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1.
ALISON TAYLOR 《Gender and education》1995,7(2):123-142
Women continue to be underrepresented in administrative positions within the education system in Ontario, Canada, despite the existence of employment equity policy for women for 20 years. However, while government reports present statistical data to monitor policy progress, little research has been conducted into how women administrators experience employment equity policy in their everyday lives. This paper uses data from interviews with female administrators to examine their perceptions of gender relations within the context of the provincial policy. First, the memories of these women, as they entered and achieved administrative positions, are presented. Second, I discuss their experiences of contradiction with respect to the policy in practice. Finally, I identify the ways in which these women construct themselves as agents of resistance and change. The paper concludes by arguing that existing relations and practices within the education system constitute an 'invisible policy', which must be acknowledged in order to understand the policy contradictions experienced by women educators. 相似文献
2.
Roopa Desai Trilokekar 《Higher Education》2010,59(2):131-147
This paper explores the role of the Canadian federal government in two foreign policy areas: overseas development assistance
and international cultural relations by providing a brief history of the federal government’s engagement in both policy areas
and highlighting the contributions and challenges of Canadian foreign policy to the internationalization of Canadian higher
education. More broadly, the paper explores the unique characteristics of the Canadian federal government’s role in higher
education policy making, and in particular, its relations with academics and the university community. Ironically in a world
increasingly characterized by greater international education flows, in Canada, there has been a narrowing of vision, a focus
on more short rather than long term objectives and a limited engagement of dialogue between academics and the government to
promote both development assistance and international education as Canada’s soft power. 相似文献
3.
本文使用地级市人均财政性教育支出构建省级教育基尼系数衡量教育横向公平,基于双向固定效应模型探究教育公平对省域经济增长的影响,并分别以夜间灯光亮度和性别间教育差异作为经济发展水平和教育公平的代理变量进行稳健性检验。研究发现:教育公平程度和省域经济发展水平呈倒U型关系,以地区生产总值为因变量的回归结果显示,当教育基尼系数为0.236时,教育公平程度对省域经济发展最为有利;以夜间灯光亮度为因变量的模型,教育基尼系数的最优值为0.288。研究还显示,教育公平对省域经济发展水平的影响存在滞后效应。基于此,各省政府应统筹安排地区间教育财政投入,优化教育资源配置。对于地市间教育投入差异较大的省份,应通过转移支付、政策支持等方式缩小地区间的教育财政投入差异。 相似文献
4.
公平是教育发展的重要议题,公平政策影响着教育公平程度,而补偿性政策又往往是国家促进教育公平的首选政策.美国作为联邦制国家,自《初等与中等教育法》颁布四十余年来,十分重视补偿性教育政策的制订与落实,从而解决了基础教育中实践中存在的诸多问题,因而大大提高了教育公平的程度. 相似文献
5.
Sue Winton 《比较教育学》2011,47(2):247-263
Public school districts in Buffalo, USA and Toronto, Canada reviewed their safe schools policies in 2008. Revised Codes of Conduct are compared to earlier versions and each other, and a conceptual policy web is used to understand how local, state/provincial, national, and international influences affect local safe school policies. The comparison demonstrates that while influenced by international beliefs about unsafe schools and youth violence, affected by local social, economic, and historical contexts, and constrained by state/provincial and federal policies, local school districts are nevertheless able to exercise some agency. The study also highlights the importance of Ontario's Human Rights Commission as a policy actor, and suggests zero tolerance for non‐serious incidents may be practised in Buffalo schools. This finding and the continued practice of excluding students from schools in both districts as a discipline approach casts doubt on the sincerity of governments' commitments to evidence‐based policy in education at all levels. Contributions of the conceptual policy web for policy analysis are discussed. 相似文献
6.
在“中国式”分权背景下，地方政府对本地教育财政投入激励不足。如何发挥地方人大的预决算审查监督职能、构建有效约束机制来提高地方政府教育支出水平，对我国教育事业长远发展具有重大意义。本文以我国各地区推动预算监督法制化为制度背景，以1999—2017年间各省份预算审查监督条例立法作为准自然实验，使用双重差分法研究通过立法加强地方人大预算监督如何影响地方政府教育支出。研究发现：（1）省级预算监督条例立法能够显著增加地方政府的教育财政支出，使教育支出在财政预算支出中的比重平均上升约一个百分点，使地方教育支出占GDP的比重显著提高；（2）异质性分析显示预算监督条例立法对地方政府教育投入的促进作用主要体现在基础教育和中等教育层面，并且在财政分权程度更高或地方主政官员缺乏中央工作经历的地区更加显著。本文的研究表明，推动财政监督法制化是构建现代教育财政治理体系的重要制度基础，强化地方人大预算监督是确保地方教育支出持续稳定增长的有效制度保障。 相似文献
7.
Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999–2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work. 相似文献
8.
The aim of this paper is to compare constructions of anti-racist education in Canada and Britain. Particular attention is given to developments in the province of Ontario and in England and Wales. It is argued that the ideological characteristics of anti-racism in each country have been shaped by particular national and local discourses of 'racial', national and political identity. We show that while the impact of anti-racism on educational policy making in England and Wales has declined significantly since the 1980s, this has not occurred in Ontario (where anti-racism remains a potent influence). Some of the key dilemmas faced by both British and Canadian anti-racist practitioners, grass-roots activists and scholars are identified and the emergence and growth of anti-racist education in both societies assessed. We conclude by reflecting upon the value of comparative studies of anti-racist education. 相似文献
9.
John Allison 《Journal of educational administration and history》2007,39(2):113-128
This article will examine Canadian politicians’ and administrators’ leadership in the realm of education‐related international activities. In the era between the 1960s and the 1980s, it became increasingly difficult for educational leaders to walk the line dividing federal and provincial responsibility in this field. Educational authorities at the federal and provincial levels were collectively ill‐prepared to address the question of ‘diplomacy’ in a field of provincial responsibility. Instead, there were a whole series of mis‐steps on one or other sides of the line. Moreover, the executive level interaction that characterized this period was marked by developing federal authority, a federal government increasingly focused on power, and one which wanted greater control over the issue. Additionally, as is the case when having difficulty with ‘walking the line’ and passing a sobriety test, this was a federalism characterized by misunderstandings, provisional accords, and last minute compromises. 相似文献
10.
In Canada’s first-ever strategy, international education (IE) is linked to immigration policy with international students (IS) recruited as ‘ideal’ immigrants. This paper engages in policy sociology and Ball's concepts of 'policy as text' and 'policy as discourse' (10). It follows three stages of critical policy discourse analysis. The first a simple tally of the most commonly used words/phrases in the Strategy; the second analyses it using Van Leeuwen’s framework and the third presents results from a study on the perception and experiences of IS, exposing the gap between policy rhetoric and practice. The paper concludes that critical discourse analysis is a powerful tool to uncover policy values/ideologies, identify legitimation strategies and reveal perpetuation of power relations/status quo within Canadian society. 相似文献
11.
Dale Kirby 《Higher Education》2011,62(3):267-278
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
12.
在《形势与政策》课程中开展省情教育的实践探索 总被引：1，自引：0，他引：1
省情教育是党的基本路线教育和国情教育地方化的具体实践,应成为高校形势与政策教育的重要组成部分。我校开展省情教育的主要做法是:全方位、多渠道地开展,抓住地方院校与江西经济建设的切入点,针对不同时期省情教育的侧重点,建立和完善省情资料库和人才库。 相似文献
13.
Francis D. Curtis 《Peabody Journal of Education》2013,88(1):22-34
Congress's role in defining and promoting equality of educational opportunity has evolved over the past 55 years since Brown v. Board of Education. Most recently, all three branches of the federal government have focused more on equality of educational opportunity for individual students rather than for protected classes. In this article, the authors combine two different frameworks to assess Congress's evolving role in ensuring equality of educational opportunity for all students—particularly given the new political and economic realities facing the nation. The first is federalism; the second is policy instruments for advancing varied goals in education, which the authors use to examine specific policy domains where Congress might increase its impact on equality of educational opportunity. These domains are concerned with “incentivizing equity” through competitive grants designed to reduce racial and socioeconomic inequality, improving existing categorical grant programs to make them more targeted and efficient, and strengthening enforcement of existing policies and programs. Throughout, the authors consider how recent research about equality of best be brought to bear on congressional priorities. In conclusion, they discuss the political realities facing Congress in 2012 and beyond, including partisanship and the prospect of cuts to pre-K-12 education spending. 相似文献
14.
Niki Davis 《Technology, Pedagogy and Education》2013,22(1):59-84
Abstract Good practice with information and communication technologies (ICT) in teacher education is responsive to its society's needs. This article provides a complementary view to those from Europe and elsewhere in the world from the perspective of federal USA, with this nation's localised support for K-12 schools. It is part of the quick-scan study in 2002 led by Paul Kirschner of the Open University of the Netherlands. Five teacher education programmes were selected to illustrate best practice with technology (as ICT is called in the USA) in US teacher education. Although the ICT benchmarks described by Kirschner & Davis (this issue) were present in every case, a better distinguishing factor was that all had a mission to serve their diverse communities. In addition, these programmes provide complementary professional development in the schools in which pre-service students gain internships. The review of best practice comes after 3 years of significant federal funding provided through the Federal Department of Education's initiative: ‘Preparing Tomorrow's Teachers to use Technology’ (PT3∥. Strategic planning for this initiative by government agencies and professional organisations is also described. It is noted that there is still much work to be done towards social justice and digital equity within and beyond the USA. 相似文献
15.
STEVEN A. BAKKER 《Assessment in Education: Principles, Policy & Practice》1999,6(2):291-303
The world-wide tendency of national governments taking responsibility for the quality of education by setting standards and monitoring achievement, while leaving the responsibility for the delivered curriculum to the providers, is also felt in Eastern Europe and Russia. The context of this article is this process in the Russian Federation (RF) where the practice of realising 'a common educational space' by enforcing a uniform curriculum upon schools has been replaced by concluding agreements between the federal Ministry of Education and regional authorities about the content of education. The transition to an outcome-based curriculum with more freedom for schools for the content of their teaching, however, has still a long way to go. Essential for this transition is the availability of reliable and efficient instruments to monitor educational achievement, at both the federal and the regional level. This article depicts the present state of affairs in educational assessment in Russia, and focuses on the results of a Russian-Dutch project to explore the feasibility in the RF of a system of final examinations with written, standardised tests. 相似文献
16.
面对教育改革面临的诸多社会挑战,包括新冠疫情对美国教师队伍的冲击以及美国中小学教师队伍离职率高、缺乏多样性等问题,美国联邦政府将教师教育改革纳入其“重建更好”一揽子改革计划的重要组成部分。“公平”价值转向、从“缺陷”到“优势”的政策话语转变和弗雷泽三维社会公正理论构成了美国联邦政府教师改革政策的重要理论基础。美国联邦政府采取的教师教育改革措施主要包括:修改大学和高等教育的教师教育援助计划;实施“培植你自己”教师教育项目;完善一年制教师驻校培养模式;加大对少数族裔学校的资助力度;提高教师工资与专业发展水平。美国联邦政府的教师教育改革凸显了社会公平与多元种族和谐相处的政策价值导向,其政策机制体现了联邦政府协调角色的不断增强和市场化教师教育改革方式的适度消退。 相似文献
17.
Because of the radical reorientation of financial aid policies in the eighties, loan indebtness and the amount of federal subsidy of loans have increased dramatically. Paralleling these developments has been the growth of the proprietary sector of postsecondary education and the use of federal-supported financial aid by this sector's students. This article examines the impact of current financial aid policies on different sectors. Evidence appears clear that new policy is required to serve equity and human and social capital development. The success of the proprietary sector in growing its market share at the expense of other sectors—in particular, community colleges—provides some useful lessons about aggressive recruiting. 相似文献
18.
A range of initiatives aimed at a more gender‐inclusive science curriculum has developed in many countries. In this paper five countries are used to illustrate these developments. They have occurred usually in the context of relevant policy statements, but sometimes in the absence of a policy, through activists, often outside the school system. At times policies developed within the education system act in opposition to a change towards greater gender equity in science education. However, when policies are in place and made visible, and where feedback and adequate monitoring are required change has occurred. The successful incorporation of gender equity awareness and practices into the professional role and practice of teachers requires adequate resources to support change. 相似文献
19.
In The Netherlands, since 1996, 'newcomers', like migrants, refugees and asylum seekers, are obliged to take part in an educational settlement programme which should enable them to gain access to (professional) education and to the labour market. This paper deals with the settlement efforts that are required from adult education on the one hand and newcomers on the other hand, and with the current results and further prospects. We elaborate the central aspects of the settlement policy and its developments, and, drawing on the field theory of Pierre Bourdieu, we analyse the settlement policy and its consequences for adult education as well as newcomers. Then we turn to the two ideologies, cultural assimilation and structural integration, which firmly instigated the (re)formation of the policy, and we relate them to the actual settlement practice. Conclusively, we stipulate three kinds of conditions for a settlement policy that has greater significance for the labour participation of newcomers, and for their integration in Dutch society in general. 相似文献
20.
随着《国家职业教育改革实施方案》颁布以后,部分省市相继出台了各级层面的职业教育改革实施方案,分别针对区域实际制定了行动计划和具体标准。为了审视省级层面政策推进与落实情况,以罗斯维尔和泽福德的政策工具分类理论为基础,结合职业教育改革发展若干要素构建理论框架,对苏、浙、沪三省市的职业教育改革政策文本进行分析后发现:供给型政策工具使用适当,但内部结构失衡;环境型政策工具使用过溢,策略性措施成为主要手段;需求型政策工具使用不足,作用形式较为单一;职业教育改革发展维度覆盖较为全面,但内部分化。在此基础上,提炼出国家级方案的省级推进策略,包括国家政策的区域对应、区域状况的精准考察、省域政策的整体设计等三个环节,以此作为反馈的成功经验加以推广。 相似文献