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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
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Adopting policies of decentralization has become more or less a universal fashion among governments. Institutional redesigning
as regard to affirmative state is favored by the political left and right in capitalist democracies. However, their arguments
revolve around the decision-making powers of ordinary citizens. Some academics argue that the “People’s Campaign for Decentralized
Planning” (PCDP) introduced in 1996 in Kerala, the south western state of India, is an extended version of democratic decentralization.
They also describe it as Empowered Deliberative Democracy (EDD). Through a comparison of continuity and change aspects in
the field of primary education based on programmes carried out in two districts of Kerala (India), this paper analyzes the
democratic decentralization policy initiated in the state. The paper concludes with insights related to the need for the redefinition
of the process of initiating and sustaining educational changes in a decentralized fashion in Kerala. 相似文献
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Diana Rhoten 《教育政策杂志》2013,28(6):593-619
This research examined the international origins, national intentions, and local interpretations and actions of the most recent education decentralization movement in Argentina. As a mixed-method, multi-level study, the research was framed with the understanding that current reforms like education decentralization must be approached as contemporaneously constituted policies but historically constructed processes. Using historical methods and archival analysis, this research traced the patterns and pressures of the international policy environment in which policies like privatization, deregulation and decentralization have gained much attention. It reviewed Argentina's recent current educational decentralization laws in light of these global trends as well as their national and subnational context. Employing technical, political, and narrative methods of policy analysis, this research examined the degree of correspondence between the laws' international origins and national intentions and the actors' local interpretations and actions of them. Drawing from the ‘analytic narratives’ that resulted from this study, the bulk of this article compares actors' interpretations, re-actions, and en-actions of education decentralization in three provinces of Argentina. By assessing the relationship between the provinces' political, economic, and cultural contexts and the actors' interpretations and actions of education decentralization, the research concludes that both material capacities and symbolic identities affect the outcomes of education decentralization. 相似文献
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公有与私有、集权与分权--政治学视野中的私立教育 总被引：3，自引：0，他引：3
高金岭 《广西师范大学学报(哲学社会科学版)》2003,39(3):75-79
私立教育是一种国际现象，无论是从传统还是现实来看，它都是大多数国家教育体系中的重要组成部分。作为一种社会现象，私立教育的生成、演进和发展的影响因素是多元化的，在这当中，国家政治制度和政治活动的传统及其变迁、国家所有制形态、社会权力结构与分配形态是极其重要的影响因素，尤其是国家教育管理体制中的国家化或私营化取向、集权化或分权化取向在某种意义上决定着一个国家或地区私立教育的发展水平。 相似文献
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Athena Vongalis‐Macrow 《British Journal of Sociology of Education》2007,28(4):425-439
Analysis of teachers’ agency as multifarious change, embedded in educational reform in the global era, stands largely unexamined in educational policy. Although the concept of teachers as agents has political implications, beyond this, examining teachers’ agency offers ways of describing and reviewing changes to teachers’ work and relations within evolving education systems. Local systems draw from globally orientated education policies, which continue to influence to the way that local systems redesign education. In the global context, education systems are complex interactions between structure and agency, evidenced as ‘multiplicity undergoing change’. In other words, there is dynamic and dialectic interplay between structure and agency. Teachers’ agency, germane to dynamic interplay, means that teachers are not only engaging in the reproduction of structural change aligning globalization‐driven reforms to their work and practice, but also, in adapting and reacting to new structural conditions, they are transformed through their actions. In this paper, the focus becomes teachers’ agency as a framework for understanding how teachers are redesigned and reassembled to do things differently within restructured education systems. Finally, the discussion considers the possible consequences of teachers work and practice, given teachers’ agency relative to the macro policy of superfigures and the transitional national/global structures. 相似文献
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经合组织国家教育改革中的放权及其启示 总被引：3，自引：0，他引：3
20世纪80年代以来,经济合作与发展组织国家对公立学校进行重构与放权的尝试,主要包括:重新定位国家的角色,中央政府权力下放;扩大下级中层机构对学校管理和监督的权力;扩大学校的自主权;扩大社区与家长参与学校事务的权力几方面。改革之后,更多的权力从中央下放到地方和具体的学校,在管理自身事务以及提高教育质量方面,地方与学校发挥着更大的作用,承担着更多的责任。针对当前我国教育管理体制改革的情况,政府应该着重进行四个方面职能的定位:政策的制定应有利于支持权力的下放;关注加强学校能力的建设;严格的督导与评价;鼓励改革与更新。 相似文献
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Fischman Gustavo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):191-213
In the past two decades Latin American governments have carried out dramatic social and economic transformations. The application of different programs of structural adjustment and decentralization has promoted deep changes, not only in the economic and social arenas, but also within the educational systems. The dominant tendency is to look for all the answers to educational problems in the realm of the "free market". However, contrary to what this situation may suggest, practitioners of "popular education" in the region have not lost all their vitality. This paper explores the challenges and possibilities of popular education by examining the educational field after the application of structural adjustment programs, presenting a critique of Gramsci's model of the organic intellectual as understood by many within popular education, and offering the specific example of a popular education workshop in Argentina. 相似文献
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Lars G. Björk Joseph Blase 《Educational Assessment, Evaluation and Accountability》2009,21(3):195-208
This case study of school district educational reform in the United States adds to the knowledge base of macropolitics of
federal, state and local governing bodies and private sector agencies in formulating educational policies: It also contributes
to our understanding the microplitics of policy implementation. Middle managers’ political acquiescence and resistance to
district-wide decentralization and distributive leadership initiatives were studied using a longitudinal, ten-year (1998–2008)
case study method. Middle managers were faced with a dilemma when the school district implemented a state sponsored decentralization
policy that included adoption of distributed leadership and Total Quality Management (TQM). On the one hand, middle managers
risked termination if they failed to implement legislated reform policies and the superintendent’s directives. On the other
hand, if they succesfully implemented such policies their positions would become redundant. Initially responses of middle
managers ranged along a continuum from acquiescence to resistance however as implementation of the decentralization initiative
accelerated, middle managers’ political resistance increased in scope and intensity. Findings from the case study discussed
in this article that superintendent’s success at implementation of district-wide decentralization policies is related to the
nature and structure of microplolitics at the middle management level of the organization. In addition, findings suggest that
internal evaluation processes used to assess the success of the district change process were compromised by miropolitics.
Understanding that those who implement policy have the capacity to reshape and even prevent implementation as intended by
officials at higher levels may contribute to reframing program evaluation methods as well as enhancing understanding of the
politics of the superintendency. 相似文献
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Jocelyn L. N. Wong 《Educational studies》2006,32(1):17-37
Many researchers have identified a process they call ‘deskilling’, which they use to describe the daily experience of teachers who have been gradually losing control of their own labour within ‘low‐trust’ workplaces. Conversely, other scholars have found that under similar conditions, some teachers have their own ways of dealing with it which leads them towards a process of ‘reskilling’. This study is an attempt to explore the actual teachers’ perceptions towards their daily practice within the context of educational decentralization, a neglected area of research which needs to be further discussed and explored. This paper uses data gathered from seven schools in Guangdong Province, China as a case study to show that educational decentralization in China not only results in teachers being deskilled because indirect control is still being maintained, but also provides a small number of teachers with a competitive working environment to reskill their pedagogical techniques and educational knowledge, and to pursue good practices in teaching under the pressure of competition. All in all, educational decentralization provides a context in which teachers can experience either deprofessionalization (deskilling) or reprofessionalization (reskilling). 相似文献
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Manfred Weiss 《教育政策杂志》2013,28(4):307-320
Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets. 相似文献
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Maura Striano 《Educational theory》2009,59(4):379-393
In the globalization scenarios we currently face, educational systems are challenged by different and sometimes competing pressures and requests. These call for a deep transformation of the organization, role, and social function of educational systems. Within this context, the very concept of education has come to be understood in different ways, which sometimes distort its moral and social value. In this essay, Maura Striano contends that from a Deweyan perspective, educational transformation must be seen as strictly connected to social change, and education should be understood as a process that facilitates and supports social growth and development. In order to be effective and fruitful, Striano suggests, this transformation must occur from the inside of educational systems and can only be brought about by reflective and inquiry‐based inner processes if it is to have a sound moral and social impact within the changing framework of the globalized world.
相似文献
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This paper focuses on the reorganization of secondary education in a small town in England. It conceptualizes the six headteachers of the secondary schools in the town, and the Director of Education, as social actors, or players, engaged in transactional games situations during that reorganization, and shows that the political changes which transformed the public sector education provision also created the conditions in which such games can flourish. The theoretical underpinning of the research is outlined, and the reorganisation is interpreted as seven concurrent transactional games played within the boundaries of a limiting political framework. A detailed ethnographic explanation of one of the games is then used to illustrate and explain the social interactions of the players as they competed for professional and personal prizes on up to four different stages. Access to power, which derived from political structures at the national and local levels, was a key requirement in securing prizes. Power was differentially distributed between the players, and some of the changes which occurred during the timespan of the reorganization had the potential to alter each player's access to power. This offered the possibility of changing the games and altering the prizes. 相似文献
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Government decentralization is in worldwide use for education reforms. It takes different forms across countries from political and fiscal perspectives. It is a unique feature that the governance of Korea is politically decentralized, but it remains fiscally federalized. In this article, we utilized both political and fiscal perspectives to evaluate her decentralization by school resources and student outcomes. After analyzing the panel data, we find that fiscal decentralization is positively related to student outcomes. In contrast, we find little evidence on any relationship between political decentralization, school resources, and student outcomes. Lastly, we draw useful policy implications for developing countries whose decentralization moves like Korea. 相似文献
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Macleans A. Geo-JaJa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):125-148
This study situates the process of educational decentralization in the narrower context of social justice. Its main object, however, is to analyze the implications of decentralization for strategies of equity and social justice in Nigeria. It starts from the premise that the early optimism that supported decentralization as an efficient and effective educational reform tool has been disappointed. The author maintains that decentralization — on its own — cannot improve education service delivery, the capacities of subordinate governments, or the integration of social policy in broader development goals. If the desired goals are to be met, public spending must be increased, greater tax revenues must be secured, and macro-economic stabilization must be achieved without re-instituting the welfare state. 相似文献
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朱兆军 《扬州职业大学学报》2006,10(1):20-23
近代西方的政治分权是在西方近代独特的社会结构和政治生态中逐步形成的。其直接原因是王权与其他政治力量共同构成政治权力结构中的一极,政治力量的多元性和均衡性是政治分权的政治基础。社会经济结构的分化和社会力量的强大是政治分权的经济根源和社会基础。而这一社会基础的形成与中世纪教会—国家的二元社会结构和土地分封制对社会结构的塑造密不可分。 相似文献
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牛建生 《郧阳师范高等专科学校学报》2009,29(1):77-81
严炳洲新著《民本经济新论》,透过纷繁复杂的改革现象,抓住分权这一改革的实质,以行政性分权、经济性分权、综合性分权三种分权形式透视改革的演进过程,并将其概括为“政治安定,渐进分权,市场取向,民本经济”。这既是中国改革开放的成功经验,也是进一步深化改革的正确方向。 相似文献
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当前日本教育行政地方分权改革面临的问题 总被引：2，自引：0，他引：2
伴随教育过程日益复杂化,教育制度设计面临诸多的变数,因此,评价一项教育制度改革成功与否,有必要基于动态的、客观的考察和分析。1998年以来,日本开始推进教育行政地方分权改革,由于受多种因素的制约,从改革最初的设定和改革的实际进展来看,当前日本教育行政地方分权改革进展缓慢,教育行政管理体制仍以集权型为主;法律制度建设和国家意志相结合,阻碍了教育自主性;受教育政治中立性原则的影响,居民参与缺乏法律保障。 相似文献
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Alan Smith 《Compare》2005,35(4):373-391
This paper is an attempt to map out an emerging, and increasingly important field of study concerning the relationship between education and conflict. The field has two main parameters. The first involves the variety of contexts within which education systems are required to operate. Distinctions are drawn between education that is provided within relatively peaceful and stable environments; during times of violent conflict; as part of reconstruction following conflict or political transition; and as part of longer term peace and reconciliation processes. Educational priorities and concerns may be quite different depending on each of these circumstances. The second parameter concerns different levels of action within an education system. These include the political and policy environment, administrative and structural features and various aspects of educational practice. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning. 相似文献