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1.
ABSTRACTOver the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from this privatization agenda. More recently, however, research has identified a significant shift in the discursive order especially driven by a series of new actors including think tanks and civil society organizations favourable to different forms of privatization. Building on case study methods and informed by a cultural political economy (CPE) approach this paper addresses two purposes. First, it attempts to explore possible explanations for the scarce development of the private sector in Uruguayan education. Second, it aims to characterize the discourses and strategies increasingly used by different actors to frame and promote policy ideas potentially leading to privatization policies. The study shows how a small but influential number of actors have become involved in the process of promoting ideas that seek to influence policymaking. Findings reveal how these actors frame school autonomy and accountability as policy solutions by means of different strategies of networking and knowledge mobilization. 相似文献
2.
Mary Bailey 《教育政策杂志》2013,28(4):555-572
This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this policy is traced as it is first launched within an educational policy ensemble around the raising achievement agenda and then re-framed as part of the then New Labour government’s major educational and social policy agenda of Every Child Matters. Drawing on interview data from head teachers and teachers, the ways in which study support policy was translated in two contrasting schools over this period is explored, highlighting different tensions with national policy and local agendas. The ‘fate’ of study support as an initiative is questioned following a change of government in the UK and in the context of global education policy developments. This analysis of the re-framing of a low-profile policy adds to our understanding of the cycles of policy ensembles and their translation by different agents in different sites over time. 相似文献
3.
美国中小学国际理解教育政策的发展经历了三个阶段:培养世界意识的初创阶段、在争议中前行的稳步发展阶段和强调全球素养培养的深入阶段。其发展呈现出始终服务于国家利益,由政府与社会力量共同推进,以课程建设为核心等特征。这为我国中小学国际理解教育政策的发展提供了有益启示,即需要加强重视国际理解素养培养的力度,建立完备的中小学国际理解教育政策体系,扩大国际理解教育政策的研究主体和制定主体,注重中小学国际理解教育课程建设。 相似文献
4.
The economic transition in China since the late 1970s has led to not only drastic social transformations but also rapid advancements
in science and technology, as well as the revolution in information and communications technology. In order to enhance the
global competence of the Chinese population in coping with the challenges of a knowledge-based economy, the higher education
sector has been going through restructuring along the lines of marketization, privatization and decentralization. Responding
to the the challenges of globalization, the Chinese government has opened up the education market by allowing overseas universities
to offer programmes on the mainland. This article sets out in this wider policy context to examine the current developments
of transnational higher education in China, with particular reference to how students in Zhejiang province enrolling in these
overseas programmes, especially those offered by Australian providers, evaluate their learning experiences. This article will
also discuss the major concerns raised by the respondents in our study regarding the newly emerging transnational higher education
programmes, with particular reference to examining how far these new programmes would affect the regulatory framework in Chinese
higher education. 相似文献
5.
"全球维度"是21世纪以来英国推行全球素养教育的一大特色理念"。自我—他者"关系,是"全球维度"本身蕴含的一个重要议题。英国全球素养教育在政策、课程、教学层面分别体现出三组"自我—他者"关系:在宏观政策层面,体现为作为民族、国家的"自我"与作为区域、世界的"他者"之间的关系;在中观课程层面,体现为学科内"自我"与学科外"他者"之间的关系;在微观教学层面,体现为学习者"自我"与教育者"他者"之间的关系。这三组"自我—他者"关系虽表征各异,但均呈现出从对立到融合、再到共生的发展趋向,也凸显了全球素养教育从互识到共识、从同化到共生、从解读到解放的价值转向。 相似文献
6.
《British Journal of Educational Studies》2012,60(4):439-458
ABSTRACT Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings – in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each school emphasising distinctiveness in its curriculum – often with implications for its funding and degree of autonomy – which differentiate it from others. There is normally the intention to scale-up curricular innovations school-wide. The paper addresses three aims in respect to both countries: first, it profiles the evolution of specialist schools' policies in both states in relation to school improvement and secondly, social justice; thirdly, it undertakes a comparative policy analysis in order to draw conclusions as to how the relationship between central government and schools has re-configured in both countries – arguing that the policy in England is radical, that in Singapore, conservative. 相似文献
7.
Ka Ho Mok 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):547-567
In the post-Mao era, the reformers have taken significant steps to privatize social policy and social welfare. Revamping the social security system and commodifying social services have become more prominent since the mid-eighties. Despite the post-Mao leaders' discomfort about the term "privatization", signs of state withdrawal from the provision of social policy and welfare are clear. The author argues that the emergence of private educational institutions indicates that China's educational development has gone through a similar process of privatization or quasi-marketization though the Chinese experience is different from that of Western counterparts. Specifically, this paper tries to examine how the flourishing market economy and the policy of decentralization have affected the development of China's higher education. No longer solely relying on public schools, private and minban (people run) educational institutions are becoming more popular in the new socialist market system. This paper attempts to examine how privatization and quasi- marketization have affected educational development in mainland China. The paper concludes with a discussion of the policy implications of the privatization of education in China. 相似文献
8.
Daniel Levy 《欧洲教育》2014,46(3):7-30
With the fall of communism in 1989, Eastern and Central Europe would quickly become part of an already strong global tide of privatization in higher education. Nowhere else did private higher education rise so suddenly or strongly from virtual nonexistence to a major regional presence. A fresh database allows us to analyze the extent and dimensions of that presence, including various national and subregional quantitative dimensions. Yet the private sector is strongly challenged on several fronts, including paradoxically by the public sector’s own partial privatization, sometimes closely linked to the private-sector growth. Nonetheless, private higher education has continued to grow thus far into the new century, with shifting national and subregional patterns. Higher education privatization remains a noteworthy reality in Eastern and Central Europe but it is an evolving reality. 相似文献
9.
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
10.
Tiffany Mary Jones 《Sex education》2013,13(4):369-387
Sexuality policy is currently changing at global, national and local levels. This move is affecting the sexuality education discourses in education policies around the world. However, the changes are not always translating into a direct re-thinking of approaches, and in some cases result in a push for more conservative policy. This paper provides a discourse exemplar for understanding the broad range of sexuality education discourses currently at work in education policies and policy movements internationally. It is intended for use in sexuality education policy research, conception and practice. The different constructions of ‘the child’ at the core of the various discourses are examined, including the ways in which the different discourses attempt to ‘save’ these children from perceived sexuality problems through education. The article posits that such rhetorical children should not ‘stand in’ for the needs of actual children in sexuality policy, without being explicitly acknowledged as constructs. 相似文献
11.
Lorraine Pe Symaco 《Asia Pacific Journal of Education》2013,33(2):183-196
There has been a sustained interest in the contribution of higher education in local, regional and national development in many countries. Along this line is the increasing internationalization and globalization of services to which the higher education sector is anticipated to respond through the updating and modernization of its offerings, changing of its formal structures and methods, policies regarding access, among others. The challenges of higher education in the global context anticipate the internationalization of this sector as a means that can provide an efficient response to and training for the evolving demands of modern society. This article reviews the programmes enacted by the Philippine government in response to the changing context of higher education with the move towards the knowledge-based society as central in policy. Issues relevant to the growing internationalism of education as seen through, among others, related human capital training, the role of research and development (R&D), and the increasing privatization of education as a result of the expansion of higher education will also be discussed. 相似文献
12.
Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative. 相似文献
13.
A future-perfect global education agenda is currently being designed. Much extant research investigates the past-imperfect implementation of successive waves of global education goals. This article is based on a study that investigated the ways in which formal policy commitments in a post-MDGs agenda may be constrained by contemporary global policy practices. Using narrative analysis of interview data from key global policy actors, I argue that future policy will be constrained by: first, the assumptions that currently underlie global policy actors’ narratives of quality and equity; and second, new consensual aid implementation mechanisms that monitor narrow definitions of quality. 相似文献
14.
ABSTRACT School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces. 相似文献
15.
Relationships between religious beliefs, institutions, educational strategies, and delivery pose practical challenges for policy makers in all countries. They have particular significance today in Bangladesh given the national and regional developments that shine light on religious roles within national identity and minority communities. Challenges range from coordination of different systems for purposes of employment credentials, equity, and quality assurance to fundamental questions about the values that underlie curricula. A related challenge involves national objectives to instill shared civic values through education and to address mounting intergroup tensions. How the wide variety of religiously managed education institutions in Bangladesh approach these issues is poorly understood and subject to significant misunderstandings. Knowledge about different types of schools and programs led by religious institutions in Bangladesh is incomplete in terms of numbers, approach, and results. Knowledge gaps contribute to misunderstandings and social and political tensions. This review describes and analyzes faith-inspired education providers in Bangladesh, the most prominent of which are Islamic madrasas and Catholic schools. It sets faith-inspired education in a historical context and highlights contemporary issues for policy makers that arise from their approach and that feature in public discourse about the links between religion and education. The aim is to build constructively on the legacies of religious contributions to education, address both articulated and unarticulated tensions, and to identify ways in which contemporary innovations among religiously inspired education providers contribute to broader national education goals. 相似文献
16.
Linda Rönnberg 《教育政策杂志》2017,32(2):234-249
This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy. 相似文献
17.
Wing-Wah LAW 《Frontiers of Education in China》2013,8(4):596
Since the early 20th century, numerous scholars have proposed theories and models describing, interpreting, and suggesting the development paths countries have taken or should take. None of these, however, can fully explain China’s efforts, mainly through education and citizenship education, to modernize itself and foster a modern citizenry since the late 19th century. This article traces and examines these efforts through a reflective and critical analysis of such public texts as official policy documents, curriculum standards, and related commentaries, and reveals three major findings. First, China’s leaders have advanced different views of and approaches to development and citizenship in response to changing domestic and global contexts. Second, the Chinese state determines China’s development course, defines its national identity and citizenry, and selects its nation-building curricula. Third, the Chinese state’s growing desire for national rejuvenation in an increasingly competitive, globalized world in the 21st century mandates an important education mission that its citizenship education be politically and ideologically open and accommodative, and help students develop global, national and local identities and function as active, responsible citizens of a multileveled, multicultural world. This article furthers academic understanding of how China’s education responds to economic, political, and social demands and shapes students’ multiple identities in a global age. 相似文献
18.
19.
Quality assurance in Australian higher education: Globalisation and `steering at a distance' 总被引：4，自引：1，他引：4
Lesley Vidovich 《Higher Education》2002,43(3):391-408
The complex and contested phenomenon of globalisation presents a fundamental challenge to higher education. Arguably, the development of quality assurance mechanisms during the 1990s and into the 2000s is one of the key globalising practices evident in many higher education sectors – in both developed and developing countries. However, there are still too few studies on the implications of globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. It is important to investigate context-specific differences in potentially globalising policies and practices, rather than simply assuming global homogenisation. This paper offers an analysis of policy on quality assurance in Australian higher education over the last decade. It points to the changing discourses on `quality' over the period from a management device to a marketing device. It suggests that, in essence, quality assurance mechanisms have provided the government with an avenue for `steering at a distance', where the controls over universities and academics have not lessened but have changed form. The specific mechanisms used are both similar to, and different from, those evident in quality assurance policies in other higher education systems. 相似文献
20.
Claudia Diaz Rios 《教育政策杂志》2013,28(5):647-668
AbstractEducation privatization is a global trend that has nonetheless followed multiple trajectories. This article addresses the question of what explains this variation by demonstrating the role that political coalitions play in the re-interpretation of global privatization ideas. A political-coalitional approach helps us analyze from a long-term perspective, the interplay between ideational, political, and economic processes that occurred at the global and domestic levels. Both accumulated benefits and negative consequences of previous reforms realign domestic coalitions that then facilitate or constrain the selection of global ideas and shape the way in which they are implemented at the country level. Based on a comparative historical analysis of three countries, Chile, Argentina, and Colombia, the article identifies three privatization trajectories: marketization, erosion of public education, and dualization of education provision. The long-term analysis of these trajectories also shows that privatization is not a linear process but a complex dynamic with consequences that may trigger unintended changes in the future. 相似文献