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1.
《British Educational Research Journal》2006,32(2):159-176
The relationship between research and policy and practice in education is a long‐standing issue in many countries. Focusing on the UK Government, which is responsible for education in England, this paper looks at the criticisms of education research that have been made in recent years by government and related non‐departmental public bodies and stakeholders. It then looks in more detail at specific examples of the use that has—and has not—been made of research in developing policy. But rather than produce a balance sheet of pluses and minuses in policy makers' use of evidence, the paper emphasises the realities of the policy making process and the difficulties in establishing consistently and exclusively evidence‐based policy. At the same time, it argues that researchers should beware of allowing their work to be shaped entirely by the Government's call for research that is directly useful to policy by always prioritising applied or practice‐based approaches. The paper concludes by highlighting the need for BERA to promote all types of education research—regardless of its utility for policy makers—and, as part of this, for the education research community to ensure that appropriate quality criteria are available for all approaches. 相似文献
2.
《师资教育杂志》2012,38(1):70-83
This paper uses an earlier conceptual framework in order to promote a dialogue between funding agencies and researchers about the problems and limitations of evaluating the implementation of a major national project in teacher education concerned with the induction of beginning teachers. Eight propositions highlight the principal issues associated with the evaluation contract, with changes in the evalution task team and policy over time, the research‐design, the need for negotiations, the impact of the research upon the action and the difficulties of drawing unambiguous conclusions. It is argued that policy makers, funding bodies and researchers in both developed and developing countries should recognise them as natural features of such projects and should take account of them in the training of researchers and in the monitoring of projects. 相似文献
3.
Colin Power 《Educational Research for Policy and Practice》2006,5(3):255-264
This article draws lessons from experience at UNESCO and Eidos pertinent to the issues of developing East-West Partnership
in education. For the past 60 years, UNESCO’s mission has been to promote international co-operation. It has been very much
involved in promoting intellectual co-operation among the professional leaders in education. Eidos is a consortium linking
three Queensland Government Departments and seven of its universities that are committed to building collaborative research
and policy capacity and to ensuring that research informs educational policy and practice. The experience of UNESCO indicates
that to be successful, partnerships must focus on shared goals and mutual advantages. Partners must be prepared to meet their
commitments and abide by agreed standards, and there needs to be effective monitoring of performance. The Eidos experience
confirms that maintaining partnerships is not easy in a highly competitive environment, but that we must harness the collective
expertise of researchers and policy makers if we are to develop innovative solutions to the complex problems facing our education
systems. 相似文献
4.
This paper considers the relationship between knowledge production and primary education policy making in Bangladesh. It investigates the form of discussions and dialogues that have taken place between policy makers and researchers and considers how these have shaped the nature of the evidence policy makers have used in different periods. The paper also attempts to assess the implications of the shifting forms of relationship between policy and knowledge production for strategies to introduce universal primary education and improve its quality. The paper itself is an example of some of the themes it examines. It has emerged out of discussions taking place in the research committee of the Bangladesh Directorate of Primary Education (DPE) and Primary and Mass Education Division (PMED). (See Figure 1.) This committee, established as part of the DFID funded ESTEEM project [1], brings together officials from DPE and PMED with education researchers from Bangladesh's universities and consultants appointed by ESTEEM. An aspect of the work of the research committee has been to consider what kinds of knowledge are useful in the implementation of policy. In summary we argue that, except for an early period after the War of Independence, there has been little open dialogue between researchers and policy makers in Bangladesh. Policy has been much more closely shaped by the changing forms and values of educational administration in central government and in large NGOs than by 'scientific' forms of research and knowledge production or by the debates these might provoke. Research and education policy development have been the preserve of elite groups closely connected to central government. Very little research has been undertaken independent of government or commissions from large NGOs. However, in different periods researchers have participated in policy formation in different ways and there are indications in the present period that the views of researchers and policy makers are beginning to diverge somewhat with some more critical commentary being published. We map the history of these changing forms of participation in order to reveal aspects of the context in which successive policies have been formed. 相似文献
5.
教育公平已成为众多教育研究者和政策制定者关注的焦点,增值评价由于其较好地解决了教育公平问题,正日益成为国际教育评价的热点。美国是教师效能增值评价使用最为广泛的国家之一,本文围绕美国教师增值评价的理论研究和实践运用,展现美国教师效能增值评价所取得的显著教育成果,为我国教育评价的改进提供参考建议。 相似文献
6.
《International Journal of Educational Development》1994,14(3):321-337
This paper argues that the policy issues facing governments in multiethnic and multilingual states are sometimes so acute as to provoke resistance and even open hostility. Yet they are glossed over by international aid agencies. It discusses how societies have become multiethnic/lingual; explains the relationships and perceptions between minority and majority groups; and then identifies some of the dilemmas that face educational policy makers. In some instances it matters little which policy is pursued; problems are inevitable. However, whether or not policies are pragmatic or provocative, they are generally designed to favour particular ethnic or linguistic groups. The paper concludes by urging international bodies to take greater cognisance of the language problems facing most developing countries especially when implementing aid projects. 相似文献
7.
《International Journal of Research & Method in Education》2013,36(2):179-192
This paper argues that if education practitioners, policy‐makers and researchers are to gain insights from new forms of online self‐representations, there is a need to take stock of research involving homepages in order to identify important methodological issues and lessons that need to be addressed in future research. Home page authorship research is characterized as being associated either with production or classification, very much as other areas of research in literacy such as new literacy studies and multimodality have identified process and product. In this paper, key aspects of research into homepage authorship are reviewed and tensions and contradictions identified. From this review four key implications for methodology are discussed: the varying degree to which content or context are defined in research; the interaction between researcher and researched, within learning disability contexts and more widely; a consideration of the sometimes blurred distinction between public and private online spaces and a wider discussion of the ethical issues facing researchers. 相似文献
8.
Maha Shuayb 《Compare》2019,49(4):548-564
Many Arab countries are currently undergoing significant education reform. However, there is a paucity of research on how reforms are crafted and educational policies constructed. Lebanon has witnessed two education reforms since the Taif Agreement in 1989. This paper examines the role of research centres in influencing the last two education reforms. It selects a case study of an independent, non-governmental educational association and studies the role it played in these two reforms. The study found that contrary to the conventional wisdom, policy makers did call on research institutes when designing their reform. Yet there is a haphazard relationship between policy makers and researcher centres influenced by a number of factors, such as personal relationships, policy brokers, donors, and the availability of reputable research centres. The study also showed reluctance amongst some academics to play a direct role in influencing policymakers decisions. 相似文献
9.
《Higher Education Policy》1997,10(2):137-143
Many developing countries are in the process of restructuring their higher education system to meet their nation's socio-economic development. As their educational budget is not unlimited, working with international educational institutions has become one of the attractive solutions to improve the quality of their education and to make it relevant to meet their nation's educational demand for economic development. This paper identifies some key issues which have prevented the Vietnamese higher education system from serving effectively its country's open-door policy and provide necessary recommendations to help Vietnam overcome its short-comings and weaknesses. The issues identified together with recommendations, on the other hand, may help some educational policy makers from developed countries select their fields of assistance or cooperation as well as to establish their long term educational strategies to deal with developing countries such as Vietnam. 相似文献
10.
自20世纪80年代以来,美国的道德滑坡现象日益严重,青少年吸毒、酗酒、偷窃、欺骗等行为日益增多,促使政策制定者、教育实践者与研究者重新关注品格教育。随着对品格教育教学效果的重视,以及相关教学效果数据的日益增多,对美国品格教育实施科学的实效性测评变得日益迫切。近年来,教育实践者与研究者对此进行了大量的、系统化的研究,主要涉及到品格教育实效性测评的测评内容、测评标准、测评方法及测评工具,并对测评实施过程中出现的难点与存在的问题进行了梳理与分析,在此基础上提出了相应的测评优化策略。 相似文献
11.
PISA测试结果是影响参加国或地区调整教育政策的重要因素之一。这些影响主要包括公众对教育质量的关注及其形成的舆论压力,表现优异的参加国或地区可借鉴的成功经验等。研究发现,基于PISA测试结果的教育政策调整类型主要有四种:政策深化型、政策变革型、政策调适型和政策效仿型。 相似文献
12.
Edward P. St. John 《Higher Education》1986,15(5):523-545
Over the past decade, there has been a revolution in policy, planning and management practices in higher education in the developed world. The decline in the traditional college-age population and the stressful fiscal conditions of the late 1970s and early 1980s, after over two decades of growth, were catalysts for new approaches to public policy and institutional management. There has also been increased research on the effectiveness of policy and management methodologies in the West. This paper explores the applicability of contemporary western policy and management methodologies to the technical sector of postsecondary education in three Far Eastern countries: Pakistan, Bangladesh and the Philippines. Case studies are analyzed to explore the applicability of these methodologies to the developing world. The major finding is that, because of new conditions facing higher education in these countries, contemporary approaches to policy and management are applicable. However, specific methodologies require adaptation to accommodate the political, institutional and cultural environments in these settings.An earlier version of this paper was presented at American Education Research Association, 1986 Annual Meeting. 相似文献
13.
This paper examines the role of information and communication technologies (ICTs) in advancing the cause of education for all and livelong learning. After examining the claimed benefits of ICTs for promoting education and schooling, and the characteristics of education and the basic education movement in Asia, the paper focuses on providing a case study of one country in South-East Asia, that of Myanmar, regarding the use of ICTs to achieve lifelong education for all. The paper reports on a research study being undertaken by the author which examines how ICTs are being harnessed to support educational needs in the formal education system in Myanmar, including basic education, teacher development, and in the higher education institutions under the Ministry of Education. The study focuses specifically on the applications of ICTs for increasing access and improving quality in the context of the Information Age. The research is based on a field survey and case studies of best practices and innovations in the applications of ICTs to education in the Myanmar education system. By identifying the conditions that must be addressed in making effective use of ICTs for learning and teaching, the results of this study provides much needed feedback to assist the Ministry of Education in Myanmar to operate most cost-effectively in this area. Although the paper specifically examines the situation regarding one particular country, lessons learnt from the experience of Myanmar have much to offer researchers, policy makers and practitioners regarding the applications of ICTs to education development in other parts of Asia, and indeed in other parts of the world. However, the extent to which the results of this research study are generalizable to other developing countries has yet to be ascertained, since this is beyond the scope of the study reported on in this paper. 相似文献
14.
Stephen Gorard 《British Journal of Sociology of Education》2008,29(3):317-324
This paper re‐considers some of the evidence for low and declining social mobility in Britain, showing that one study based on a re‐analysis of cohort figures appears to have had an impact on policy‐makers out of all proportion to its scale and rigour. The study claimed to show that the income of parents and children were more closely related for sons born in 1970 than in 1958, and that therefore social mobility was declining. It also claimed to show that the incomes of fathers and sons were more closely related in Britain than in countries such as Norway. However, a reconsideration of the same results in this paper leads to very different conclusions. This example is considered in detail here to illustrate the point that it is not always a good thing for research to have influence. The most important and ethical challenge facing social research in education is to improve its quality rather than its impact. 相似文献
15.
Suzanne Carrington Hitendra Pillay Megan Tones Julie Nickerson Jennifer Duke Benedict Esibaea 《International Journal of Inclusive Education》2017,21(5):495-506
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study. 相似文献
16.
Simon Broek 《International Journal of Lifelong Education》2013,32(4):397-417
This article contains an analysis of policies aimed at increasing the participation of adults in higher education (HE) in seven countries (NL, DK, SE, UK, BE Flanders, DE and the state of California in the USA). In order to maintain their economic competitiveness, many countries have developed policies to increase the participation of adults in HE. However, the effectiveness of these measures has not been studied to any significant degree as yet. Therefore, the focus of this article is to assess the effectiveness of these measures within their particular context. For this purpose, the research team carried out an international comparative study based on desk research, case studies and interviews with both policy makers and academic researchers in the seven countries. The study shows that there are common ingredients for effective learning environments, such as a high degree of flexibility of HE provision. In short term, in rationalising policies there are a number of issues that need to be addressed, e.g. the issue of what is the primary objective for increasing participation. In the long run, one needs to reconsider broader HE structures within a lifelong learning perspective towards a fundamental revision of the current systems. This is both necessary in combating crises and in dealing with problems encountered by ageing societies. 相似文献
17.
Anna Caroline Bernhardt Rika Yorozu Carolyn Medel-Añonuevo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):279-288
In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education. 相似文献
18.
Tom Gabriel 《International Journal of Educational Development》1983,3(3):305-311
Current development education in the United Kingdom usually offers participants from developing countries studies of what development is or should be. These programmes are well suited to the needs of higher-level planners or policy researchers. They contrast markedly with the urgent need for the knowledge of and skills in how to undertake planned economic and social changes. This paper suggests a possible route towards a practical, professional training for middle-and lower-level personnel engaged in managing development and extension services. Briefly, the paper notes the lack of educational programmes aimed at practical training and middle-level staff in Britain; and the role of education in the process of development. Current difficulties for locating these programmes in the developing countries themselves are discussed, and the outline for a suitably practical programme, initially based in Britain, is proposed. 相似文献
19.
Jack R. Farrell 《Research in higher education》1984,20(3):295-308
A review of literature dealing with the relationship between the institutional research function and the decision-making process in higher education reveals a wide range of opinion. At one extreme are those who believe that institutional researchers should be little more than purveyors of data for use by the executive decision makers. At the other extreme are the advocates of an active institutional research role in policy analysis and decision making. A recurring theme in the literature summarized here is the precarious nature of an institutional researcher's position in the unique organizational milieu of higher education. Most sources agree that an institutional research office must be perceived by all parties as completely neutral in order to maintain credibility with both faculty and administration. 相似文献
20.
GOTTFRIED MENDE 《European Journal of Engineering Education》1989,14(2):175-183
Changing conditions in developing countries and growing differentiation between these countries are responsible for the intensification of technical co-operation in the field of quality assurance. The task of the German Technical Academy is to become a satisfactory instrument in facing this challenge of development policy. The Deutsche Technische Akademie (DTA) is concerned with projects of technical assistance in developing countries and with the education of foreign specialists and technical management staff from developing countries in the Federal Republic of Germany. 相似文献