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1.
本文主要以概览的视角回顾了在教育政策借鉴与传播（policy borrowing and lending）研究中的主要议题和趋势。政策借鉴与传播是一个在学术上依托于比较教育学和公共政策学的研究领域。在比较教育学中,针对“旅行式改革”（travelling reforms）、全球化教育政策的探索是一个经久不衰的研究课题。本文主要描述了政策借鉴与传播研究领域的历史,并讨论了四个新的研究趋势：第一,由双边框架向国际标准框架的转变;第二,学者们开始关注各国系统与个案背后的逻辑;第三,政策图景（policyscapes）概念对研究方法论的启示;第四,政策映射研究,即借鉴他国教育政策时的本土解读。  相似文献   

2.
《比较教育学》2012,48(4):455-471
The article analyses a phenomenon that has accompanied teacher salary reform in Mongolia: the import of two global education policies that were nearly identical to the already existing local bonus system (olympiads). To make sense of an import that appears superfluous, the author analyses the reception and translation of the triple bonus system over time. The interpretive framework draws on system theory and pays attention to: (1) developments within a system or a context that explain the likelihood of policy borrowing; (2) change processes over time that result from interactions within a system as well as the system with its environment; and (3) periods of convergence and divergence that occur over the lifespan of a policy. The author finds that research on policy borrowing and lending has greatly contributed to better understanding the transnational flows of educational reforms. In contrast to spatial analyses, the time dimension of the global/local nexus is neither sufficiently studied nor convincingly interpreted. The author draws attention to the functional differentiation that occurred within the triple bonus system, and argues for a comparative policy studies perspective that acknowledges the salutary effects of policy borrowing for coalition building and change.  相似文献   

3.
International research findings and country experiences prove that, in coping with the tension between the global and the local in education, three major forces contribute to the success of international reform: firstly, the national public authorities in protecting education as a common good through political commitment and policy actions; secondly, the local community, in responding to the diversifying educational needs through active participation and initiatives for innovation; and thirdly, the international community, through technical, professional as well as financial assistance to member countries for desired systemic changes. This paper examines the roles of international education in facilitating systemic reforms, and explores strategies in promoting international education for educational change, citing evidence-based cases to examine the interaction between international education and systemic educational reforms.  相似文献   

4.
This article combines a historical with a social/political anthropological framework to examine the role played by the transfer of educational discourse between the United States‐based Phelps‐Stokes Fund and the Belgian Ministry of Colonies in the formulation of the colonial education policy of “adapted education” in the 1920s. The author argues that the transfer of racialized discourses of education and educational language was instrumental in the political governance of both metropole and colony as well as in improving the image of Belgian colonialism in the international political arena. In particular, the author emphasizes the political clout of the Catholic Party and the role played by two problems that ascended to the center stage of Belgian national politics after World War I (i.e. the cost of rebuilding the country and the so‐called “Flemish problem”) to show how colonial educational policy, and national and international politics are interconnected.  相似文献   

5.
During the 1960s and 1970s, “traditional” secondary educational systems in various Western European countries made way for comprehensive education curricula. In contrast to the reforms within the “intellectual” subjects, the field of physical education (PE) remained largely underexposed in research. This study focuses on PE reform in Belgium, the first country in the world (apart from Sweden itself) to introduce, in 1908, so-called “Swedish gymnastics” in all levels of state public education and, in 1968, the last country apart from Portugal to abandon it. The question arises as to who was responsible for Swedish gymnastics being applied for so long and, ultimately, how and by whom reform was implemented. The results show that the power of the past and the positions of “Swedists” in the Government Inspectorate, universities and professional associations, perpetuated the domination of Swedish gymnastics in Belgian education. The final “dynamisation” of the subject of PE around 1968 did not come about through “revolution” but a “natural” generational transition, whereby a new guard of young government inspectors with a drive for reform took over from their Swedish-minded predecessors. The educational climate prevailing in Belgium at the end of the 1960s facilitated this reform. The state university PE institutes lost their position as pedagogical profile keepers during this process of transformation, while the hidden curriculum of the (Catholic) university institute in Leuven implicitly shaped the educational climate. Further comparative international research into the (changed) profile, position and power of school inspectors in educational reform appears necessary.  相似文献   

6.
Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a “global case study” research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United States. This research agenda stands to make a unique contribution with its “whole curriculum” approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy “learning” for policy makers, practitioners and scholars – globally.  相似文献   

7.
This article makes contributions to questions of why international transfers of programmes do not lead to the outcomes that nations engaging in them expect to gain. Using Bahrain as an example, it is argued that tensions arising from policy borrowing are rooted in the complexities of the political incoherence between the new teaching policies, the Kingdom’s economic vision and educational aspirations of many locals that have been shaped by old political and employment settlements within the nation state. The research shows that educating for global development is not a ‘magnet’ that equally attracts everyone.  相似文献   

8.
The ranking of the United States in major international tests such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) is used as the driving force and rationale for the current educational reforms in the United States. Through current reforms, the United States is preparing to “race to the top” of the international rankings. However, using international test results as the ultimate indicator of a country's educational achievement might not be an appropriate measure. Additionally, replicating some aspects of high-achieving countries’ education systems or standards may not guarantee success for U.S. public schools. In this article, four reasons are presented explaining why there is no guaranteed success in comparing the United States to other countries’ educational standards and to their achievement in international tests. In order to successfully implement reforms in U.S. public schools, educational leaders and reformers should carefully consider the four points discussed in this article and use tests to inform their reforms, rather than to create uniformity.  相似文献   

9.
Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs.  相似文献   

10.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

11.
In Australia as well as elsewhere, initial teacher education has become centre stage to a political agenda that calls for global competitiveness in the knowledge economy. The common problem cited has been declining educational standards linked with the quality of teaching and teacher education. The avalanche of review and policy reform has exposed teacher education to neoliberal demands as well as political and public scrutiny. A policy web of interconnected concerns related to selection, curriculum, professional practice, graduation as well as employment fuels current reforms.  相似文献   

12.
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   

13.
《Higher Education Policy》1997,10(3-4):167-185
In the major reforms to higher education being introduced throughout the world, market and “market-like” policy instruments are assuming increasing importance. Long perceived as a unique characteristic of the U.S. system of higher education, experiments with market competition in academic labor markets, institutional finance, student support, and the allocation of research funds are now evident in the higher education policy of many different nations. Ironically, the overt rationale for these reforms is not only the traditional argument of economic efficiency—with its supposed corollary benefits of institutional adaptation and innovation—but increasingly a resort to market competition as a means of achieving equity in the form of mass higher education. The paper explores the nature of markets in higher education, the policy mechanisms related to their implementation, and some emerging questions regarding their impact.  相似文献   

14.
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.  相似文献   

15.
The borrowing and transfer of policies, ideas and practices from one system to another may in part explain the convergence of educational systems. Using text documents as research material, this paper examines the adoption and transfer of Bologna Process (BP) ideas in the Economic and Monetary Community of Central Africa (CEMAC) and in the Cameroonian higher education (HE) system through the lens of policy borrowing and transfer, and policy convergence, in order to understand the justification for such transfer at the local level. In 1999, in what is known as the BP, 29 ministers of HE signed the Bologna Declaration with the intention of creating a European HE area. In 2005, the heads of state of the CEMAC region signed the Libreville Declaration with the intention of creating the CEMAC Space for Higher Education, Research and Professional Training through licence, master and doctorat reform. The justification for the adoption of BP ideas in the CEMAC region was attributed to the convergence of educational systems. The need to legitimise the harmonisation of the degree structure and to adhere to international standards for international recognition of certificates and graduates was found to be the major justification for the reform in the Cameroonian HE system. This paper draws attention to two aspects: first, how the BP, a European model of harmonisation, has spread beyond Europe and is influencing reforms in other parts of the world, including Africa; and second, how borrowed models are justified at the local level.  相似文献   

16.
Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.  相似文献   

17.
This article builds on the author's earlier work, published in Vol. 28 No. 1 of this journal, that critiqued the Orientalist legacy in Anglo-American discussions of Japanese education. One of the manifestations of this legacy is the prevailing view among the Anglo-American observers of Japanese education that Japanese education is the “exception” to the recent global restructuring movement. This article problematizes this view by exposing a similar but differently articulated structural change in Japanese education over the past three decades. Drawing on cultural studies and critical discourse analysis, the author focuses on the two policy keywords that the Ministry of Education has consistently used by for the past three decades: kosei (individuality) and yutori (low pressure). Tracing the complex histories of articulation and rearticulation of these policy keywords, the author demonstrates how the keywords, which had been associated with progressive political struggles against the Ministry's central control of public education, were mobilized to reconstitute people's common sense about education and thus to naturalize the radical systemic change towards the neo-liberal, post-welfare settlement. In conclusion, the author discusses the implication of the study to the field of comparative and international education, calling for a more critical, reflexive engagement with the field's preoccupation with “national differences”.  相似文献   

18.
This paper examines the approach Brazil has taken to promote the internationalization of higher education over the last decade. Three key areas are identified: human resources development, institution building, and international partnerships. Our analyses of initiatives in these areas demonstrate that Brazil does not follow global trends such as the creation of world-class universities or the pursuit of “excellence initiatives” to help universities reach higher positions in global rankings. Instead, recent strategies for international collaboration in higher education follow variegated domestic goals that encompass the logics of foreign policy and the internal priorities of federal research and education agencies. The nature and limitations of these strategies are discussed.  相似文献   

19.
课程思政通过开发专业课程的思想政治教育元素,发挥思政教育的功能,而目前高校专业课教师还对课程思政的实施途径和方法缺乏全面认识。通过对高校教师培训、课程思政建设等方面分析了高校在教师培训中加入课程思政专题培训的必要性和紧迫性,促进高校思政教育体系的建设和形成,进而实现"立德树人"的教育目的。  相似文献   

20.
在“三全育人”理念提出之后,高职院校开始着力构建“大思政”格局,即将思想政治教育落实到人才培养的方方面面,形成显性教育与隐性教育相结合、静态理论教育与动态实践教育相结合的模式,实现思想政治教育从量的积累到质的飞跃之转变。首先概述高职“大思政”格局及传统文化教育的内涵,其次分析高职“大思政”格局下传统文化渗透教育的必要性及内容,最后提出具体的教育策略,为推进高职“大思政”教育发展提供一定的参考。  相似文献   

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