Over recent decades, we have witnessed the worldwide emergence and advance of for-profit private educational institutions. In this paper I expose several of the characteristics that distinguish them from the traditional elite private ones. In particular, I review the presence and development of one of the most important educational corporations worldwide: Laureate International Universities, paying special attention to the case in Mexico, since in this country it has become the largest private tertiary education provider for its number of campuses and student enrollment.

Future ability is a missing competence in the social studies curriculum in Taiwan. The aim of this study was to explore the possibility of infusing future ability into social studies education in terms of intended and implemented curricula created by undergraduate student teachers. The research participants were 27 student teachers enrolling on a social studies method course. In the course, the student teachers had to complete two major tasks: (1) to construct their intended curricula and (2) to complete their implemented curricula of infusing future ability into social studies education. The role of the course teacher was scaffolding students to complete these tasks using a constructivist approach. The constructivism-based scaffolding system includes lectures, provision of a variety of internet resources such as digital databases, interaction through an internet-based course website, observation of experienced teachers’ teaching, and field teaching. The results indicated that the student teachers constructed four lines of intended curricula: time, space, knowledge, and humanity. The implemented curricula were successfully constructed and fit the intended curricula. Suggestions for infusing future ability into social studies education, global education, and teacher education are posited based on the features of the intended and implemented curricula constructed.

This paper attempts to explore how the students' discernment ability can be improved through the “English Speech” course by teaching observation, questionnaires and interviews for the author's English major sophomores in one semester and combining the Paul-Elder's ability to think. The conclusions are as follows: In terms of thinking elements, "purpose" and "information" elements have been significantly improved. In terms of intelligence traits, "integrity" and "empathy" were significantly improved. However, there is still room for further improvement of students' thinking elements such as "perspective" and intellectual features such as "courage". At the same time, the author also combined with his own "English speech" course of the main arrangements to provide the corresponding can focus on the cultivation of critical thinking ability of teaching reference.

"Production-oriented Approach" (POA) is a foreign language teaching theory with Chinese characteristics proposed by Professor Wen Qiufang on the basis of "output-driven hypothesis" and "output-driven-input hypothesis". For the three major parts: First, Teaching theories based on learning center theory, learning-use integration theory and whole-person education theory; Second, the teaching hypothesis based on output-driven hypothesis, input-promoted hypothesis, and selective learning hypothesis; Second, the teaching process based on driving, facilitating and evaluating. Among them, the teaching process is divided into three levels: driving, facilitating and evaluating. The evaluation of teaching under the perspective of “output-oriented” is not only satisfied with the evaluation of teaching achievements and learning performance, but also needs to play the role of output driving and input promotion. Through the evaluation of the "reaction force", to promote the formation and development of students' comprehensive English language ability. At the same time, the teaching evaluation from the perspective of "output orientation" also plays a role in promoting the teaching reform. Based on this, this paper studies and discusses the construction of PBL college English teaching test model and its implications for college English teaching from the perspective of "output orientation" with "two forms, three dimensions and four modules" as the basic model.

Make-up examination is an examination organized by the teaching management department for specific students. Generally speaking, students who fail the normal assessment or pass the exam can apply for the make-up examination. This paper introduces ecological viewpoints into the teaching management in colleges and universities, explores how to improve the system of make-up examinations and reexaminations, puts forward important measures to solve the problem, and applies the suggested measures to the teaching management process of make-up examinations and reexaminations of the School of Humanities and Laws in 6 semesters of 2014-2016. As can be seen from the statistic data of examinations, the make-up examination and reexamination rates are respectively reduced by half before the reform, showing that the reform measures are effective with practical application value.