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1.
John Flemming 《Higher Education in Europe》1995,20(3):37-44
This article presents and discusses in slightly paradoxical terms the increasing action of market forces in the academic world in the United Kingdom as set against the transition in eastern and central Europe of centrally planned economies to market economies. The process in neither case is simple, nor does it necessarily deliver the desired results. For instance, can the massive job losses associated with privatization, East and West, really be construed as liberation? Since in the United Kingdom markets for health and education will always retain a degree of artificiality, their privatization must be undertaken with particular care of a kind which is not necessarily forthcoming. The tentative conclusion is that higher education will have to come to grips with the market whether it be considered inspiring or insidious. 相似文献
2.
Voldemar Tomusk 《International Studies in Sociology of Education》2013,23(2):223-239
Markets constitute the very centre of the post-communist reforms in the countries of Central and East Europe and the former Soviet Union. The two alternative approaches available for framing the market reform conceptually are, however, both inadequate. Those in favour of revolutionary theories fail to see the strong inertia of the academe and its desire for stability. Proponents of evolutionary theories of market reforms do not recognise qualitatively new relationships in many areas. Those eager to demonstrate the success of the market reforms as well as those presenting the success of the centralised higher education in a number of areas fail to realise the lack of legal framework for market reforms and missing political decisions on which the reforms could be based on. This article discusses the role of labour markets, markets of degrees and qualifications as well as the market of educational services as related to higher education reforms. It is proposed that downsizing the State has shifted many of its previous functions to random, often external agents. This creates a meta-level market - the market of market reforms in higher education. Through this quasi market formerly unified higher education systems and even institutions are broken into segments often ignoring each other's existence and seeking individual short term goals. As a result markets' pressure on higher education has taken extremely aggressive forms limiting access to quality higher education while the systemwide enrolment is rapidly growing through theactivities of new low calibre universities and diploma mills. 相似文献
3.
《Higher Education Policy》2001,14(1):61-73
The article discusses general trends of the higher education reform in the Central and East Europe and the countries of the former Soviet Union over the last decade. Author notices that reflections on the reforms have not reached deeper levels than first diagnostic articles of the early 1990s have. It is explained as a result of the literal lack of the reforms as planned and purposeful changes. While many agencies are interested in continuation of the reform discourse, the actual activities are not coordinated. Discussing the issues of changing relationships between higher education and the State, financing, staffing, quality assurance, content of studies and institutional mission, author finds similarities between current political statements and those made earlier this century under different circumstances. Author concludes that the gap between the official reform discourse and realities of higher education threaten the very existence of public higher education in the region. 相似文献
4.
《International Journal of Educational Development》2004,24(5):559-571
Development of education policy in Central and Eastern Europe is a specific type of educational transformations. Though almost all the countries in the region began their reforms from a similar starting point—the Soviet-type education system—eventually they moved towards different educational models. As a result of the full EU membership of the eight post-communist Central and Eastern European countries, one may recently observe a certain convergence of reform patterns, determined by the development of the common EU education policy. Lithuania is a typical example of educational transformations in the region. The article highlights the development of education policy in Lithuania from a highly inspirational and spontaneous transformations in early 1990s to more pragmatic and economically grounded reforms in late 1990s and early 2000s. Further integration into the EU evoke new systemic changes in Lithuanian education. 相似文献
5.
市场经济的发展与高等教育财政体制改革 总被引：13，自引：0，他引：13
随着我国从计划经济向社会主义市场经济转轨 ,计划经济条件下形成的高度集中的高等教育财政体制已不适应高等教育发展的需求。 2 0世纪 80年代初以来 ,我国高等教育财政体制在高等教育拔款体制、高等学校经费使用制度、经费分配方式等方面进行了一系列改革。这些改革反映了社会主义市场经济的发展客观上要求高等教育资源配置应符合透明性、公平性和效率性的三项基本原则。随着市场经济的进一步发展 ,高等教育财政体制的改革将会不断深化 ,不断完善 相似文献
6.
RICHARD WEST JOHANNA CRIGHTON 《Assessment in Education: Principles, Policy & Practice》1999,6(2):271-289
This paper surveys some of the reforms that are being proposed and implemented in countries of Central and Eastern Europe. This term is taken to mean the former USSR and socialist countries of Europe. The paper is based on experience but, as much as possible, this experience has been supplemented by reference to documents written locally and by international project teams. In some cases (Slovenia, the Baltics and Bulgaria), reforms have already been implemented. In others (Romania, Poland, Lithuania, Hungary, and Moldova), internationally funded reforms are under way. In yet others (Latvia, Albania and FYR-Macedonia), assessment/examination reforms are under discussion. Farther to the east, the Russian Federation, Ukraine and Georgia are also planning reforms to their assessment systems, in particular at the secondary/higher education interface. Two major trends are evident: (1) towards the definition of national standards; and (2) towards competence-based (as distinct from knowledge-based) assessment. These are discussed with reference to similar trends in other parts of the world. 相似文献
7.
Li Wang 《Asia Pacific Journal of Education》2011,31(4):421-438
The last three decades have witnessed great social, political and economic change in China since the market reforms in the late 1970s. A market economy was adopted as a replacement to the planned economy in order to allocate resources more efficiently. Consequently, higher education in China has undergone dramatic reforms to adapt to this socio-economic transition. This paper adopts a mixed-methods approach, combining fieldwork data with documentary analysis, to investigate the rationales of privatization in Chinese universities. It starts by examining the conceptualization of privatization. This is followed by an introduction of the public/private mix in the higher education sector in China. It then turns to explore drivers of the higher education reforms. A key contribution of this paper therefore is a systematic examination of the causes and the aims of privatization identified in Western literature set in the context of radical change as seen in the Chinese context. Drawing to fieldwork data, this paper presents findings that stand in conflict with prior studies. This investigation of the implementation of the Chinese privatization reveals both common features shared with Western practice but also a special uniqueness. It concludes by arguing that the neo-liberal reforms in higher education in China is likely to be used as a contingency strategy to encourage private spending, rather than suggesting a paradigm shift in university governance. 相似文献
8.
In 1986, the government of Vietnam introduced a policy termed “doi moi,” resulting in profound changes to shift the country from being a centrally planned economy to a market economy. With dramatic
changes in Vietnam's economic structure resulting from doi moi, it was also essential to carry out reforms in education. One such reform was to allow for privatization to occur in education
at all levels. The focus of this paper is the emergence of private higher education in Vietnam in the period following the
introduction of doi moi with a special emphasis on the most recent developments in private higher education.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
高等教育治理的中间机构 总被引：1，自引：1，他引：0
中国从计划经济向市场经济转轨,政府管理公共事务的范围和方式都在发生着显著变化,特别是在高等教育管理方面.建设高效、廉洁、有限的政府,实现良好治理,是中国改革开放、快速发展的必然要求.而高等教育的治理方式,也是随着政府治理方式的变化而改变的,尤其是出现了治理中间机构. 相似文献
10.
20世纪90年代以来中国高等教育改革中市场角色的研究 总被引：7，自引：0，他引：7
20世纪90年代以来,中国高等教育领域出现了一系列的改革,改革的意向可以归纳为促进高等教育质量与数量的发展。虽然这些高等教育改革依然为国家政策所主导和推动,但更多的是对中国的市场经济改革的一种回应,因而"市场"在推动高等教育改革进程中的角色亦不可忽视。比较全球化下高等教育改革中市场作用的特征和脉络,中国"市场"角色更多地表现出以下两点:一是作为新的资源配置渠道,增加来自民间的筹资;二是在协调机制上对原有计划体制的突破,如增强消费者的选择能力,提高大学办学规模效益,提升高等教育质量。 相似文献
11.
The development of the higher education system in China has experienced huge changes alongside the transitions in the socio-economic milieu since the establishment of the People’s Republic of China in 1949. Among the major structural transformations of higher education, the reform during the 1950s and the one from 1998 to 2009 can be seen as two typical cases and manifestations of macro strategy modulation. Both reforms were driven by the need of strengthening and empowering the nation as a whole through the advancement of higher education. But the 1950s reforms featured the perpetuation of state control, highly centralized resource allocation, and authoritarian administration, while the 1998–2009 period reflected the transition from a planned to a market economy in higher education, manifested in an increased weight given to market forces, the enlarged autonomy of higher education institutions (HEIs) and expanded government guidance instead of mere state control. The paper will take the two periods as cases to show why and how the reforms were formulated and what directions they are leading towards. 相似文献
12.
Phillip Brown 《British Journal of Sociology of Education》1992,13(3):285-305
This paper offers a number of comparative observations on economic restructuring and education reform in the Commonwealth of Independent States (CIS). It will be argued that there are powerful social and political forces which are making free market’ educational reforms, such as those being pursued in Britain, an increasingly attractive model of educational development in the CIS and Eastern Europe. It will be suggested that such a basis for reform not only leaves the tension between political and economic change unresolved, but threatens to undermine the process of post‐communist reconstruction. 相似文献
13.
Fan‐sing Hung 《Compare》2008,38(2):155-171
This paper compares the returns to education in transitional economies in Central and Eastern Europe (CEE), such as Bulgaria, the Czech Republic, Romania, Russia, Slovak Republic and the Ukraine in the 1990s, and in China in the 1980s and 1990s. In the pre‐transition period, the returns to education in the six CEE countries were low at about 2–4%, while those in China were even lower at less than 2%. As the process of transition towards a market economy evolved over time, the returns to education steadily increased, and non‐state sector workers and young workers were rewarded with higher returns to their education than their counterparts in the state sector and older age categories. The marginal returns to university education are the highest of all of the marginal returns to various education levels. Moreover, the results show that it took about a decade for the six CEE countries, and two decades for China, to raise their respective returns to education to the 10% level. 相似文献
14.
提出了转型期大学生思想政治教育工作面临的新挑战,并对其成因进行了深入分析;探讨了新时期高校学生思想政治教育工作的有效途径。 相似文献
15.
从20世纪90年代起,蒙古开始进入由计划经济体制转向市场经济体制的转型期,蒙古的高等教育行政管理亦随之进入一个改革频繁而深入的发展阶段,民主化与自由化是历次改革都延承的两个趋势。经过改革,蒙古高等教育行政管理所发生的变化是不容忽视的。文章力求从宏观与微观两个层面对这些变化作以总结、梳理,以为高等教育行政管理方面的学术研究与改革增添经验与资料。 相似文献
16.
2013年11月1日至3日,第十届北京论坛教育分论坛成功举行。论坛以"高等教育的全球参与和知识共享"为主题,邀请了来自中国、韩国、马来西亚、老挝、以色列、美国、加拿大、巴西、德国、英国、希腊、挪威、澳大利亚、南非和中国香港等15个国家和地区的30位学者到会演讲,来自校内外的50多位师生参与了会议讨论。 相似文献
17.
Chinese education policy in the context of decentralization and marketization: evolution and implications 总被引：1，自引：0，他引：1
Education policy has been undergoing great transformation in China since the initiation of economic reforms and the open-door
policy in the late 1970s. These market-oriented reforms and the pursuit of rapid economic growth in a globalized economy have
significantly impacted China’s education policy and development. In line with the development of the market-oriented economy
and its increasing integration with the global market, a more pragmatic perception of education has gradually taken shape
in the post-Mao era, resulting in the decentralization and marketization of education in China. This article aims to examine
the development of Chinese education policy in the context of decentralization and marketization since the start of the economic
reforms. It will firstly make a brief contrast between the education policies before and after the economic reforms. Then,
the decentralization and marketization in the field of education since the initiation of the economic reforms will be examined.
What follows is an assessment of the impacts that marketization and decentralization had on education policy. This paper argues
that the weakening role of the state in education provision and the disparity between rural and urban areas are key issues
facing China’s education policy following the economic reforms and the open-door policy. It concludes by suggesting that equal
and balanced development in education in China entails bringing the state back into the education sector. 相似文献
18.
Ryszard Ławniczak 《Higher Education in Europe》2003,28(4):529-538
This essay reflects upon the themes that emerged from the “Public Relations—An Instrument for the Transformation and Development of Higher Education in Central and Eastern Europe” seminar, for which the articles appearing in this issue of Higher Education in Europe were originally prepared. The transitional public relations approach, which was developed and introduced to the world public relations literature by the author, is used to analyze the impact of this type of public relations on the reform of higher education in the former communist countries of Europe. The main conclusion is that, in view of the common communist heritage of the countries of Central and Eastern Europe, the application of public relations strategies and instruments in higher education accelerates and facilitates reform of this key area of the economy and also causes it to become more effective. The above statement is particularly valid for private universities. 相似文献
19.
赵海东 《内蒙古大学学报(人文社会科学版)》2008,40(6):9-14
从中央高度集权的计划经济体制向市场经济体制转型,不同国家选择了不同的改革道路。原苏联和东欧国家选择了根据主流经济学理论设计的激进式改革,中国选择了一条自我探索的渐进式改革之路。体制内改革与体制外推进并行,以政府为主导实现强制性与诱致性改革的统一,从局部人手改革最终实现经济体制的整体转换是中国经济改革模式的成功经验。应以此来解决中国在未来改革中遇到的新问题。 相似文献
20.
A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysias responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation. 相似文献