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1.
This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this literature is not always well‐known and because the discourse on the so‐called ‘PISA shock’ remains important, even if it is more of a metaphor than a concept and may be politically partial. The article exploits a dataset of 87 references which show that PISA introduced major changes in the governance of education worldwide. Driven by soft power strategies and new policy transfers, this governance is based on data and measurement tools which redefine the scales of education policies. It also shows that PISA has a strong influence on a variety of national reforms, as illustrated in many case studies. However, this influence strongly depends on domestic policy contexts that scholars intended to capture through different theoretical frameworks. Nonetheless, few propose overarching theorisations of the political meaning of PISA effects on education governance and policy processes. The article concludes by stressing three main challenges for the subsequent studies on these PISA effects: better conceptualising these effects, preserving an epistemology of uncertainty in order to avoid taken for granted views and normalising the research on PISA effects not to perpetually and artificially rediscover its so‐called novelty.  相似文献   

2.
The centrality of education in the pursuit of better economic and social prosperity is now well established. The dominance of human capital theory, which provides a strong argument for better education as a key factor in fuelling economic growth, has encouraged policy makers, in various countries, to focus on education reform as a key priority and to borrow policy solutions from other countries. This special edition explores one policy solution in depth. It investigates the preparation and training of school leaders in very different countries and takes a comparative perspective. This article argues that the limitations of standardized strategies are clearly visible when taking a comparative view and, most importantly, that context matters significantly in shaping, defining and explaining differential educational performance.  相似文献   

3.
A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper ‘The Importance of Teaching’. This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of teaching. Drawing on in-depth interviews with 32 London-based secondary teacher training students from various social class and ethnic backgrounds, this paper asks how the profession is perceived and what sort of choice it is for the trainees. It employs a Bourdieusian lens and concepts of social and cultural capital to examine the interplay of gendered, classed and ‘raced’ biographies in relation to individuals’ decisions to become teachers. Understanding the social world as ‘accumulated history’, as Bourdieu does, stresses that experiences and outcomes are rooted and collected in a series of historical structures and functionings. The paper argues that the ambiguous status of the profession is both a function and an effect of its conceptualisation as feminised. It also asks whether the weak professional standing of teaching has further destabilising consequences in the present political moment where a string of neoliberal and neoconservative policy reforms reshape the profession.  相似文献   

4.
The press, public knowledge and the grant maintained schools policy   总被引：2，自引：0，他引：2  
This article examines as a critical case how newspapers reported the grant maintained schools policy. It argues that claims that press reporting of educational issues is frequently unfair are only partially substantiated. The quality press is more likely to be internally inconsistent and contradictory in its reportage of education policy and, on occasion, to inhibit debate through discourses of omision.  相似文献   

5.
The notions of lifelong learning and a learning society have been an important policy driver in the European Union at both the Commission and national government levels for a number of years. Overall, these policies aim to promote the twin goals of competitiveness in international markets and social cohesion within the still-expanding borders of the Union itself. To date, however, the impact of this emphasis on lifelong learning has been relatively slight. This article argues that this is in part because the policy process in relation to the development of a learning society is based on a view of governance and power that is open to reasoned dispute, and is, therefore, bound to disappoint in relation to its espoused goals. It is suggested that, rather than implementation being the main ‘problem’ of policy, the policy context inevitably generates many recontextualizations and renegotiations of meanings according to the situations and the actors involved, thereby undermining the notion of ‘implementation’ as a technical-rational process. It is argued that the complex negotiations enacted at local level reveal and are fashioned by tensions between the membership resources available to actors. This emphasizes complexity, diversity, and difference in policy processes, bringing to the fore a communicative and distributed approach to policy rather than one that is technical and centralizing.  相似文献   

6.
This article argues that a focus on human capability and its development can be used to rethink the high skills policy visions favoured over recent decades. The article briefly summarises the increasing concerns with government policy formulas which have adopted a narrow focus such that skill and its accreditation is regarded as the outcome rather than as an input to the utilisation of skill or the achievement of a civil society. It is argued that human capability conceptions encourage a more holistic appreciation and systemic analysis of the impact of social arrangements and economic structures on people’s opportunity to flourish at work, and in life. The article reports research with workers and managers which operationalises these conceptions in the form of a list of capabilities expected through work. The implications for the place of skill in rethinking policy are discussed.  相似文献   

7.
《Support for Learning》2006,21(4):175-181
Extended schools have an important role to play in a society that is undergoing significant change. This article moves beyond the normal ‘extended schools are a good thing’ rhetoric. It points out the risks of ‘bolt on’ policy initiatives, especially with regard to ‘pupils at risk’ and argues against the superficial adoption of such policy. In a compelling and often personalised account, Jeff Lewis argues that a positive emphasis must be placed on the opportunities that extended schools can offer, and these considerations are linked with wider discussions about the nature of inclusion.  相似文献   

8.
This article argues that thematic analysis could aid artist‐researchers in enhancing the arguments they construct in their fields of interest as they move through research projects. It discusses some of the distinctive features and obstacles of practice‐led research in art and design and relates them to the use of thematic analysis. Artistic research often includes acts of interpretation, where the artist‐researcher reflects on his or her artistic work process and the context of the artefacts created during the process. A systematic thematic approach is important for the whole process, because it supports the separate work periods of artmaking and conceptualising and binds them to the study. In its theoretical freedom, thematic analysis provides a flexible and useful research tool that can bridge the two realms of knowing in practice‐led research, potentially providing a rich and synthesised account of the creative experience. The benefits of thematic analysis will be demonstrated by examining two examples.  相似文献   

9.
Early childhood education and care (ECEC) policy reflects ideas about childhood, labour force participation, education, the economy and the role of the state. This article spans a period of political change in New Zealand from a left of centre government during the first decade of the twenty-first century to a right of centre government from 2009. It draws on policy evaluations and document analysis to critically examine the shifts in approaches to ECEC policy over this time and the consequences for participants of different policy frameworks. It argues that discourses of children as ‘priority’ have replaced a focus on citizenship, and a swing has occurred away from universal to targeted approaches aimed at encouraging ECEC participation for a few. Recent policies have removed crucial professional supports and qualification goals for teachers, bringing into question New Zealand's commitment to quality. The market continues to determine provision and unfettered expansion of for-profit provision is occurring. Yet at odds with this trend, some examples of community planning are occurring, offering a glimmer of possibilities for how ECEC might be conceptualised, organised and supported.  相似文献   

10.
Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high-quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner-led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings.  相似文献   

11.
This article presents one of the few qualitative studies to empirically examine the collaboration between private sponsors and principals in the context of England’s academy schools policy. It uses the concept of boundary-work to illuminate the multiple dynamics involved in the collaboration between principals and business sponsors. By analysing qualitative interviews with principals and sponsors from a local authority case study the article reveals the working relationship between these actors to be characterised by three boundary-work practices: drawing, negotiating and contesting boundaries. These practices are described before exploring their implications for existing understandings of England’s academies policy. This analysis directly answers calls in the literature for in-depth case study research which explores the collaboration between academy sponsors and principals, and the article’s interpretivist approach to boundary-work is shown to be a valuable theoretical approach which has received little attention in studies investigating the role of private actors in education. The article concludes by advocating for more studies of education policy to use boundary-work as a lens through which to understand the role being played by new actors in education, and argues that this perspective would be particularly valuable for examining the context of England’s increasingly diversifying schooling landscape.  相似文献   

12.
The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primary focus of the transformation process was to address the twin imperative of equity and quality in education, particularly for the historically marginalised black population. A key aspect of this transformation process remains the development of alternative assessment policies. This paper reviews the changes focusing on the stated rationale as well as their underlying assumptions and implications for practice. It argues that the changes have in many respects addressed the most obvious effects of the previous apartheid systems. However, it notes that, notwithstanding the policy intentions, assessment policy since 1994 has favoured a measurement focused-approach in the classroom, which has hindered a shift towards an assessment for learning approach. This, it argues, is partly fuelled by the abiding belief in and commitment to classroom testing and examinations as well as external national assessments as the key criterion for reforming learning and teaching practices in the classroom.  相似文献   

13.
Hazel Bryan 《Literacy》2004,38(3):141-148
This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.  相似文献   

14.
Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.  相似文献   

15.
This article is concerned with the downsides of using the language of professionalism in educational discourse. It suggests that the language of professionalization can be a powerful rhetorical device for promoting welcome and necessary changes in the field of teaching but that, in doing so, it can unintentionally misrepresent the work that teachers do. Taking as a theoretical framework Lakoff and Johnson's metaphor theory, the article argues that ‘teacher as professional’ should be seen as a metaphor of teaching on par with other metaphors familiar from the history of educational thought. What metaphors of teaching have in common, the article advances, is that they systematically highlight certain aspects of teaching while hiding others. The significance of this conclusion is twofold. Appreciating the limits of the ‘teacher as professional’ metaphor provides guidance about how to use more effectively ‘professionalism’ as a normative standard for promoting change in teaching and teacher education. Second, appreciating the metaphorical character of ‘teacher as professional’ has heuristic value in that it offers a novel explanation for the controversial trend towards conceptualising teaching in narrowly instructional terms.  相似文献   

16.
Intervention at scale with the aim of improving student participation, engagement and outcomes in mathematics education is a challenge for educational policy makers and reformers. This article argues that an iterative annual cycle of policy formulation, implementation and evaluation enabled ongoing adjustments to the strategic focus, the professional development model and the system infrastructure as the New Zealand Numeracy Development Project was taken to scale. The analysis draws on the project’s evaluation data over a 6-year period to demonstrate how adjustments were made over time to the pedagogical tools and to the professional development processes. The ongoing development of knowledge supported the management of strategic risks in taking the project to scale: the ongoing appropriation of adequate levels of resourcing to support the school-based professional development model and the availability of system-wide expertise for effective implementation. The analysis suggests that conceptualising implementation as an interdependent and interrelated component of an iterative policy process and as an opportunity for knowledge building ensured a continuing focus on student outcomes. The dynamic approach to the policy process appeared central to building this intervention’s effectiveness and feasibility at scale.  相似文献   

17.
Jo Boyden 《Compare》2013,43(5):580-600
This article examines the association between formal education, social mobility and independent child migration in Ethiopia, India (Andhra Pradesh), Peru and Vietnam and draws on data from Young Lives, a longitudinal study of childhood poverty and schooling. It argues that among resource-poor populations, child migration sustains kin relations across generations and households and also facilitates children’s progression through the life-course, thus it is fundamental to social reproduction. It reasons that formal education has greatly amplified this trend. Schooling has acquired symbolic value as the prime means of escaping household poverty and realising ambitions for social mobility. As such, elevated educational aspirations combine with systems shortcomings to stimulate school selection, school transfer and school-related child migration. The article concludes by examining the implications for children, for social reproduction and for policy.  相似文献   

18.
ABSTRACT:  The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.  相似文献   

19.
CHRIS ATKIN 《Compare》2003,33(4):507-518
This article considers the nature of rurality as a social construct and its possible implications for policy makers considering lifelong education in the developed economies of the world. The article is based around research carried out in rural England and informed by similar studies underway in Atlantic Canada. Discussion is shaped around three key questions: what is rurality? What effect has rurality on cultural identity and what are rural and urban young peoples' perceptions of formal education? The article argues that rurality has a cultural identity which cuts across other social divisions in society and that using the anthropological definition of ethnic to describe rural people may well represent their interests better.  相似文献   

20.
In 2010, the World Bank published a policy study on early child education (ECE) developments in Brazil, entitled Early Child Education: Making Programs Work for Brazil’s Most Important Generation. Development. This paper analyses the report’s assessment of ECE policy in Brazil as well as the recommendations it provides. A critical analysis of ECE shows that the report’s insistence that financial constraints necessitate a trade-off between coverage and quality privileges the influence and position of the private sector and urges public–private partnerships as a cost-saving strategy. While it commends the Brazilian Government for its commitment to universal access to preschool, it argues for more targeted investment in quality rather than access. This paper argues that the quality-coverage debate should be set aside and overall investment in ECE should be increased. It also argues that issues excluded from the report such as disability, race and rural access to ECE must be considered in the development of sound social policy.  相似文献   

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