共查询到20条相似文献，搜索用时 31 毫秒
1.
Ines Alves 《International Journal of Inclusive Education》2019,23(7-8):862-875
ABSTRACTThis article critically analyses the recent developments and changes towards Inclusive Education in Portugal, through a policy analysis that includes the last three legislative frameworks. These policies will be analysed within their cultural and historical context, to explore the similarities and differences in the conceptualisations of diversity and inclusion; and the influence of international policies in the national policies that regulate the Portuguese schools’ role in ensuring education for all. The 2018 policies aim to ensure that all students, regardless of their personal and social situation, have access and participate in an inclusive school, which aligns with the Salamanca Statement and Framework for Action (1994). 相似文献
2.
This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education. 相似文献
3.
Ann Hodgson 《Journal of Education & Work》2019,32(3):224-237
ABSTRACTDuring the 25 years since Incorporation, when further education (FE) colleges were taken out of local government control, FE in England has been shaped by processes of marketisation to become a competitive national sector that has increasingly diverged from the more ‘collaborative system logic’ of the other three countries of the UK. However, following recent government reforms, FE in England appears to have reached a crossroads with the opportunity to participate in a more collaborative skills-based landscape at the local and sub-regional levels. This article brings together evidence from historical and international comparative system analysis, a series of UK-wide seminars and in-depth research on the Area-Based Review of FE colleges to assess the strategic direction of FE in England at this critical juncture. We argue that English FE providers can take advantage of these trends to make a transition from a reactive, competitive national sector towards a more collaborative, regional and sub-regional system focused on inclusive economic and skills development. The article concludes that the potential for cross-UK policy learning depends on whether FE in England gradually transitions towards a more collaborative future that could bring it closer to FE and skills systems in Scotland, Wales and Northern Ireland. 相似文献
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《Africa Education Review》2013,10(5):1-15
AbstractSince women struggled to access higher education during the colonial era, tackling gender imbalances post-independence became a major focus for Kenya and South Africa. The aim of this article is to demonstrate that affirmative action has not guaranteed gender equity in South African and Kenyan higher education systems. the author argues that, although higher education is generally available to all in both countries, women still struggle with access and “success”. This is besides the existence of post-independence higher education policies and parallel gender frameworks meant to bolster women’s access. The article uses a critical and thematic exploration of secondary literature, theory and data. The article contends that the unresolved gap between policies and the reality of the lived experiences of women exacerbates inequalities. It is suggested that both countries refocus and recalibrate existing policies and remedial action measures in order to ensure that academically deserving women are able to access and participate meaningfully in higher education. 相似文献
6.
Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity. 相似文献
7.
Sarah Diem Michelle D. Young Anjalé D. Welton Katherine Cumings Mansfield Pei-Ling Lee 《International journal of qualitative studies in education》2014,27(9):1068-1090
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: critical policy analysis. This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. Participants included scholars known to utilize critical theoretical frameworks and methods in their research. Through a historical approach that makes use of oral history interviews with educational policy, we developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use. 相似文献
8.
This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist, homophobic, sexual, adult/teacher–pupil bullying or bullying related to disability or religion. There was considerable variation in the source and quality of the definitions of bullying. Overall the policy scores compared favourably with earlier studies carried out in England, however a low percentage of Northern Ireland policies gave detailed information about how incidents of bullying would be recorded, who would coordinate this, and how the data would be used to evaluate the effectiveness of the policy. Findings are discussed in relation to the proposed new anti-bullying legislation currently being brought before the Northern Ireland Assembly. 相似文献
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随着全球社会发展与国际教育相互关系变得广泛与深刻,国家已成为参与国际高等教育竞争有影响力的行动者.作为国际教育竞争的基石与国家经济竞争力领域的关键结构,学生国际流动被视为促进国家公共外交与培养全球竞争力人才的重要政策工具.全球范围促进学生国际流动的国家政策呈现既复杂又不平衡的特点.以国际教育战略与项目计划为发展先导、参... 相似文献
10.
Leanne Henderson 《British Educational Research Journal》2020,46(5):1131-1151
The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children’s schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children’s education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children’s education rights when tested against each of the requirements set out in Tomasevski’s 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable. 相似文献
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This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language. 相似文献
12.
This paper focuses on the relationship between the World Bank’s education policy and the recent anti-poverty priorities and strategies that shape the present Bank’s agenda for development. The paper provides a critical assessment of the explicit strategies of the World Bank’s education policies aimed at fighting poverty by identifying the contradictions embedded in anti-poverty discourses and strategies, and relating them to an education policy that generates inequalities and shows little effectiveness in helping people to escape from poverty. This analysis is applied to the situation of Latin American education systems, which have, during the last decade, experienced an important expansion but have also maintained strong inequalities in educational performance and access to post-compulsory education. 相似文献
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Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
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
15.
Policies and programmes pursuing the universalisation of elementary education (UEE) in developing nations have been influenced by a set of complex forces in international, state, and local arenas. This paper explores how a large‐scale standardised assessment programme shaped by international and market‐oriented discourses has been differently re‐worked in the south Indian state of Karnataka. We draw on observation and interview data with educators and administrators to shed some light on their roles in reconstituting the meaning and practice of this programme. The intended frameworks of ‘borrowed’ education policies are not always reproduced or sustained in local contexts. Our paper shows how policies, rather than ‘borrowed’ from one context to another, undergo a process of ‘translation’ involving the contextualisation and inevitable transformation of policies. 相似文献
16.
Claire Maxwell Miri Yemini Laura Engel Moosung Lee 《British Journal of Sociology of Education》2020,41(6):845-858
AbstractIn this essay we develop the concept of ‘cosmopolitan nationalism’, offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality. 相似文献
17.
Internationalisation is no longer a well-recognised feature unique to higher education. It has permeated K-12 education. However, little research has been done on internationalisation at the K-12 level, particularly on offshore schools. This study examines how Canadian and Chinese policies regarding offshore schools have developed over the years, what values and objectives underlie such policies, and how they affect present and future development of Canadian offshore schools in China. The study identifies in/consistencies and priorities in policy-making and implementation and uncovers the trend of policy development through comparing stipulations on international cooperation of both countries. It shows that both countries are making policies and action plans based on their national interest in the international context without giving adequate attention to the legal, political, and social cultures of the other country. This leads to inconsistencies and confusions in their international educational cooperation and creates potential hindrance to its further development. 相似文献
18.
Over the past decade there has been a major move to position ‘thinking’ (however thinking is defined and enacted) as a more explicit outcome within the curriculum of many nations, with implications for teachers’ professional development, assessment, and examination requirements. This paper analyses approaches to this challenge taken by Israel, New Zealand and Northern Ireland. Each short case study considers: the political context in which the developments emerged; the ways in which thinking has been framed within the national curriculum, assessment and examination system; and the successes and challenges of the approaches taken to embedding change. Comparing and contrasting three different national systems provides important insights into the priorities, commitments and resources allocated to supporting a focus on thinking as a valued curriculum goal and outcome. In particular, it highlights the need for greater coherence between curriculum, professional development, pedagogy and assessment policies generally. Given the increasing international emphasis on the importance of developing critical thinking and problem-solving skills as a response to 21st century learning challenges, the paper reflects on what more may need to be done to leverage and sustain change. 相似文献
19.
Across national contexts, in the attempt to develop and buttress ‘knowledge economies’, increasing pressure is placed on the need for flexible lifelong learners capable of constant knowledge and skills renewal. In this paper, I explore the impact of this broader sociopolitical context on the policy approach to poverty and, in particular, homelessness in Australia. Examining the ways in which education and learning for adults are increasingly at the centre of public policies, I trace the uses of education and learning in homelessness policy. Contextualising this within a consideration of recent shift towards a ‘skills agenda’ in the adult education sector, I argue that the purported power of education in homelessness policy must be understood in light of structural inequalities in the labour market and in the society more broadly. 相似文献
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Sverre Tveit 《Assessment in Education: Principles, Policy & Practice》2014,21(2):221-237
Norway has seen major changes in the field of educational assessment over the past decade, following the 2001 ‘PISA shock’ that stimulated reform of the entire primary and secondary education systems: new outcome-based curricula with cross-disciplinary basic skills were accompanied by major revision of assessment regulations, comprehensive government projects promoting formative assessment, national tests as a main component in a new national quality assessment system and new regulations for examinations and teacher reporting of overall achievement marks. The paper provides a historical context to the country’s prohibition of formal marking in primary education and the recent tensions determining how assessment criteria should be stated and used for formative and summative purposes. It is argued that Norwegian primary and secondary education is riddled with unresolved tensions as to the role of assessment criteria and national tests, sparked by incremental implementation of assessment policies and principles accompanying the new outcomes-based curricula. 相似文献