共查询到20条相似文献，搜索用时 921 毫秒
1.
There has been enormous growth in English young people's participation in education over the last 20 years, and a commensurate growth in the number and perceived importance of formal diplomas. However, the growth has been uneven. Politicians have embraced a rather simple theory about the link between economic prosperity and education (and the formation of ‘human capital'). As a result they have supported the creation of a large number of new vocational qualifications, and tried to encourage their uptake. The general population, however, has viewed these qualifications as the lemons of the diploma world; a view supported by evidence on earnings and employment, and the economic returns to different qualifications. Rather than taking vocational qualifications, young people and adults have enrolled for university courses in unprecedented numbers, transforming the higher education sector and the role of diplomas in the labour market. Although the ‘diploma disease’ has advanced with respect to numbers of diplomas, and pressure to stay in school, there is little evidence that this has reduced the quality of English education at school level. Moreover, changes in the world economy have reduced opportunities for unskilled workers in the UK, and suggest that longer schooling may be justified on economic grounds. 相似文献
2.
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
3.
Brian Cooksey Sibylle Riedmiller 《Assessment in Education: Principles, Policy & Practice》1997,4(1):121-136
In the 1970s, policies restricting the growth of post‐primary education and guaranteeing government employment for the few graduates limited the spread of the ‘diploma disease’ in Tanzania. The economic crisis of the 1980s meant growing underfund‐ing of education, which, combined with bureaucratic inefficiency and corruption, has led to the collapse of educational quality. Consequently, the majority rural poor have increasingly turned away from formal schooling, while the urban middle class continue to compete through education for the limited number of modem‐sector jobs. Liberalisation has resulted in rapid informalisation of the economy and the shrinkage of the public sector. But, just as previous reforms were unsuccessful in promoting rural development, so the present education system is incapable of promoting self‐employment in the informal sector. Dore predicted that, as a ‘late developer’, Tanzania would suffer an acute attack of certification sickness. That the symptoms are only now appearing among a relatively small segment of the population suggests, perhaps, that Tanzania is an even later developer than Dore imagined. 相似文献
4.
高等教育与社会就业的关系极其复杂,一些研究发现了"就业"与"就学"的相互替代、高等教育发展与经济发展的"反周期"、高等教育调节分割的劳动力就业市场供需关系等现象,这些发现已经具有了公共政策的意义。事实上,很多国家在运用高等教育调节社会就业中取得成功。本文研究了高等教育调节社会就业的理论基础和主要经验,提出了我国现阶段运用高等教育作为公共政策工具调节社会就业的四个方面的政策选择。 相似文献
5.
Mukti Mishra 《Prospects》2014,44(2):297-316
At present, India’s education system turns out millions of young people who are ready to think, but not enough people with entrepreneurial or employment skills. As India faces increasing limits on its resources, both economic and natural, the competency and capability of human resources play a pivotal role in developing and sustaining the economy. The sector of skill development and vocational education requires a paradigm shift, from a static framework to one that is dynamic and constantly adapting to meet industry and social demands. Centurion University of Technology and Management has evolved to provide relevant and inclusive education to young people at every level, from school dropouts to graduates. Through its social entrepreneurship initiative, Gram Tarang Employability Training Services, Centurion partners with industries and the government to develop the capacity for employment and entrepreneurship in all its students and trainees. This article describes Centurion’s vision, operational approach, and the underlying beliefs that guide its innovative thinking, based on its years of working in some of India’s most marginalised and underdeveloped regions. 相似文献
6.
就业是最大的民生工程。少数民族毕业生高质量的充分就业对于社会稳定和经济社会发展有非常重要的意义。受新冠肺炎疫情及经济增速放缓的影响,高校少数民族毕业生就业压力加剧。文章以西部5所非民族高校为例,对2020届离校未就业少数民族毕业生就业状态进行统计分析,针对就业动态掌握困难、未就业原因复杂多样、就业促进帮扶不够系统、部分毕业生择业观不合理等问题,提出学校跟踪服务、政府政策帮扶、企业积极吸纳、家庭科学引导的"校、地、企、家"四维融合的就业促进策略,保障离校未就业高校少数民族毕业生"好就业""就好业"。 相似文献
7.
In the original Diploma Disease thesis Sri Lanka is presented as a ‘later developing country’. This article explores the validity of the original Sri Lankan case within the more general thesis, changes in the symptoms of the ‘diploma disease’ over the past 20 years and economic and political developments which may have influenced the course of the disease. Despite economic liberalisation and an expansion of the education system, the value attached to educational certificates appears to have increased. Two explanations may be found within the educational system itself. Access to the apex of the system, the university, remains restricted and maintains the pressure of competition in the upper reaches of the secondary school. At the base of system, the Year 5 scholarship exam channels students into schools differentiated by quality. Although access to Year 11 is free and open to all, access to the top grade schools is restricted and highly competitive. A third explanation moves beyond both the education and economic system to the political crisis in Sri Lanka—manifested by the growth of ethnic tension in the late 1970s, the institutionalisation of political criteria for job allocation in the 1980s and the insurgency of Sinhala youth in the 1980s. All three aspects of the political crisis have contributed to a reaffirmation of educational qualifications as the legitimate criterion of access to jobs and resources. 相似文献
8.
Pierre Walter 《International Journal of Lifelong Education》2013,32(2):79-98
This study of adult literacy education in Thailand analyses the ways in which the Thai state has historically shaped adult literacy education policies for development. For the authoritarian Thai state of the 1940s and 1950s, literacy education was a means of promoting nationalism through an imagined community of Thai citizens. For the developmentalist state of the 1960s, 1970s and 1980s, literacy education was the means to create a new Thai working class for industrial capitalism and export-oriented growth. For the liberal democratic state of the 1990s, literacy education was re-oriented toward a post-Fordist economy. Most recently, in the wake of the 1997 economic crisis and subsequent IMF and ADB ‘structural adjustment’ policies, state educational policies have shifted to an emphasis on fiscal economics over education. While state ideologies of educational policy are dominant in this historical narrative, they also possess internal contradictions contested by popular movements and social groups outside dominant classes. Literacy education in Thailand is, as such, not only the site of production and reproduction of state ideologies, but also of struggles over their meaning. Thus we find within the authoritarian nationalism of the 1940s and 1950s, a movement for popular democracy through literacy education born of the 1932 Revolution; within the work-oriented literacy programs of the 1970s, a trend towards broader community development inspired by the student revolution of October 1973; and within the neoliberal Thai state's embrace of globalization, a call for further democratization of educational opportunities first promoted by the May 1992 uprising and then embodied in the new Constitution of 1997 and the Education Act of 1999. 相似文献
9.
The concept of equality in education cannot be regarded as universally valid, although education per se is often viewed as potential social equalizer and/or an instrument for boosting economic growth. The present paper summarizes a section of the empirical evidence from a national evaluation educational survey of equality of educational opportunity at primary level in a multicultural society of the developing world-Mauritius.In Mauritius as elsewhere, education is viewed as a panacea for existing social, economic, ethnic and regional inequalities. In the Mauritian survey (Chinapah, 1983), equality of educational opportunity was examined from the standpoints of school participation and scholastic performance of primary school children differing in age, sex, ethnic and socioeconomic characteristics and belonging to four distinct educational settings: Government Rural, Government Urban, Aided Rural, and Aided Urban. The overriding thesis in the survey is the extent to which differential access to primary schooling may promote or hinder equality of educational opportunity in a complex, multicultural, multiethnic, and multilingual society like Mauritius.Access to education as viewed from the numbers game, does not guarantee equal treatment in schools. For example, the explosive increases in participation in the 1950s and 60s in the OECD countries, and in the 1970s and 80s in the developing nations, have domonstrated that imbalances between ethnic/racial and socioeconomic strata tend to persist.Evidence from the survey shows that school alone cannot reduce inequalities along sex, ethnic, socioeconomic, and regional lines without a genuine effort to redress the overall problem of social, ethnic, and economic stratification which the school system quite often tends to maintain and reproduce. This paper provides the basis for a discussion of the prospects for and limitations of cross-cultural counselling in education. 相似文献
10.
ELENI PROKOU 《Compare》2003,33(3):301-313
This article argues that in the 1960s-1970s, two international organisations, namely OECD and the World Bank, influenced educational policy in Greece: higher technical education was expected to contribute to economic development and modernisation. This process took place within the framework of the 'semi-peripherality' of Greece during that period: the so-called 'internationalisation' process, which included foreign investment and technological transfer. By the end of the 1970s, there was a dramatic expansion of the education system. Nevertheless, particular emphasis was attached to higher technical education to promote economic development and modernisation, in view of Greece's accession to the European Economic Community (EEC). In the 1980s-1990s, the major actor influencing higher technological education policy in Greece was the EEC. Within the context of an expansion of the higher education system, higher technological education was upgraded also to promote modernisation and a 'self-reliant' economic development, for the full adaptation of Greece to the EEC. However, the respective reforms were incompatible with the state of the Greek economy and the nature of the Greek State, which was one of the main reasons for Greece's difficulty in adapting to the EU on equal terms. 相似文献
11.
Successive Australian governments have adopted neo‐liberal ideological imperatives of engaging with globalisation. This has been particularly noticeable in the policy areas of employment and higher education. Frame analysis and sensemaking are deployed to examine the ways in which neo‐liberalism has influenced the perspectives young people graduating from two Australian universities have towards work and education. Our findings show that the ways in which students made sense of their environment reflected neo‐liberal conceptions in that their attitudes to work and education were framed in mainly instrumental, economic terms. It is concluded that although neo‐liberalism is ascendant, it is not all pervasive. 相似文献
12.
Jenny Chesters 《International Journal of Lifelong Education》2013,32(6):755-769
The transition into a post-industrial economy changed the nature of the Australian labour market extinguishing jobs in traditional industries and creating jobs in new industries. Workers displaced from the manufacturing sector and women seeking to re-enter the labour market after taking time out for family reasons need to retrain in order to secure full-time employment in new industries. Consequently, returning to education is a relatively common occurrence in Australia as adults adapt to the changing demands of the labour market. Using the first 12 waves of the Household Income and Labour Dynamics in Australia data, this paper examines the characteristics of those who return to education and gain new educational qualifications. The effect of upgrading educational qualifications on employment outcomes is also examined. The results show that those with higher levels of education were more likely than those with low levels of education to complete new qualifications after the age of 25 and that employment outcomes vary according to level of qualification completed. 相似文献
13.
David Guile 《British Educational Research Journal》2009,35(5):761-779
The paper argues that: (1) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural sector, coupled with the massification of higher education which has created a new type of post-degree ‘vocational need’, means that the transition from education to work should be re-thought as the development of vocational practice rather than the acquisition of qualifications; and (2) in order to re-think transition as the development of vocational practice it is necessary to eviscerate the legacy of the ‘traditional’ conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi-faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy. 相似文献
14.
The article attempts to assess the major sources behind the exceptional Irish growth performance in the 1990s. Unlike other Tigers, Ireland's growth is due to efficiency gains, rather than capital deepening, but the causes for the swift growth in total factor productivity cannot be pinned down to a single factor. Human capital, foreign direct investment, social partnership agreements, sound budget and economic policies since the late 1980s, EU membership, all seemed to have interacted to produce this high‐growth economy. This article focuses on the two mostly quoted catalysts, i.e. FDI and human capital. It provides evidence that — although crucial as enablers for the Irish economic performance — neither the rapid expansion of the compulsory education system in the 1970s and 1980s nor the sheer volume of FDI inflows can by themselves explain why Ireland has grown so much faster than other world economies. Instead, it argues that higher education, especially the vocational/technical stream of educational provision, and the sector composition of FDI in favour of high‐tech industries, were self‐reinforcing factors and have been decisive for the Republic's extraordinary boom.
相似文献
15.
David John Guile 《教育政策杂志》2013,28(4):465-484
The paper questions the link that policy‐makers assume exists between qualifications and access to employment in the creative and cultural (C&C) sector. It identifies how labour market conditions in the C&C sector undermine this assumption and how the UK’s policy formation process inhibits education and training (E&T) actors from countering these labour market conditions. It demonstrates how non‐government agencies (‘intermediary organizations’) are creating new spaces to assist aspiring entrants to develop the requisite forms of ‘vocational practice’, ‘social capital’ and ‘moebius strip’ (i.e., entrepreneurial) expertise to enter and succeed in the sector. It concludes by identifying a number of: (a) new principles for the governance of E&T at the national level; (b) pedagogic strategies to facilitate ‘horizontal’ transitions into and within the C&C sector; and (c) skill formation issues for all E&T stakeholders to address. 相似文献
16.
通识教育是适应现代科技文化发展、职业需求多元和就业竞争加剧的背景,提高高职院校毕业生职业素质,强化就业竞争能力、实现学业与职业对接的有效路径。高职院校实施通识教育应着眼于良好的知识结构、优秀的岗位技能、健全积极的人格和较强的职业应变能力等层面,构建以人文素养、品德素养、审美素养、能力素养为主要单元的通识教育体系。 相似文献
17.
《Journal of Further & Higher Education》2012,36(3):18-26
The proposals of the Holland Committee and DES Circular 10/77 favour some expansion of the further education sector to alleviate unemployment amongst young people. The uncritical acceptance of these proposals and the strength of the youth lobby may lead to even greater expansion in this sector, in the absence of alternative suggestions. In the present paper, it is argued that work could be created on a large scale by providing adults in employment with extended periods of paid educational leave. Some consideration is given to ensuring that such a policy has an egalitarian impact. A re‐ordering of educational priorities is advocated to limit the increased expenditure which such a policy would require. 相似文献
18.
当今世界许多国家在高中阶段即开始了普通教育和职业教育的分流,普通高中和职业高中究竟谁更具相对优势?通过对泰国高中职业的波比(probit)研究发现,在促进经济发展中,中等职业教育起着非常重要的作用;普通高中教育考虑到经济发展对于生产力的需求而进行适当就业指导将会赢得更多的利益回报。 相似文献
19.
P. W. Musgrave 《British Journal of Sociology of Education》1982,3(2):207-214
This paper sets the development of the Sociology of Education in the changing Australian social structure, emphasising particularly economic prosperity, the influence of the rapid growth in the 1970s of the tertiary sector, the continuation of a relatively high level of migration, the egalitarian political ideology and the nature of educational administration. During this period many social pressures worked to support the political arithmetic tradition, though less so as the decade progressed. The sub‐discipline does seem by some measures to have become more mature by 1980, but at the very moment when economic stringency has been applied to the education sector. 相似文献
20.
The expansion of higher education in Latin America before 1980 resulted from the growing demand of the urban middle classes. The state responded with a benevolent attitude, except when political circumstances led to police repression. The deep crisis and the emergence of new economic policies in the 1980s drastically changed this picture. Funds for further growth are not available and there is no longer a favorable political climate for the universities. The new ideological and political scene favors policies aimed at abandoning incremental formulae for state funding, increasing private funding, rationalizing spending, promoting institutional and program differentiation, introducing evaluation as a major policy instrument and checking enrolment growth. Negotiation over these issues in democratic regimes has become cumbersome and difficult. A set of policies for the private sector is also emerging though these are ineffectual if state funding is not forthcoming. Though flexibility over accreditation became common in the 1970s and 1980s there is now closer scrutiny of such matters. Legal frameworks have favored differentiation in the private sector also, including recognizing profit-oriented institutions which are capable of absorbing excess demand but which are less closely regulated than the older and more prestigious institutions. 相似文献