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1.
Tertiary Education and Management - In 2010, a comprehensive reform required Italian state universities to restructure their institutional governance by revising their statutes. This interpretative... 相似文献
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Children's participation initiatives have been increasingly introduced within various institutional jurisdictions around the world, partly in response to Article 12 of the United Nations Convention on the Rights of the Child. Such initiatives have been critically evaluated from a number of different angles. This article engages with an avenue of critique which argues that children's participatory initiatives resonate with a neoliberal economic and political context that prioritises middle class, western individualism and ultimately fosters children's deeper subjugation through self-governance. Respecting these as legitimate concerns, this article draws on two counter-positions to argue that while children's participation can certainly be conceptualised and practised in ways that reflect neo-liberal, individualised self-governance, it does not necessarily do so. To make this argument I engage, on the one hand, with Foucault's work on the care of the self, and on the other, with more collective approaches to participation. 相似文献
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In this paper we consider two discussion-based parents' forums at two secondary schools. We ask whether such forums can be considered as part of the small, local associative mechanisms which theorists claim have the potential to encourage a more vibrant and interactive public conversation concerning state provided welfare services. We conclude that they cannot - at least in any simple way. However, a study of the forums does raise several interesting issues to do with parents' relationships with schools, the differential resources that particular class fractions bring to bear in developing their relations with teachers, and the responses of the schools to parental voices. Access to higher education and good jobs emerges as the most important element in securing children's futures (and thus of ‘putting the family first’). Yet all the respondents see this as involving their children gaining advantages over others. What is missing from these accounts is an attempt to describe what might be done about any injustice that is recognised, or how the life-chances of the others' might be better protected. Equality of opportunity and equality of citizenship do not emerge as public issues in these versions of access to higher education and good jobs. Instead we have accounts of how to do the best for one's children in a situation of scarcity of both these resources, (Jordan et al. 1994:197) I think it goes right back to the family and they [the parent body] put the children first, right the way through life they put the children first, and they recognise that to get a good job in the end they've got to have qualifications and they want a good school (headteacher, Carson School). 相似文献
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AbstractSince devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ‘network governance’, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ‘steering at a distance’ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world. 相似文献
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R. J. Braithwaite 《课程研究杂志》2013,45(5):541-552
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The OECD’s PISA programme has been portrayed as central to the emergence of a regime of global educational governance and the subsequent convergence of policies towards a standardised model. Whilst there is an extensive literature describing PISA’s impact on education policies, there is a paucity of analysis of how PISA data is presented to the public within nations by three main actors which interpret the results; namely the OECD itself, politicians, and the media. This study analyses how England’s 2012 PISA results were interpreted by those actors, focusing particularly on the role of the media. We demonstrate that the OECD’s original messages were significantly distorted by the UK Government and show how the media, driven by its own logic, framed the results in terms of a narrative of decline, crisis and the need for urgent reform, while, significantly, giving little coverage to either the recommended policy actions or the contrasting interpretations of the PISA results by politicians and the OECD. We argue that a form of ‘mediatised governance’ shaped and limited the overall frame within which the results were debated and had a powerful influence on how local politicians represented the PISA results and advocated their own policy actions. 相似文献
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Tom Christensen 《Higher Education》2011,62(4):503-517
University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on
increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing
that universities should be treated and reformed like any other public organizations, are important and reflected in specific
reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation
to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making
matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems,
financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So
a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the
reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising. The analysis is based
on a transformational approach from organization theory, representing a combination of structural, cultural and environmental
factors of explanation for reforms processes and their effects. Empirically the article is based on the author’s own empirical
studies of university reform and reviews of comparative studies. 相似文献
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This paper identifies what can be called the ‘paradox of interdisciplinarity’ (Weingart 2000) in Australian higher education research governance and explores some of its constitutive dimensions. In the Australian context, the paradox of interdisciplinarity primarily concerns the proliferation of a programmatic discourse of interdisciplinarity in government reports and government policy and strategy documents, often tied to notions of innovation and applicability, parallel to the persistence or even reinforcement of modes of governance and associated mechanisms that almost exclusively rely on rigid discipline-based classification systems to evaluate and fund research. Two interrelated dimensions of this apparent paradox are discussed. First, the conceptions of knowledge that underpin the use of notions of disciplinarity as well as interdisciplinarity in Australian government reports and policy and strategy papers are analysed. Second, an analysis of the Australian research governance system and its underlying mechanisms is presented, as they pertain to interdisciplinary forms of research. On the basis of these analyses, it is concluded that there is a significant mismatch between the discourse of interdisciplinarity and associated conceptions of knowledge on the one hand, and current, relatively inflexible governmental research funding and evaluation practices on the other. It is finally proposed that the occurrence and perpetuation of such a mismatch in the Australian context can only be understood properly if placed in the context of a more general paradox of research governance, where a politically charged rhetoric of innovation conflicts with the actual trend toward an increasingly diminishing scope for the self-organisation of knowledge. 相似文献
10.
Jack Demaine 《International Studies in Sociology of Education》2013,23(3):191-206
This paper is concerned with the longstanding question of policy for those referred to nearly half a century ago by the Crowther Report as the ‘bottom half’; those mainly working class children who, in a sense, are ‘selected for failure’. The issue of selection is a matter of concern in countries around the world and has been at the centre of renewed political debate in Britain during 2005–2006. Labour Prime Minister Tony Blair has been keen to advance a policy of ‘freeing‐up’ secondary schools so as to provide ‘diversity’ and ‘more choice for parents and pupils’. Critics regard such a policy as involving ‘selection by other means’. This paper discusses questions of social class and inequality that are bound‐up with the issue of selection. The paper provides an account of ‘Blairite’ New Labour policy and discusses its closeness to new right education policy. The paper concludes with a discussion of radical proposals and observations on the prospects for the future. 相似文献
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Sandra Grant Barbara Comber Susan Danby Maryanne Theobald Karen Thorpe 《Cambridge Journal of Education》2018,48(4):515-532
The increased regulation of teachers’ work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers’ work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers’ accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of ‘quality of practice’, goal setting and evidence of the collaborative construction of Quality Improvement Plans. 相似文献
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T. N. Guru Row 《Resonance》2013,18(3):264-274
The identification of the occurrence of a material which has a structure that is ordered but not periodic in an electron diffraction work triggered a sensational discovery in 1984. It was found that a rapidly solidified alloy of Al with 10–14% Mn possesses an icosahedral symmetry in combination with long-range order. The discovery of such aperiodic forms has resulted in rewriting the basics of crystallography and has paved the way to search for these materials in Nature and look for specific applications. 相似文献
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CHEN Yun XUE An-ke GE Ming WANG Jian-zhong LU Ren-quan 《浙江大学学报(A卷英文版)》2007,8(8):1296-1303
This paper considers the issue of delay-dependent exponential stability for time-delay systems. Both nominal and uncertain systems are investigated. New sufficient conditions in terms of linear matrix inequalities(LMIs) are obtained. These criteria are simple owing to the use of an integral inequality. The model transformation approaches,bounding techniques for cross terms and slack matrices are all avoided in the derivation. Rigorous proof and numerical examples showed that the proposed criteria and those based on introducing slack matrices are equivalent. 相似文献
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In their struggle to improve student learning, many developing countries are introducing school-based management (SBM) reforms that provide cash-grants to school councils. School councils are expected to work collaboratively and decide on the best use of the funds. In this paper, we study the effects of one such program in Mexico on student outcomes. We complement the differences-in-differences analysis by qualitatively exploring program implementation. Results suggest the program had substantial positive effects on third grade Spanish test scores, with most benefits accruing to schools receiving SBM cash grants for the first time. These results are robust to alternative model specifications. The implementation analysis suggests school councils did monitor grant use, but parental participation did not significantly improve in other areas. Our findings suggest that the observed positive program effects are likely to be the result of providing schools with financial resources to meet pressing equipment, material, and infrastructure needs. 相似文献
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Abstract The objective of this paper is to identify current policy pressures in Canadian higher education and explore their implications for academic decision‐making bodies based on data we obtained in our national study on university senates. We describe two inter‐related sets of public policy pressures that have emerged in recent years in Canada including on‐going financial restraint and a renewed interest in university research. We conclude by reviewing a number of important implications for Canadian university governance in the context of contemporary policy pressures. 相似文献
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Tertiary Education and Management - In many countries, practice-oriented programmes have been recast as university programmes, fuelling debate on the purpose of higher education. We highlight two... 相似文献
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Following the international trend in education towards democracy and decentralization, the Hong Kong government introduced a school-based management (SBM) system about two decades ago. It is widely recognized in the literature that decentralization, empowering school level management and marginalizing the influence of the intermediate level of governance, can result in better deployment of school resources and better meet the demands of various stakeholders. However, in the unique historical and cultural context of Hong Kong, the advantages of decentralization claimed in the literature have yet to be fully realized. This paper discusses the contextual factors affecting the implementation of SBM in Hong Kong, and examines their impact on four major stakeholders, namely the government, the principals, the teachers, and the parents in the wake of reform. 相似文献
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Vusi Mncube 《Journal of educational administration and history》2009,41(1):29-43
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles. 相似文献
20.
Antonio Olmedo 《教育政策杂志》2014,29(5):575-597
The recent emergence of new venture philanthropists, social entrepreneurs and neoliberal policy advocates and the new ways in which they configure and perform their political agendas have brought important changes in the way in which education policy is enacted. This study takes some of the ideas sketched in previous work further and develops what was termed there as ‘philanthropic governance’. The first section analyses the transition to a new political framework characterised by new forms of coordination or ‘heterarchies’. These transformations represent new forms of governmentality and power regimes and are deeply rooted within the political economy and political philosophy of neoliberalism. The second section of the study focuses on a set of new policy actors, the ‘new’ philanthropists and explores the organisational model of a group of these philanthropic individuals and enterprises, their discourses, connections, ideological influences and agendas on the ground. Finally, the study reflects on the new ways through which philanthropic activity has gained an increasingly important political dimension, becoming a central explanatory variable to understand the recent changes and directions of national and international political agendas in different parts of the world. 相似文献