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1.
Richard Hatcher 《Journal of educational administration and history》2015,47(4):388-413
This paper explores an emerging and largely unresearched sector of the school education market, the transfer of local authority support services to external social enterprises. It locates these new social enterprises as a consequence of government strategies to reduce public spending, shrink local government and create competitive markets in public service provision. Non-profit social enterprises create and occupy a sector of a differentiated market in school support services which is not sufficiently commercially attractive to for-profit companies. The government discourse of these social enterprises as employee-led mutuals is contradicted by their user-led ownership and governance regimes. The analysis offered by this paper is substantiated by a case study, based on interviews and policy documents, of the transfer of the Birmingham local authority's Music and Health Education Services to a social enterprise independent from the city council. 相似文献
2.
The Meaning of a Teacher Education Reform: National story-telling and global trends in Sweden 总被引：1，自引：1，他引：0
GO¨RAN LINDE 《欧洲师范教育杂志》2003,26(1):109-122
A recent reform in Sweden's teacher education is presented. It is a liberal reform. The Government abstains from intervention in curriculum other than what are in the general regulations of Higher Education and in a Degree Ordinance for Teacher Education. In the Ordinance there are stated eight general goals and a basic framework for three areas of education, and how many credit points the students have to acquire in each of them. The reform is explained by the historical background of Sweden's teacher education development, from the special features of mentality formation of liberal minds in pluralistic societies and from the world-wide restructuring movement that implies less direct government intervention in public sector activities. 相似文献
3.
The separation between Church and State, private and public education, is blurring, and coming together, as the government gives families vouchers to attend private and religious schools. Religious groups are starting and supporting their own charter schools, and local jurisdictions (cities and counties) are providing free transportation and food services to children attending private schools. What emerges, and is the focus of this analysis, is the new “middle ground,” a “golden mean,” by which public schools learn diversity and choice while private/religious schools are helped by public programs and funds. The oldest, perhaps, was Lyndon Johnson's compromise with the Catholics to get Title 1 passed as part of the Elementary and Secondary Education Act that sends public school teachers into private schools to help children in need. This study examines the emergence of a middle group in public–private education, and how the policies are working and what's changing. It argues that the child is the center of education, and government and private agencies are changing and should come together to serve the clients, the children. 相似文献
4.
吕志江 《湖南广播电视大学学报》2012,(4):13-17
当前,电大系统如何转型并融入国家开放大学体系?一要更新一个办学理念,从单纯的成人学历补偿教育走向成人学历继续教育和非学历继续教育以及全民终身学习支持服务并重;二要壮大两翼办学实体,强化学历成人教育与全民非学历终身学习支持服务;三要实施三大强校战略,以人才兴校、质量立校、科研强校;四要实施四项重点工程,改善办学硬件,建设学习资源,提升学习者素质,推进社会化学习公共服务平台;五要争取五项顶层设计,构建合适的办学体系,构筑合理的学校框架,构思合情的学习激励机制,构造合规的学分银行,构建合法的现代学校制度。 相似文献
5.
Elizabeth DeBray 《Equity & Excellence in Education》2013,46(3):264-277
This article consists of a case study and policy analysis of a conflict between two federal mandates that arose during the initial implementation of the No Child Left Behind Act in 2002 in a southern school system, Richmond County, Georgia. The first part of the article documents the conflict, drawing on primary source documents and interviews with the school superintendent and school board attorney. A U.S. District court judge ruled that the 1972 court order that had mandated county-wide school desegregation was in conflict with No Child Left Behind's public school transfer policy and granted the county a one-year delay so that the school system could study the policy's likely effects. The U.S. Department of Education's response to the judge's ruling instigated a situation that led to a federal-local political disagreement, whose origins and resolution are described. In the article's second section, the author places these events into broader historical perspective, arguing that they reveal how federal policy in elementary and secondary education has shifted during the intervening decades since the Elementary and Secondary Education Act's enactment in 1965. The case highlights the changing federal-district relationship, the equitable implementation of the No Child Left Behind public school choice provision, and the nature of federal authority in education policy, and how it is currently being exercised by the Bush administration. 相似文献
6.
Abstract The changing relationship between institutional governance and management in the United Kingdom arising from the second report of the committee on standards in public life, the United Kingdom National Committee of Inquiry into Higher Education, and from significant increased government expenditure on higher education is examined. The framework of accountability within which higher education institutions operate is related to these reports. The Scottish Higher Education Funding Council's (SHEFC) perspective of the role of the governing body is examined and contrasted with Bargh, Scott and Smith's research on governing bodies. Both SHEFC's perspective and Bargh et al.’s research are also contrasted with, and related to, a number of National Audit Office (NAO) reports and also to Professor Sizer's investigation and the NAO report into allegations of misconduct at Glasgow Caledonian University (1998). Finally, the paper draws conclusions on the changing relationship between governing bodies and managements, on the requirement on governing bodies to demonstrate that they are appropriately constituted and operate effectively as corporate bodies, and on how these are reflected in the SHEFC code of good practice and good practice benchmarks. 相似文献
7.
Thi Kim Phung Dang 《Educational Philosophy and Theory》2020,52(11):1173-1184
AbstractEducation reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socioeconomic contexts, for those nations which pursue education reform, and Vietnam makes for an instructive example. The country’s socioeconomic renovation, known as Doi Moi since the late 1980s, has put forward the discourse of socialisation, which generally advocates greater public participation in all areas of society. Although socialisation has been the central ideology of the Doi Moi process, there is still a dispute about its meaning and implications. This paper contributes to debates about reforms by examining the discourse of socialisation in Vietnam through analysis of government documents and public opinion in various media. These secondary documents on education socialisation in Vietnam, highlight the institutionalisation of education socialisation in an apparent movement from general public participation to a form of privatisation. This institutionalisation has dramatically transformed the conditions of people’s access to education in Vietnam. 相似文献
8.
Ada Pellert 《Tertiary Education and Management》2013,19(4):263-272
Abstract The current interest in governmental assessment and accountability practices appears to result from: (1) an emerging view of higher education as an “industry” (2) concerns about efficient resource allocation; (3) a lack of trust and confidence between governmental and institutional officials; (4) a desire to reduce uncertainty in government/higher education relationships; (5) lack of confidence in institutional governance. Based on these concerns, governments increasingly are engaging in data‐based quality assessment processes. These processes appear to assume that: (1) faculty and administrators know how to improve quality but fail to do so; (2) government officials can assure the public interest in quality; (3) measures of quality can be identified and agreed upon; (4) improving quality requires strong bureaucratic coordination and control; (5) information systems can provide the evidence government officials need to address quality concerns. An examination of literature on organisation decision processes suggest these assumptions are inaccurate. 相似文献
9.
在分析政府公信力和政府职能相互关系的基础上,概括出政府公信力视角下行政职能转变的三种模式：公众依赖的管制型政府、公众质疑的指导型政府和公众信任的服务型政府。通过对我国政府公信力现状的分析,提出了促进我国政府职能转变、建设公众满意的服务型政府的意见建议。 相似文献
10.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(1):27-46
Papahana Kaiapuni is a K-12 indigenous language immersion program in selected public schools in the State of Hawai'i. Instruction in Kaiapuni classrooms is conducted in the Hawaiian language. Program goals include students' development of a high level of proficiency in both the Hawaiian and English languages (Department of Education, 1994). For nearly a century, policy banning the Hawaiian language from the public schools and other government activities contributed to the decline of the language's usage. Papahana Kaiapuni is an effort to revive the indigenous Hawaiian language, now the second official language of the State. Supporters of the program believe that the program may also serve to promote the achievement and cultural identity of the native Hawaiians it serves. In this article, wedescribe the sociohistorical influences on the development of the Kaiapuni program, drawing from a literature review of articles written about the program, interviews with individuals involved in early program development, and an analysis of selected Board of Education and Department of Education documents. 相似文献
12.
《Discourse: Studies in the Cultural Politics of Education》2012,33(3):397-413
This paper examines the initial ‘moral panic’ surrounding children's access to the Internet at the end of the last century by analysing more than 900 media articles and key government documents from 1997 to 2001. It explores the ambiguous settlements that this produced in adult–child relations and children's access to the Internet. The paper then revisits the policy and media debate a decade later by examining the Byron Review, Digital Britain Report and media coverage of these, in order to explore how these settlements have been negotiated, resisted and transformed over the subsequent period. In so doing, the paper asks whether it is time to reframe the debate about children's occupation of online public space, less in terms of ‘care’ for children's needs that tends to result in exclusionary and surveillance strategies, and more in terms of children's rights and capacities to engage in democratic debates about the nature of an online public space in which they are already participating. 相似文献
13.
阎凤桥 《北京大学教育评论》2012,10(2):64-78,189
农村县政府对于公立教育和民办教育是不偏不倚还是持重此轻彼的态度?本文通过对我国北方某县的实地调查,发现体制性因素使县政府总体上偏向公立教育发展,但是体制性限制所留下的"缝隙"恰好成为民办教育发展的契机。当民办教育处于萌芽阶段,其发展水平不影响政府的政绩,政府对民办教育采取了放任自流的政策;当民办教育通过自发形式发展到一定水平,特别是能够有利于实现政府制定的教育目标、提升政府政绩表现时,政府会对其办学行为进行鼓励和支持。该个案调研和经济学研究理论启发我们,可以将竞争作为分析我国农村教育问题的一个新视角。 相似文献
14.
《师资教育杂志》2012,38(5):569-587
This paper traces the key periods, players and events which have contributed to the shaping of the current landscape of teacher education in Scotland. Starting with the Wheatley Report and the formation of the General Teaching Council (Scotland) in the 1960s through to the most recent Donaldson Review of Teacher Education, we examine ebb and flow amongst GTCS, government, colleges of education and universities. Following its own trajectory, Scottish Education resisted and rejected policies emanating from an ‘English’ ideology, capitalised on respect for and influence of the GTCS, and successfully moved teacher education’s base from autonomous colleges to high-status universities. At the core of teacher education in Scotland is the continuing desire for partnership-working amongst key stakeholders: local and national government, GTCS, schools, teacher education institutions, teaching unions, parents and pupils. A teaching profession of trained graduates, underpinned by university-led subject study, is now moving steadily towards Masters-level professional learning for all. Although having faced some troubled episodes, this period has also been characterised by remarkable stability and consensus and, although still tackling the improvement agenda suggested by the recent Donaldson review, teacher education in Scotland has retained a high degree of public and political trust. 相似文献
15.
Fifteen years of action research for political and educational emancipation at a South African University 总被引：1，自引：1，他引：0
This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era. 相似文献
16.
台湾地区现行学制内的戏剧教学是依《艺术教育法》（1997）,在《国民教育阶段九年一贯课程总纲纲要》（1998）、《国民教育阶段九年一贯课程纲要》（2003）中,正式纳入于国民教育“艺术与人文”学习领域之内;高级中学（含高职）则设于《普通高级中学艺术生活科课程纲要》（2008）“艺术生活”科内的“表演艺术”类课程中。这些法令确立了戏剧课程为新增的一门通识艺术教育。依表演艺术教学的法令规章与学理内涵的探讨可知,这种表演艺术的核心是在“表演学”（Acting）的学习。其教学以创作性戏剧、教育戏剧、教育剧场、儿童剧场、青少年剧场等方式实施,以避免表演艺术成为专业职业的训练导向之教学。在实施方面,建议对学校排课、师资、辅导员职责与奖励制度、课程系统化以及培养表演艺术高级人方面做考虑。 相似文献
17.
Education reform in England has seen many policies and initiatives introduced by central government. This article discusses two such policies, performativity and creativity. Performativity has been central to the government's agenda of raising standards and includes monitoring mechanisms such as Office for Standards in Education (Ofsted) inspections, performance management and school league tables, all of which are used to measure or judge the value or worth of a school or individual teacher. At the same time as policies on performativity have been implemented, policy makers have introduced a number of policies to encourage creativity in education. This article foregrounds teachers of design and technology (D&T) at secondary level (11–16 years), describing how they struggled to implement both strategies. Teachers valued creativity and thought it was an important part of the subject, but the pressure to be seen to be performing and getting favourable positions in school league tables and Ofsted inspections meant the teaching of D&T became rather formulaic, which allowed very little opportunity for creative learning. Individual interviews were conducted with 14 D&T teachers across six schools and an open‐ended email survey was conducted with a further 17 D&T teachers from 15 schools during the preliminary phase of a research and intervention project. In addition, 69 D&T teachers across eight schools completed a questionnaire at the start of the main intervention period. Data from 126 student interviews across six schools are used to support the teacher data outlined above. 相似文献
18.
《Africa Education Review》2013,10(1):123-139
Abstract Globally, most children with disabilities are neglected by society. Research shows that the majority of the world's 450 million people with disabilities are found in developing countries (Sullivan and Knutson, 1998 and 2000). This study seeks to: (a) identify available programmes of education and policies that are aimed at helping children with disabilities in schools; (b) determine the nature of services that are available to disabled children in schools; and (c) determine some strategies that the government and society can use to help children with disabilities in Botswana schools. A qualitative, explorative and contextual research design was used for this research. Data were collected using a document analysis from the Revised National Policy of 1994, in which the Special Education Policy is set out; the Botswana Population Census of 1991; and the Botswana Centre for the Disabled News Letter of 1999. Researchers collected data from these documents by making detailed notes. The study found that there are too few schools, and inadequate facilities, for children with disabilities in Botswana. 相似文献
19.
The provincial government of Ontario, Canada, has committed itself to raising student achievement, closing achievement gaps, and increasing the public's confidence in public education. It has introduced many policies, including the Ontario Leadership Strategy (OLS), to support these goals. Our study examined how teachers, administrators, support staff, and parents in three elementary schools in Ontario understand and enact school success and successful school leadership within this (neo-liberal) context. Findings of a comparative analysis of Ontario policy texts and data from interviews with administrators, teachers, support staff, and parents in the schools demonstrate that the school-based participants defined success as academic learning, a positive school climate, and students' well-being. This definition differs from the definition prioritised by Ontario's government: high scores on standardised provincial and international tests. However, principals in the schools enacted leadership practices advocated by OLS to support locally defined notions of success. 相似文献
20.
Carmen Montecinos Mónica Cortez Isabel Zett Sofía Chávez 《European Journal of Education》2023,58(1):36-50
The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high-performing, high-poverty, public secondary schools in Chile enact performance-based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low-income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance-based accountability involved two dimensions of learning-centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school-level practices and policy-level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools. 相似文献