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1.
Fuelled by forces of globalisation, China has gradually shifted from a centrally planned economy to the ‘socialist market economy’. This study examines changes in Chinese education under globalisation and market economy, focusing on the teaching and living conditions of teachers. The study reveals that the profound transformation of social and economic life has resulted in significant changes to education in China, as manifested in curriculum reform, increased disparity between rural and urban education, marginalisation of minority education and lack of accessible and affordable education for the children of migrant workers. The recent changes have also had tremendous impact on teachers in terms of their workload, payment, wellbeing, social status and teaching and living conditions. The study contextualises the concept of globalisation by examining its impact on China through marketisation and privatisation. Its analysis demonstrates a withdrawal of the state from provision and financing of public education. It also reveals a number of social injustices and inequities whose reduction and elimination require the Chinese government to take immediate and active measures. 相似文献
2.
Reviewing the massification of higher education in China in the last two decades, this article critically examines how the education markets have emerged and developed in China through engagements with three major minban HEIs for addressing different development needs of the country. More specifically, this article discusses 1) the rise of minban (people-run) higher education developed by different local social forces; 2) the invitation of overseas universities to co-develop transnational education programmes for meeting citizens’ pressing demands for higher education; 3) the engagements of leading institutions from overseas for research capacity advancement. Through the analysis of these different types of non-state-run HEIs, we would appreciate how the Chinese government has skilfully transformed its higher education systems through the tactical adoption of neoliberal practices for education market formation in the country. The present article also reflects upon the unique university governance model in China, clearly revealing how state-university relationship has been affected by the unique and strong historical, political, and institutional traditions of the country. 相似文献
3.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):225-237
Background:?A newly elected centre-right coalition government in New Zealand was forced to deal with the cumulative fiscal consequences of two unforeseen challenges: a global financial crisis in September 2008 and two major seismic events in the country's second largest city in 2009 and 2010. This paper examines the way in which policies for initial and continuing teacher education were reshaped thereafter and the justifications provided by government for these changes. Purpose:?The paper examines the plausibility of the government's contemporary ‘crisis’ discourse and aims to show how ‘rational’ education policy changes also carry broader ideological and political agendas for teacher education. Thus, current changes to teacher education policy are located in the historical context of trends over the last two decades. Sources of Evidence:?The paper uses official statements by government and officials to show how they justified the policy changes as the only possible responses to an external economic crisis. Secondary sources of statistical economic data and policy texts are used to demonstrate that equally plausible alternative responses were overlooked, rejected or ignored. Main argument:?The paper construes teacher education policy as both text and discourse. It is argued that the media statements of politicians and officials are intended to secure popular approval for public education austerity measures, while at the same time masking an underlying political and ideological project and ignoring the informed policy rebuttals of some educationists. Conclusions:?The steps taken in New Zealand to respond to a short- to medium-term national fiscal crisis have major long-term consequences for teacher education. Most apparent is the continued failure to acknowledge the major incremental reductions in public subsidies for initial teacher education that have occurred year on year since the early 1990s and, instead, to reiterate the new public management ideology of further public service efficiencies. 相似文献
4.
The Re-Framing of Australian Higher Education 总被引：1，自引：0，他引：1
David Pick 《Higher Education Quarterly》2006,60(3):229-241
The aim of this paper is to analyse the changes in Australian higher education policy over the past two decades. Using frame analysis, two shifts in higher education policy are identified. The first is in the late 1980s where the view of higher education as having a broad social, economic and cultural role was changed to one that emphasised expansion, marketisation and competition. The second is currently taking place in which universities are becoming seen as business competitors in a global higher education market, and as such, privatisation and deregulation are centrally important. This paper demonstrates the usefulness of frame analysis as a way of examining the systemic effects of policy decisions in a way that draws together and uncovers how the various and complex forces of government policies and broader social and economic events combine to create the difficult terrain through which universities must now plot a course. 相似文献
5.
This paper examines increasing privatisation of education in the province of British Columbia, Canada. Conceptually, the paper is informed by theories of privatisation and social justice; and methodologically, it uses policy analysis to examine documents and financial records obtained from government departments. The paper critically analyses education policy that has enabled the emergence of private sources of revenue (tuition fees and for-profit revenue) and the establishment of school and programme choice. Analysis of levels of international student tuition generated by school districts in the province reveals differential capacity to produce such revenue. The authors argue that this differential capacity is leading to the development of a fourth tier within a pre-existing three-tier K-12 education system in British Columbia. The article concludes with a discussion of implications related to social justice in education. 相似文献
6.
This paper analyses policies pertaining to school dress codes which have been formulated recently by all state education bureaucracies in Australia. It examines these policies and their implementation in the context of devolution, the marketisation of schools, and cognate social legislation. In doing so it seeks to understand the textual hiatus between government policy and schooling practices. 相似文献
7.
Tsinghua University in Beijing, a leading Chinese university, has emerged as a pioneer in the decentralisation and marketisation of adult and continuing education in China. Recent development at Tsinghua has had a significant influence on the ways in which other universities in China have approached change. The university has decentralised power to the (continuing education) school level, implemented a corporate style of management and adopted market-driven programme development and management. This paper explores the ways in which decentralisation and marketisation has reshaped the provision of adult and continuing education at Tsinghua University, and its implications for China's higher educational institutions. After examining both the promise and the perils of adopting Western models for application in a diversity of Chinese contexts, the paper suggests that the decentralisation and marketisation of adult and continuing education in China will not lead to the complete withdrawal of government control over this sector of the educational system for both practical and political reasons. This Chinese case study therefore helps to improve theoretical understanding of the process of globalisation and the fact that the globalisation of neo-liberal decentralisation and marketisation does not necessarily imply or lead to homogenisation in policy or practice. 相似文献
8.
In the last two decades, China's education has experienced significant transformations and restructuring on account of privatization and marketization. Unlike the Mao era when the state assumed the major responsibilities in financing and providing education, individuals and families have now to bear increasing financial burdens in paying for education. The marketization and privatization of education has undoubtedly intensified educational inequalities and widened regional disparities between the economically developed areas in the eastern coast and the less economically developed areas in the middle and north-western parts of the country. The growing inequalities in education and the increasing financial burdens presented by education have been a source of social discontentment, which have in turn prompted the central government to revisit its approaches to educational development. This article sets out to examine, how in this wider policy context, China's education has been transformed following the adoption of more pro-competition and market-oriented reform measures. This article is based on intensive secondary data analysis, fieldwork observations, and findings from a household survey conducted in eight different Chinese cities about people's perceived education hardship. The article concludes by considering how the Chinese government has attempted to address the problems of educational inequalities that have intensified on account of two decades of education marketization. 相似文献
9.
Public education is commonly perceived as a social good endowed with the capacity to equalise western citizens’ chance of ‘success’. In 2008 Australia introduced standardised testing and reporting procedures to improve educational quality and equity through two policy tools (NAPLAN/MySchool). Ensuing public debate culminated in two Senate Inquiries. Qualitative critical analysis of all (N = 268) submissions to Inquiry One evidenced two major themes: marketisation and data (mis)use; and competition, commodification and practice. Marketisation’s hegemony shaped discourse and recommendations, with institutions and individuals promoting/engaging in self-aggrandising performance-driven activities seeking market advantage, often whilst simultaneously objecting. Submissions largely opposed MySchool and supported NAPLAN despite detailing maladaptive impacts and recommending changes. Drawing upon Latour, we suggest actors’ interactions with these tools (re)produced and re-enacted marketisation principles. Where marketisation, commodification or political rhetoric drives educational change, one ought to be cautious authentic approaches are not truncated by stakeholders lacking legitimate means to compete for resources or social status. 相似文献
10.
Kapil Dev Regmi 《Globalisation, Societies & Education》2017,15(2):188-201
This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy recommendations are guided by some underlying assumptions of neoliberalism mainly marketisation, privatisation, and decentralisation. The paper concludes that neoliberal orientation in education has almost no potential in addressing Nepal’s development challenges. 相似文献
11.
Citizenship,civic education and politics: the education policy context for young Australian citizens
Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an international community service program between Western Australia and Tanzania. By situating the interview data in relation to the policy goals, the paper argues that the current policy framework ‘sanitises’ the political nature of modern citizenship. The results from this study demonstrate that students have little understanding of the connections between the civic, the social and the political realms of citizenship. These results suggest that the current policy context does not adequately prepare young people to position themselves in the political realm. 相似文献
12.
Palle Rasmussen Anne Larson Pia Cort 《International Journal of Lifelong Education》2013,32(3):254-267
ABSTRACTDenmark has a strong and versatile tradition of adult education. Over a long historical period, adult education for public enlightenment and leisure, for continuing study and for vocational and professional competence have been developed, been made part of state policy and been used by citizens. But in recent years the public and political presence of Danish adult education has changed. While education policy issues generally abound in public and political debates, adult education is given much less attention than earlier. In this article, we trace the causes of this and conclude that it reflects a turn towards focusing on vocational types of adult education and a relocation of adult education policy to networks linking the state and the social partners. Drawing on theories of policy streams, policy networks and the competition state, we provide a historical analysis of Danish adult education reforms during the past two decades and document how the vocational turn has manifested itself. 相似文献
13.
Will Brehm 《Ethnography and Education》2019,14(1):34-50
Educational privatisation has received increasing scholarly attention in recent decades. In much of this work, educational privatisation is viewed as the outcomes of certain government policies or as the result of the influences of education businesses in school systems. This article presents a portrait of an educational entrepreneur in Cambodia to show how privatisation has been enacted by individuals. The empirical data for this article were collected between February and May 2014 using classroom observations and in-depth interviews. The method of portraiture was employed to understand educational privatisation through the perspective of the research subject while embracing the subjective nature of interpreting findings by the researcher. This article develops the literature on educational privatisation by offering a detailed look at the way in which historical memory shapes the behaviour of individuals. This analysis shows how educational privatisation is not only a process of government policy but also a social practice. 相似文献
14.
Molly N. N. Lee 《Asia Pacific Journal of Education》1997,17(1):27-40
This article examines the relationship between educational development and the role of the State in Malaysia. The focus is on the major shift in educational policies towards democratisation, decentralisation and privatisation of the Malaysian education system in the post-NEP (New Economic Policy) era. The article argues that the nature of the State has changed over historical periods depending on the condensation of power among the competing groups in this multi-ethnic society. The recent political developments in Malaysia show the emergence in the 1990s of a “developmental State” which perceives education as a means of human resource development as it strives towards rapid urbanisation, industrialisation and globalisation of the Malaysian economy. 相似文献
15.
John O’Neill 《教育政策杂志》2013,28(1):17-31
This paper examines recent privatisation practices in New Zealand public schooling. The standard political rhetoric is that free publicly provided schooling is guaranteed by statute. This position may be challenged by reference to two apparently insignificant practical examples of the way in which policy gives effect to privatisation in public schooling: (1) the commissioning of national assessment strategy policy advice, and (2) the award of contestable funding for the provision of support services to schools. It is argued that such practices advance neoliberal theories of schooling at the expense of the previous social democratic liberal settlement. The paper considers some possible consequences of increased privatisation of policy advice and service provision for understandings of and commitments to public schooling. 相似文献
16.
Over the past few decades, South Korea has made remarkable achievements in education despite many obstacles. Education, in turn, has played an important role in Korea??s achieving both economic development and political democracy. This article examines how South Korea expanded access to education and improved its quality. The article also identifies several tasks Korean education faces in the context of the new challenges of globalization and social polarization, and some of the broader policy implications that the Korean model of educational development has beyond South Korea. 相似文献
17.
异地高考政策是政府对进城务工人员随迁子女义务教育后的升学考试问题的应对之策。运用多源流模型分析框架,对异地高考政策的问题源流、政策源流、政治源流、关键性的焦点事件和政策企业家等五个动力要素进行整体性分析发现：教育政策“断层”下的异地高考诉求形成了异地高考问题源流;政协委员和专家学者的意见主张构成异地高考政策的政策源流;国民的教育公平需求,党和政府的促进教育公平、正义的价值选择形成了异地高考政策的政治源流。“15知名学者上书事件”催化了异地高考政策之窗的开启,并在政协委员、专家学者和新闻记者等政策企业家的助推下,实现了问题、政策、政治三大源流的交汇,进而达致异地高考政策议程的设置。而这一政策议程也表征出两大中国特点：一是问题源流与政策源流存在先因后果的影响问题;二是政策企业家具有多重角色作用。 相似文献
18.
Ashley Pullman 《Gender and education》2015,27(7):759-775
This paper examines Canadian federal and cross-provincial higher education policy from 1960 to 1990, a critical time when provisions for vocational and adult training came under the auspices of governmental concern, justified under both an economic rationale and as a way to address persistent forms of inequality. The problematisation of skill during this period had particular gendered implications, as addressing inequality through education subsidies intersected with the perceived training needs of employers and the market. Employing Nancy Fraser's theory of a ‘triple movement’, the following paper ‘takes stock’ of how the three political forces of social movements, marketisation, and social protection have shaped gendered discourses of education and training, the implications for which are of continued relevance to those trying to understand the education and training within the contemporary neo-liberal state. 相似文献
19.
An E He 《Asia Pacific Journal of Education》2011,31(1):91-105
Educational decentralization is a worldwide phenomenon, which takes different forms and leads to different outcomes in different socio-economic contexts. Taking Chinese–English bilingual education in Mainland China as an exemplar, this study examines how the decentralization of education has worked in China in the past two decades, and what consequences decentralization has brought about in the country. The analysis reveals that decentralization has created a favourable overall socio-economic and political context for bilingual education to develop, from a local endeavour into a nation-wide undertaking. The analysis also reveals that decentralization has allowed the diversified operation of bilingual programmes at the regional level. However, there has been a visible inconsistency and incoherence between the theoretical underpinnings of the programmes and the practice in schools and classrooms. Such an inconsistency and incoherence may have resulted from a newly reconfigured relation between the central government and local governments, as well as a lack of human or intellectual resources at the regional level, leading to some unintended educational and socio-political outcomes. 相似文献
20.
Dewi Susanti 《Higher Education》2011,61(2):209-218
Increasing costs of running educational institutions and funding educational programs, coupled with decreasing government
subsidies to support such costs, have made privatisation and marketisation of higher education a common phenomenon throughout
the world. The article presents the development of this trend in Indonesia utilizing two recent government regulations: Badan
Hukum Milik Negara (BHMN/State Owned Legal Institution) law of 1999, and Badan Hukum Pendidikan (Educational Legal Institution)
law of 2009. Three main criticisms to the regulations include impartiality towards low-income students, the government’s reduced
responsibility and commitment to education, and commercialization of public universities. The article argues that the regulations
and their main criticisms have failed to address the underlying causes to educational inequity and the lack of emphasis on
the impacts of privatisation and marketisation on academic values and purposes of higher education. The article emphasizes
the need to revisit the purposes of higher education, to reinforce academic standards and values, and to strengthen the teaching
profession. 相似文献