARC.
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②为了确保高等教育体系未来的可持续发展，2009年5月，澳大利亚联邦政府出台了一系列高等教育改革政策，其中最引人注目的部分就是对学生资助支持体系的改革，争取为更多学生提供更多支持，同时确保增加的支持提供给那些最需要的学生。措施包括：提高申领资助学生家长收入上限；放宽学生独立年龄的限制；放宽个人收入上限；将收入支持对象扩大到研究生等。这些政策在2010年获得了法律通过。目前刚进入初步实施阶段。其目标在于持续推进从20世纪80年代末开始的高等教育大众化改革，争取到2025年40%的25-34岁成年人拥有本科或以上学历，即到2025年增加21.7万名大学毕业生。
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②2010年1月11日,悉尼大学更换了沿用150年之久的校徽:传统的浮雕式花纹以及上面著名的拉丁文箴言“sidere mens eadem mutato“（繁星纵变,智慧永恒）不再存在,另外纹章中狮子头的花纹也有所改变.悉尼大学此举的象征意义大过实际意义,可以将之解读为澳大利亚大学试图超越英国外省的定势开始寻求自我认同之路的时代宣言.见“Our Logo,http://sydney.edu.au/about/publications/logo.shtml”.[2011-03-30].
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（Australian Research Grants Committee,简称ARGC),再前身是1946年成立的联邦大学研究拨款委员
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②2010年1月11日,悉尼大学更换了沿用150年之久的校徽:传统的浮雕式花纹以及上面著名的拉丁文箴言“sidere mens eadem mutato“（繁星纵变,智慧永恒）不再存在,另外纹章中狮子头的花纹也有所改变.悉尼大学此举的象征意义大过实际意义,可以将之解读为澳大利亚大学试图超越英国外省的定势开始寻求自我认同之路的时代宣言.见“Our Logo,http://sydney.edu.au/about/publications/logo.shtml”.[2011-03-30].
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