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1.
Allowing the Market to Rule: The Case of the United States   总被引：2，自引：0，他引：2  
There are increasing calls in the UK and other countries for deregulating universities so that they can better compete in the global market for higher education. Frequent allusions are made to the superiority of the US market‐oriented system. But is market competition for first degrees in the US efficient for the larger society? Do the constantly increasing social expenditures for higher education in the US benefit the public interest or do they advantage certain students and faculty members? Two recent economic studies provide greater insight into the impacts of market competition on US higher education. The results of these studies are discussed and their possible implications for higher education policy making in other countries are explored.  相似文献   

2.
Under the Canadian constitution, authority over all levels of education, including higher education, rests with each of the individual provinces and territories. Although Canada has one of the highest levels of per capita educational attainment in the world, student access continues to be one of the most dominant policy areas in Canadian higher education. In recent years, a number of significant access policy reforms have been put in place by governments at the national and provincial levels. These initiatives are demonstrative of the continued and growing influence of marketization in Canada’s quasi-market system. This analysis provides some insight into these recent reforms and the influence that market principles have come to have in Canadian policies on both the supply-side and the demand-side of the country’s higher education sector.  相似文献   

3.
Education Management Organisations (EMOs), for-profit and non-profit management companies engaged in take-over and operation of public education, are becoming big business in the USA and the UK. It is estimated that in the US, EMOs were projected to generate up to $123 billion dollars in revenue in 2000. In the smaller UK system it is estimated that about 5 billion of services in public education could be contracted out to private organisations per annum. This paper examines the policy frameworks that have enabled EMOs to take-over and progressively contribute to the privatisation of public education in two national settings, the USA and England and Wales. The British scene is distinctive because government policies that have sought to expand the role of the private sector, via public-private partnerships, in the provision of public sector services and its strong accountability system, have provided opportunities for EMOs to be engaged in, or take-over, schools and educational administrative services formerly provided by LEAs. In the US, in the mid-1990s, EMOs were invited to take over school districts and specific schools. However, this practice has been succeeded by a new focus on taking over the management of charter schools. A large capital market that is able to finance enterprises involved in educational services supports the development of EMOs in the US. Our research findings, however, point to halting progress by EMOs in public education in the US. There have been well-publicised failures to deliver the promised better education at a lower cost and also well-documented failure to raise student performance levels in school and school districts. The paper concludes with reflections on the extent to which EMOs have taken forward privatisation and its implications for the governance of education.  相似文献   

4.
Abstract

The advent of the single European market has generated new demands for training and consultancy, and many further and higher education institutions have been anxious to exploit the commercial opportunities that have been created. In general, however, institutions have been more successful in providing training for the public sector than they have been for the private sector. A survey of FHE reveals the kinds of single‐market training that are on offer, and suggests that the training that is available needs to be more precisely geared to the requirements of business if colleges and universities are to make further inroads into the private sector. It is argued that much training is currently ‘supply led’ rather than ‘demand led’, and that institutions need to recognise important differences between information needs, skills needs and qualifications needs in the design of their single market provision. There are, however, examples of good practice, and institutions’ perceptions of their own needs in improving their European training are also discussed. The article concludes with some practical steps that institutions might consider in order to improve their single‐market training.

‘The training performance of industry and commerce in this country must be raised to meet the greater commitment and higher standards of other European countries.’

The words belong to the then Minister for Further and Higher Education, Robert Jackson, and were spoken in 1990 at the launch of the Department of Education and Science‐funded PICKUP Europe Unit ‐‐ an initiative designed to help further and higher education (FHE) to meet the training needs of industry and business in anticipation of the changes heralded by the single European market (SEM). Helping industry and business to respond to the challenges of the enlarged European market fitted well into the PICKUP scheme, which was intended to encourage FHE institutions to make their expertise and resources available for the purposes of updating and reskilling the labour force. It reflected the Government's desire to build a stronger link between education and wealth creation, and to foster competence‐based, as well as knowledge‐based, aspects of educational provision. The 282 measures associated with completion of the single market have made it increasingly important that workers at all levels are familiar with the new Europe in which they will produce goods and services, but just how effectively are further and higher education institutions facing up to their own challenge, and providing the ‘training for Europe’ that is considered so important in ensuring that British businesses exploit the opportunities of the single market?  相似文献   

5.
In this paper we consider the negotiating positions adopted by the US and Japan for the liberalisation of trade in educational services under the General Agreement on Trade in Services (GATS). We argue that the US adopts a position of hegemon and freerider in the development of a liberalisation regime in education. The aggressive character of the US position is profoundly influenced by: (1) a strong federal government level faith in service liberalisation; (2) high levels of domestic privatisation in the fields of higher education, training, testing and evaluation; (3) active lobbying by educational services providers. Nonetheless, the US is cautious about allowing foreign competition into domestic education markets. This stems in part from active resistance of the public education sector; and in part because of the delicate jurisdictional questions it would raise given the constitutional right of states to control educational policy. Ironically, US reticence also seems to be related to the relatively high levels of private educational expenditures in the US. In contrast, the Japanese government's approach is motivated primarily by bet‐hedging and legitimation concerns. Japan is not a net‐exporter of educational services and cannot be said to have comparative advantage in this field. However, three things seem to be influencing what might be seen as Japan's surprising decision to join the group of only four (World Trade Organization)WTO member nations who have submitted negotiating proposals for trade in educational services. First, the Japanese are strongly interested in the expansion of trade in other service areas, and may be willing to negotiate in education in order to further negotiations in these other areas. Secondly, Japan's decade‐long economic crisis has contributed to an important policy shift in the government's plans for higher education. Questions about the relevance and competitiveness of Japanese higher education have recently led the Japanese government to commit itself to this sector's ‘internationalisation’. To this end the government is also considering legislation that allows for the accreditation of 282 K. Mundy & M. Iga foreign higher education within Japan. Nonetheless, the Japanese government's negotiating proposal on trade in educational services is much more tentative than that presented by the European Union (EU) and New Zealand, for example. Japan places unique emphasis on the importance of regulatory control mechanisms for foreign service providers. As in the US, at least some part of the Japanese reticence seems to be driven by relatively high levels of private educational expenditure in the country. This paper is organised as follows. In Sections I‐V we briefly trace the history of the WTO, the GATS, and the inclusion of educational services in the GATS. Here we emphasise the strong role played by the US in the inclusion of services in international trade negotiations, and its part in the collapse of ‘embedded liberalism’ as a foundation for a multilateral trade regime. We also look briefly at the contentious aspects of the current round of negotiations in the education sector and describe their current state of play. In Sections VI and VII, we look more closely at the political economy of the negotiating positions adopted by the US and by Japan. We situate the negotiating approaches of these two countries within a comparative analysis of their relative share of current trade in educational services. In our concluding section, we begin to answer two questions. First, what theoretical framework best explains the content and direction of the American and Japanese negotiating frameworks? Second, what can the negotiating positions of these two important WTO members tell us about the overall direction and likely outcomes of the Doho round of negotiations on educational services?  相似文献   

6.
Higher education today is faced with a perplexing array of often conflicting demands and pressures. There is continuing debate over a range of important concepts including educational quality, academic freedom, accountability, equity, affirmative action, and accessibility. These concepts reflect fundamental principles which form the basis for policy directions by governments and postsecondary education institutions. Yet, are we clear on what these principles mean and on how they interact? This discussion examines the various facets of the concept of entrepreneurship and the implications of entrepreneurial activities for higher education institutions. It is argued that basic differences exist in culture and values between higher education and the private sector, and that more attention to a clear understanding of the concepts and activities involved in entrepreneurship will reap benefits for higher education in future policy development and strategic planning.  相似文献   

7.
ABSTRACT

This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy discourse often portray China’s AI development in terms of a unified national strategy, and a burgeoning geopolitical contestation for future global dominance, this analysis will suggest a more nuanced internal complexity, involving differing regional networks and international corporate activity. The first section considers two key policy documents published by the central Chinese government, which are shown to implicate educational institutions as influential actors in national and regional strategies for AI development, with a significant role in plans to train domestic expertise. The second section outlines three prominent private education companies: New Oriental Group, Tomorrow Advancing Life (TAL), and Squirrel AI. These companies are selected to represent important aspects of China’s development of educational AI applications, including the influence of a well-established private education sector, and a growing interest in international corporate activity. The paper concludes with the suggestion that while central government policy reserves a significant role for education in the national AI strategy, the private sector is utilising favourable political conditions to rapidly develop educational applications and markets.  相似文献   

8.
In Western Europe, especially in Germany, private higher education is generally perceived as an alternative to public higher education for students from relatively affluent families; more broadly, there is a general perception that attending a private higher education institution is correlated to wealth. This perception is influenced by private higher education in the US, which is the world's most visible private system, but also probably the most atypical. In this article, we will analyse the relationship between private higher education attainment and the wealth of nations as reflected by their per capita GDP. We will try to relate the indicators in models that use cross-sectional transnational data as well as time series analysis for four contrasting countries (Chile, Germany, Romania, and the US). We will address two questions: (1) do wealthier nations have a higher percentage of enrolment in private higher education? and (2) does enrolment in private higher education grow with economic growth? Our analysis shows that a simple general relationship between enrolment in private higher education and the wealth of nations does not exist.  相似文献   

9.
The article examines US community colleges from a comparative public policy perspective and asks: are they a model for Britain? The introduction provides the context for this question, stating that, while systems of education and training are recognized as vital to a nation's economic and social development, there has been a long standing lack of confidence in the effectiveness of that in Britain, especially in the intermediate post-school sector. A brief section on comparative education and public policy, is followed by a series of questions and answers aimed at providing an answer to the central question, are US community colleges a model for Britain? There follows a comprehensive review of their history, ideology, patterns of development and effectiveness. The conclusion is that, despite criticisms and shortcomings, the ‘multiple mission’ of the community colleges and their service to millions of ordinary citizens, make them a useful guide for British further education colleges.  相似文献   

10.
Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education. This raises the question, why would a low-income family choose to send a child to a fee-paying school if a place in a free school were available? This paper will report on case studies of low-fee schools in Jamaica, Kenya, Tanzania, Ghana, Indonesia and Pakistan and will assess the reasons for their increased demand. In the past, some have argued that development assistance agencies should limit assistance to public school sector. Others have argued that the public sector is inadequate and in many ways has failed in its ambitions to provide a minimum quality for every child.This paper will consider what public policy should be toward low-cost private schools, including the policy of development assistance agencies which seek to assist low and middle income countries as well as the appropriate public policy for national and local governments. The paper will conclude with several recommendations. One recommendation is that although children from low-income families attend non-government schools, they continue to be citizens; hence they should not be excluded from poverty assistance strategies. A second recommendation is to expand government statistical functions so that non-government schools are regularly included in the calculations of enrollment rates. Lastly, the paper does not recommend voucher or other program of publically financed school choice on the grounds that the public sector should remain the main conduit for public schooling. It does, however, raise questions as to the limits of the public sector in delivering high quality schooling and whether these limits should be more candidly acknowledged.  相似文献   

11.
成人高等教育面对21世纪将有更加广阔的教育市场,同时存在着风险和挑战。成人高等教必须成为与地方经济密切相联系的特殊产业并逐步探索产业化的道路。未来成人高等教育结构要适应我国经济发展的需要。  相似文献   

12.
弱势教育部门“国民待遇”问题的政策研究   总被引：5，自引：0，他引：5  
我国政府对弱势教育部门具有公共产品政策情怀,而公众则对弱势教育产品持有私人物品消费立场,两者的冲突构成弱势教育部门市场竞争能力障碍,损害了弱势教育部门的发展机遇与社会公正。政府有责任在提高教育资源配置效率的同时,消除双重政策,平衡国家利益、部门利益与私人利益,为弱势教育部门提供公平保护,促进教育系统安全运行与社会协调发展。  相似文献   

13.
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.  相似文献   

14.
This article describes the course and causes of the expansion of higher education in the UK since the 1960s. The number of university students from modest social backgrounds has increased, but they comprise much the same proportion of the university population as they did 40 years ago. Though personal rates of return from higher education are generally substantial, subject choice matters, while the extent of the returns to society is more problematic. Despite government statements to the contrary, there is still doubt about how productively new graduates will be employed in the labour market. Meanwhile, the sector has had to meet this expansion with tight public funding since the early 1980s. The article considers the impact of this and of the increase in compliance and audit costs. Finally it suggests that the incentive structures applied by the government may have made the different parts of the sector more homogenous than is desirable.  相似文献   

15.
The restructuring of the Australian labour market decreased demand for low‐skilled workers and increased demand for highly skilled workers and professionals further strengthening the relationship between educational and occupational attainment. To satisfy the demand for highly educated workers, the government reorganised the higher education sector increasing the number of universities and trebling the number of places for domestic undergraduate students. Analysing data from the Household, Income and Labour Dynamics in Australia survey, this paper examines the association between parents' education and the likelihood of graduating from university for six birth cohorts of Australians. Overall, the findings suggest that although the expansion of the higher education sector in Australia provided alternative pathways into university, differences in educational attainment, on both quantitative and qualitative dimensions, persist.  相似文献   

16.
Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male–female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women’s labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002–2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women’s performance in education, whereas high levels of religiosity during that phase negatively affect women’s educational attainment.  相似文献   

17.
顺应全球化:发展中国家高等教育的变迁与改革   总被引：8，自引：0，他引：8  
随着全球化经济就业模式的变化及对技能的需求 ,高等教育的内涵出现了变化。旨在满足国家优先发展战略的自上而下的高等教育投资政策已难以满足大众的迫切需求 ,基于个人和社会需求的自下而上的决策观更能满足人才、职业全球流动性日益增加的社会现实。根植于学术研究的知识生产模式难以在新形势下发挥作用 ,而与自下而上的政策建构相适应的知识生产模式 ,将有利于发展中国家在国际高等教育市场中保持竞争力  相似文献   

18.
我国公共教育制度与教育均衡化发展   总被引：7，自引：1，他引：7  
“教育的均衡发展” ,是近年来我国基础教育发展的政策导向 ,也是国家公共义务教育体系的价值追求。教育均衡化是围绕教育公平提出的教育发展思路和政策 ,但是不等于教育公平。教育均衡化问题的提出 ,集中地反映了建国以来我国基础教育发展的根本矛盾。我国公共教育制度在社会主义计划经济时代与向社会主义市场经济转型时期所表现的教育公平形态是不一样的。教育均衡化所挑战的是我国公共教育结构性的问题 ,教育均衡化政策集中反映了最高决策部门在中国公共教育发展思路上的改革与创新。它是对趋于失范的公共教育制度的一种及时的调整和再规范。  相似文献   

19.
In many countries today, public higher education operates within some form of market framework, typically a government‐regulated quasi‐market. However, having created a market environment, how should the government agencies involved act when they wish to use higher education to achieve a particular policy goal? This paper considers the impact on the English higher education market of an initiative by the national funding agency to expand Chinese studies. It is argued that, in an already competitive market, this intervention led to the misallocation of resources because it encouraged universities to expand provision in ways that they would not otherwise have done. As a result, although some effective new provision resulted, excess capacity was created overall. It can be argued that the collective understanding of the universities about this specific market was more accurate than that of an expert committee advising on national provision. The paper suggests how intervention might have been more effectively arranged.  相似文献   

20.
This paper examines New Right arguments on educational provision, including the establishing of a voucher scheme and the introduction of elements of a free market’ into public sector education. The paper examines the right‐wing allegation that educationalists have ‘captured’ the school curriculum and the argument on the need for ‘consumer capture’ of education. It discusses the New Right tactic of privatisation by stealth, and the argument that gradualism provides the most effective means of securing educational reform. The paper discusses arguments put forward by the Right on the idea of a General Teaching Council (GTC) and argument on the need for the development of a teacher labour market freed from national salary scales. It goes on to examine Mary Warnock ‘s proposals for a GTC and her views of teacher education. The paper examines the likely effects of the implementation of right‐wing education policy, concluding that the 1988 Education Reform Act will prepare the ground for the privatisation of education and the development of a teacher labour market of the kind proposed by the New Right.  相似文献   

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