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1.
This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET. 相似文献
2.
Richard Pring 《牛津教育评论》2013,39(1):71-85
The paper, first, outlines the official policy regarding education and training 14–19, second, picks out five areas within which that policy might be assessed, and, finally, raises questions about the educational thinking which underlies the policy. 相似文献
3.
Stephen J. Ball 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):306-313
This paper is a reflection on What is policy? Texts, Trajectories and Tool Boxes, which was first published in 1993, in Discourse: Studies in the Cultural Politics of Education. It looks back to what the 1993 paper was trying to do and at some of the developments of the ideas first sketched there in my later work, in particular in the book How Schools Do Policy (2012). It also considers the continuing tensions between domination and agency, discourse and text, in policy research and the misuse of the concept of discourse in some policy analysis work. 相似文献
4.
Peshal Khanal 《Asia Pacific Journal of Education》2013,33(3):235-248
Community participation in the governance of school systems is a recurrent theme of educational reform in developed and developing countries alike. This article analyses the effort of one developing country – Nepal – to promote broader participation in educational decision-making through local school governance structure. It looks at how the current policy creates spaces for community participation in school and the extent to which a gap exists between policy intention and policy implementation. Drawing on the case study data, this article suggests that while the policy has created legitimate spaces for community participation in school, participation in such spaces is taking a form of tokenism, and the community represented in school governance is restricted to a small number of political elites. Given that ethnic, cultural, linguistic and socio-economic characteristics of the local populace, problems exist within the school system to embrace differences and diversities that prevent a majority of parents from effective participation in school. This article concludes that along with the structural reform, participation can be reinforced by developing a long-term strategy to build community capacity for the provision and management of education, as well as by preparing educators to work effectively with parents of different socio-cultural backgrounds. 相似文献
5.
This paper provides a critical policy analysis and network ethnography of Teach for Bangladesh (TfB). We demonstrate that TfB is a localised version of a global teacher education policy – Teach for All/America (TfAll/A). Santos, Boaventura De Sousa [2002. The Processes of Globalisation. Translated by Sheena Caldmell. Eurozine: Revista Crítica de Ciências Sociais and Eurozine, August, 1–48] has written about the ways some national policies travel globally. He calls these ‘globalised localisms’. When they touch down and are taken up in another national context, he calls this a ‘localised globalism’. We see TfB as a ‘localised globalism’. This paper is focused on documenting and analysing the policy network that has enabled a globalised localism, TfAll/A, to be taken up as a localised globalism in Bangladesh through TfB. We see this as the emergence of network governance in a developing world primary schooling context. The analysis shows how pivotal to TfB is the boundary spanning networking of its founder, who connects the global to the local, the private to the public, and the provision of social services to philanthropy. 相似文献
6.
In this article, we quantitatively assess education policy change in OECD countries. While research has frequently underlined the importance of international exchange for national policy development, it is yet unclear whether resulting policies are converging. By distinguishing different kinds of education policy goals, we hypothesise that indicators related to macro-level goals are more likely to converge than those related to implementation. We then analyse the development of several education policies since the 1990s. We find strong convergence of some indicators and among some groups of countries, but no clear pattern emerges. Convergence is only partially influenced by the abstractness of education policy goals, and in particular the Scandinavian countries seem to pursue their own approaches in important education policy options. 相似文献
7.
Bob Lingard 《The Australian Educational Researcher》2016,43(1):15-33
This paper provides a case study of the Centre for Independent Studies (CIS) in Australia with a focus on its education policy work, specifically the report, School funding on a budget (SFoB). CIS is a conservative right wing advocacy think tank, established in 1976 in the aftermath of the Whitlam government’s policy activism, framed by classical liberalism or neoliberalism with a provenance in the political economy of Hayek and Friedman. As such, it is committed to smaller government, individual responsibility and more market driven solutions to social problems. CIS gives more emphasis to academic research than other think tanks of its kind. This paper theorises think tanks as hybrid, boundary spanning organisations that work across academic, media, political and economic fields. An argument is proffered that it is the restructured state, with its loss of research capacity and fast policy making, which has strengthened opportunities for think tank influence across the policy cycle in education. With SFoB, CIS used a political moment, the first Abbott federal government budget focused on ‘budget repair’, to argue a case for reducing government educational expenditure as a percentage of GDP in the long term. That policy moment was used for recommending the abolition of the federal department of education and further dismantling of public schooling. SFoB is shown to be exemplary of the conservative advocacy think tank report genre in its usage of ‘mediatized’ language, surface accoutrements of academic research, and user focus. SFoB is a manifestation of what can be seen as the ideas for policy work of CIS, dressed up as research. 相似文献
8.
LIU Bao-you FANG You-tong WEI Jin-xiang WANG Yong-liang 《浙江大学学报(A卷英文版)》2007,8(3):495-500
In general, every system is in one of the three states: normal, abnormal, or failure state. When the system is diagnosed as abnormal state, it needs predictive maintenance. If the system fails, an identical new one will replace it. The predictive main- tenance cannot make the system “as good as new”. Under these assumptions, the reliability index and the inspection-replacement policy of a system were studied. The explicit expression of the reliability index and the average income rate (i.e., the long-run average income per unit time) are derived by using probability analysis and vector Markov process method. The criterion of feasibility for the optimal inspection-replacement policy under the maximum average income rate is obtained. The numerical example shows the optimal inspection-replacement policy can raise the average income rate when the optimal inspec- tion-replacement policy is feasible. 相似文献
9.
The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula. 相似文献
10.
Jim Ryder Malena Lidar Eva Lundqvist Leif Östman 《International Journal of Science Education》2018,40(5):538-563
We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers’ differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6–9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers’ knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher’s enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers’ responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in ‘implementing’ reform practices. 相似文献
11.
12.
Does policy matter in shadow education spending? Revisiting the effects of the high school equalization policy in South Korea 总被引：1，自引：0，他引：1
Soo-yong Byun 《Asia Pacific Education Review》2010,11(1):83-96
In 1972, the South Korean government proposed the high school equalization policy (HSEP) to eliminate high-stakes exams and
introduce random school assignment to high school entrance. This policy was intended to reduce a financial burden imposed
on families due to the costs of children’s shadow education. Since its first implementation in major cities in 1974, the HSEP
has been increasingly expanded to many regions across South Korea. Yet little known is about whether the HSEP has achieved
its policy goal in terms of decreasing the demand for shadow education. Using data from a longitudinal survey of a nationally
representative sample of South Korean seventh graders, this study assesses the extent to which the HSEP makes a difference
in changes in household expenditures on shadow education during the middle school (grades 7–9). Propensity score matching
methods are used to remove selection bias and test the heterogeneity of the effects of the HSEP. Results show small effects
for the HSEP in reducing the financial burden of shadow education spending on families, particularly for lower income families.
The findings suggest that the government intervention by reducing disparities among schools and competition for entering a
particular school makes a difference in shadow education spending. 相似文献
13.
R. Fileldhouse 《History of education》2013,42(3):287-299
Despite the 1945 Labour Government's commitment to social reform, it did not have a very radical education policy beyond its determination to implement the 1944 Education Act and raise the school leaving age to fifteen. Nevertheless, the Minister of Education, Ellen Wilkinson, and her senior civil servants, were keen to expand and reform further education. In 1947 they produced a detailed national plan for further education, although ominously its publication was delayed because its capital expenditure implications fell foul of the increasing economic stringency of the Government. There was a heavy emphasis in the plan on vocational further education and its most far‐reaching aspect was the proposal to introduce compulsory part‐time education and training up to the age of eighteen for all who had left school, to be provided in new county colleges. However, this proposal was overtaken by the deepening economic crises faced by the Government in the later 1940s, and was not implemented. Voluntary part‐time vocational education and training did expand considerably but in a much more limited form than originally envisaged. There were also plans to encourage local education authorities to extend their non‐vocational further education or ‘learning for leisure’ activities in partnership with other providers, including the universities and the WEA. These plans were quite ambitious and broadly liberal in concept, and did lead to a significant postwar expansion, but this was somewhat uneven, depending on the commitment and drive of individual local authorities. Although practical activities (the traditional ‘night school') constituted the bulk of this non‐vocational further education, the Ministry encouraged the local authorities to secure adequate provision of ‘theoretical studies’, foreign languages, cultural studies and education for citenzenship. It also included outdoor recreational activities, youth work, specialized women's subjects, but not literacy. However, in the end many of the intended new schemes were blighted by the worsening economic situation, or by inertia. 相似文献
14.
Jennie Golding 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):923-936
This paper considers the policy ‘roles’ adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy ‘critics’ and adds a category of ‘survivor’ teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of ‘policy role’, here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts. 相似文献
15.
This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals. 相似文献
16.
《International Journal of Educational Development》2004,24(1):23-38
Vietnam’s social policy reforms in the transition to a market economy included the introduction of fees for primary and secondary school in the late 1980s. Using data from the Viet Nam Living Standards Surveys, this paper examines how the increasing costs of education to households have impacted on school enrolment between 1993 and 1998, giving special attention to daughters’ schooling. Data shows that, despite rising costs for education, enrolment rates have increased. A multivariate analysis indicates that, compared to sons, daughters’ school enrolment at ages 11–18 yr is much more responsive to household characteristics. Among poor families, daughters’ schooling is particularly vulnerable. 相似文献
17.
David Hartley 《教育政策杂志》2013,28(6):695-708
In the UK, the vocabulary of public services is becoming infused with the prefixes ‘inter’‐, ‘multi‐’ and ‘co‐’. Public‐sector agencies are being encouraged to adopt ‘multi’‐ or ‘inter‐agency’ configurations; ‘workforce reform’ seeks to dissolve once‐impermeable professional boundaries; leadership is to be ‘distributed’. This tendency is referred to as the ‘inter’‐regnum in education policy. (This does not mean that we are dealing with an ‘interregnum’ in the sense that we are somehow between modes of governance.) The term ‘regnum’ is used to emphasise that this propensity for the ‘inter’ is asserting itself as a new ‘reigning philosophy’. Examples of the ‘inter’‐regnum are presented from the UK (mainly England), and these are located conceptually within an analysis of hierarchies, markets and networks. Thereafter the cultural, intellectual and economic contexts which allow for the ‘inter’‐regnum to emerge as policy are explored. The ‘inter’‐regnum draws its legitimacy from a number of sources. First, it resonates with the culture of consumerism, and it takes further that earlier market‐based regime of governance which was associated with the new public management. Second, it is functional for the ‘new capitalism’ as a new work order of affinity‐ and solution‐spaces. Third, it has important intellectual supports: that is, in addition to its association with recent marketing theory, it can appeal to emerging theory and research in organisational learning. 相似文献
18.
Policy network approach has become a broadly accepted and frequently adopted practice in modern state governance, especially in the public sector. The study utilises a broadly defined policy network conceptual frame and categories of reference to trace the evolution of education policy-making in China. The study uses The Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020) as an illustrative case study. This study argues that China’s education policy-making has changed, and the three most prominent changes are the transition from a Party-dominant practice to one primarily driven by the central government, the enhanced role of higher education institutions and scholars as ‘professional interest group’ in the Chinese context and the increasing participation of non-governmental actors in the policy-making process. Essentially exploratory in nature, this study hopes to contribute to the understanding of China’s education policy-making and broader education governance while contributing to the mapping of an important sector of the global education network. 相似文献
19.
Parents’ attitudes toward the english education policy in Taiwan 总被引：1，自引：0，他引：1
Yuh Fang Chang 《Asia Pacific Education Review》2008,9(4):423-435
Taiwan, like many other countries in Asia, introduced considerable changes in English education policy in response to the
need for English communication in the global market. During the process of implementing the new English education policy,
the Ministry of Education (MOE) of Taiwan encountered several problems. Although researchers have examined other issues concerning
the implementation of the English education policy, such as the shortage of trained English teaching personnel, the selection
of textbooks and the difficulty of teaching a class of heterogeneous learners, parental attitudes toward or expectations for
the English education policy itself remain unexplored. Parental opinions about English education and the extent to which parents
support English education reform play a large role in the success of the implementation of the policy and are important factors
for the government to consider when shaping future education policies. The perspectives of parents, therefore, should be included
in a research-based examination. This study surveyed the opinions of Taiwanese parents on current English education policy
and practice. 相似文献
20.
Harvey Goldstein 《Cambridge Journal of Education》2008,38(3):393-400
The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur. 相似文献