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高等教育大众化进程中的公平和效率 总被引：7，自引：0，他引：7
高等教育的公平和效率是一对矛盾 ,随着社会经济的发展 ,这对矛盾已经越来越突出。但它们既是对立又是统一的 ,如果确立了高等教育大众化的观点 ,公平和效率是可以兼顾的 ,美国和英国高等教育大众化的实例就是证明。当然 ,要注意公平是有相对性的。 相似文献
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公平是一个社会进步与文明的标尺。教育领域内的公平则是自上世纪60年代以来,全世界范围内各国教育改革和政策制定所追求的基本目标,社会大众也广为关切。福利经济学作为经济学规范分析基础,特别是福利经济学第二定理时刻提醒人们,至少在理论上,效率和分配公平问题可以分开。本文讨论的公平实际上是提供了分配公平,补偿公平,关系公平这三种不同的视角。 相似文献
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构建和谐社会的基础在于实现教育公平。择校表面看起来有与教育公平相违背的一面,但事实上,择校并不妨碍教育公平。择校是教育资源配置不均的结果,政府部门应该加大教育资源均衡化的力度,从根本上解决"择校风"问题,同时规范择校费的收支运作情况。 相似文献
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全纳教育的核心内涵就是教育公平.特殊儿童作为弱势群体中一个规模较大的群体,在其接受教育时,用全纳教育的思想指导,更有利于特殊儿童享受公平的教育权利.本文基于全纳教育视角,试图从受教育权利平等、教育过程的公平及教育结果的公平三个方面论述教育公平理念,并在此基础上提出促进全纳教育的发展是促进特殊儿童教育公平的有效途径. 相似文献
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In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed. 相似文献
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John Fischetti 《Peabody Journal of Education》2018,93(3):267-271
The current models of teacher education in the Western world are still largely based upon the building of students' knowledge and skills using approaches similar to those designed for the assembly lines of the past. The prevailing model of schooling is still centered around the notion that schools are places young people go to watch their teacher work. In the advent of the innovation age, teacher education requires reinvention around the emerging knowledge base about learning and the key role teachers play in addressing issues of equity and student success in this rapidly changing and complex world.
A panel of eminent international scholars, from a range of fields, formulated evidence-based frameworks to guide future teacher education models globally. The frameworks focus on “learning equity.” In addition, the team launched a cloud-based Learning Equity Research and Resource Center, hosting some of the planet's best scholarly and applied research on learning sciences and equity-based practices. The team's research agenda is grounded in learning theory, cognitive science, technology, social justice, and an equity mission to provide learning environments and quality teachers that enable the potential of all children.
The Global Learning Equity Network (GLEN) challenges the preparation of a new kind of teacher for a new kind of school, one built on a learning center rather than a testing center model. GLEN's research, resources, and frameworks are designed to assist new teachers to enable all children to discover their passion(s), grow their talents, and be inspired to lead healthy, happy, and productive lives. 相似文献
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通过分析教育公平的基本内涵及重要意义,剖析出我国存在的教育不公平现象及原因,从而提出如何实现教育机会公平、怎样通过合理配置资源推进教育公平、如何从制度设计上落实教育公平,最终真正得以实现教育公平。 相似文献
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Louise Morley 《British Journal of Sociology of Education》1997,18(2):231-242
In this article, I explore the dynamic relationship between political and organizational change in higher education. Change is interrogated in relation to policies and discourses of New Right reform, mass expansion, new managerialism, equity and post‐modernist theories of power, with questions raised about the interconnection of demographic changes, consumer entitlement and equality of opportunity. I consider the extent to which economic, intellectual and socio‐cultural changes intersect. Equity is examined in relation to the democratic rhetoric of enhanced access and connections are made between equality and quality by questioning the changing nature of the product being accessed by new student populations. 相似文献
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教育公平是全纳教育的核心内涵 总被引：6，自引：1，他引：6
全纳教育是目前国际教育发展的一个重要趋势。在我国全纳教育引 发了人们对教育公平问题的思考。本文借鉴教育公平思想理论,对全纳教育 的起点、过程、结果进行了全方位的分析并指出,全纳教育是一种以教育的公 平为本位的全新教育理念,教育公平是全纳教育的核心内涵。 相似文献
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We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research. 相似文献
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教育公平包括教育权利平等、教育起点公平、教育过程公平和教育结果公平。改革开放以来,我国教育公平的总体水平不断提高,但某些方面有差距扩大趋势。我国教育公平问题突出表现在城乡差距、区域差距和阶层差距等方面。造成教育公平问题的原因包括教育制度、教育体制、教育政策、社会分层及文化因素等。要确立公平理念、加大投入、深化改革、健全制度、注重均衡、侧重补偿,综合统筹、多管齐下地促进教育公平。政府是教育公平的主要责任者。从总体上看,我国教育公平研究具有广阔的研究视野和强烈的现实关照性,在公平观上基本采用了罗尔斯的正义论体系,同时也表现出关注宏观层面多于中观和微观层面、关注起点公平多于过程公平和结果公平的特点。 相似文献
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ABSTRACTPolicy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion. 相似文献
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Equity is the most significant problem educators face. Very large inequities and inequalities persist in both education and society. Why? What can be done about them? While much has been written about these issues, progress is very slow and there is little agreement on why or what to do. While this article cannot resolve these questions, it raises five important issues concerning them: inter-agency contradictions concerning equity and global education policy; EFA and the MDGs; privatization and public-private partnerships; evidence-based policy; and the right to education. The article tackles the case of UNICEF, which has recently decided to focus its efforts on equity in education. In the conclusions which are drawn throughout, the article emphasizes the need for widespread, highly participative debates to answer the questions of why educators have made so little progress and what they can do to make more. 相似文献
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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
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Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
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Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):274-278
Beginning with a reflection on the Participation and Equity Program (PEP) in Australia in the 1980s, this response describes the distinctive ideological shift from a social democratic to a market conception of equity in education over the past three decades. This shift has been accompanied by changes in the techniques of educational governance, from the collaborative approach of the PEP, which emphasised the importance of trust in teachers as professionals, to new managerialism focused on efficiency and accountability. Market reforms in education have continued to use such traditionally socially democratic notions as equity, but have been enormously successful in re-articulating their meaning. A commentary is provided on the papers in this Special Issue and their collective analysis of governmental strategies that have led to this re-articulation of equity; the extent to which these strategies have been successful; the consequences they have had on students and school communities, and for the work of teachers and schools; and possibilities for creating new approaches in education that undermine the seemingly hegemonic neo-liberal imaginary and work towards a more progressive democratic view of educational equity. 相似文献
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公平与效率:高等教育改革与发展的价值尺度 总被引：3，自引：0，他引：3
刘志文 《广东技术师范学院学报》2005,(1):79-82
教育公平与效率是衡量高等教育改革和发展的两个基本的价值尺度 ,具有相对性、发展性和“合理性”等特性。从本质上来看 ,教育公平与效率是互为基础、相互促进、相互制约的 ,但在现实中又会因资源需求、配置方式和地区差异而产生复杂的矛盾冲突。高等教育改革和发展中公平与效率的矛盾 ,需要通过确立公平与效率目标、合理发挥政府和市场的作用和制度创新来解决。 相似文献