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1.
This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators. 相似文献
2.
二战后,瑞典为推进学习化社会的建设,政府以终身教育为指导思想大力改革传统教育体制,尤其重视学前教育的基础性和高等教育的引导作用.在学前教育的改革方面,瑞典政府明晰学前教育目标,强调儿童的全面发展,革新学前教育内容和方式.在高等教育的改革方面,瑞典政府扩大高等教育的规模,为终身教育实施提供条件,加强对高等教育的调控,为终身教育提供制度保障. 相似文献
3.
International assessment studies have shown since decades that Japanese students score highly on math and science tests. As
a consequence, many scholars, education policy officials and journalists outside Japan share the opinion that quality of education
is ensured and turn to the Japanese educational system to identify educational effectiveness enhancing factors. Simultaneously,
a sense of educational crisis exists within Japan, which resulted into numerous education reforms. In this paper, we describe
how quality in education has been ensured in Japan, what changes in the assurance of quality are brought forth by the most
recent wave of reform measures as well as the reaction of scholars toward these measures. 相似文献
4.
Outcomes assessment and its role in self-reviews of undergraduate education: in the context of Japanese higher education reforms since the 1990s 总被引：1，自引：0，他引：1
Takeshi Kushimoto 《Higher Education》2010,59(5):589-598
Under the recent state of higher education, “Outcomes Assessment” has become a familiar term in Japan as in other nations
all over the world. However, actual conditions of outcomes assessment and its contribution toward educational improvement
are not always obvious. Thus, this article attempts to clarify: (1) Japanese higher education reforms since the 1990s focusing
on assessment and evaluation; (2) the influence of reforms on outcomes assessment implemented by higher education institutions;
(3) how much the results of outcomes assessment are used in self-reviews of undergraduate education; and (4) whether application
of outcomes assessment contribute to educational improvement. The results of national survey conducted in Japan reveal that
assessments are clearly being carried out, but may not have been supporting the improvement of education. 相似文献
5.
Abby Rubin Riddell 《Compare》1998,28(3):277-291
It is possible to distinguish different ‘themes’ of educational reform in developing countries. These can be categorised as planning/management and efficiency reforms, quality reforms, and curricular reforms; the first two only are discussed here. The first of these ‘themes’ has been typically dominated by the economist's agenda, the second by the educationalist's. Planning/management and efficiency reforms have been set within a context of overriding concern with educational expansion, with the consequence that insufficient attention has been paid to the quality of the educational systems being developed. Moreover, under prevailing conditions of austerity, the recent efficiency‐oriented solutions proffered by greater competition have served to exacerbate the disparities in the provision of quality education. Educational reform focused on quality has, perhaps, been the most intractable of the themes under discussion. What makes for a high quality educational system is a moving target. The pendulum swing has been away from state interventionism, but the state's role as regulator and equaliser of disparities may be on the return. The extent of the swing back will be dependent on the success of participatory strategies to involve the more marginalised stakeholders in all the different aspects of educational reform reviewed in this paper. 相似文献
6.
20世纪90年代,瑞典政府对教育实行了根本性的改革,通过地方分权、择校、对独立学校拨款等措施积极鼓励独立学校的发展。事实证明,瑞典独立学校在学校数量和学生规模上增长极快,相对于市立学校而言,具有比较明显的优势。独立学校的发展对公立学校产生了积极的影响,激发了整个学校体系的活力,同时也为其他国家的教育改革提供了一种可以借鉴的模式。 相似文献
7.
Bob Wajizigha Chulu 《Assessment in Education: Principles, Policy & Practice》2013,20(4):407-423
Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have necessitated the empowerment, in terms of assessment knowledge and skills, of educators at different levels of the system to support implementation of the reforms. This paper discusses the strategies that Malawi has followed so far to institutionalise the development of assessment capacity and highlights the challenges that it has faced in its efforts to improve the capacity of its staff in assessment. Key lessons for other African and developing nations from the Malawian experience have also been noted. 相似文献
8.
程丽云 《中国科教创新导刊》2012,(26):39-39,41
近年来,为适应我国高等教育发展的新形势,就如何提升学生的英语认知水平、应用水平的问题,新的教学理论、教学模式层出不穷.笔者主要从英美文学课程在培养学生的文化素质方面具有的独特作用出发,指出了在大学英语教学实践中适应现代教育发展趋势的基于网络的英美文学教学模式. 相似文献
9.
Ola Strandler 《Scandinavian Journal of Educational Research》2016,60(5):538-553
Despite uncertainties regarding the effects of outcome-focused reforms on teaching practices, the political confidence in the potential of such reforms to create educational change remains high. This article problematizes the assumption that two such Swedish reforms (grades and national tests in younger years) can function as an impetus for educational equity. Analysis is directed toward how the reforms were enacted in six socioeconomically diverse teaching practices, framed by a conceptual framework built on Ric?ur’s discussion on a critical hermeneutics and practical reasoning. The results show great differences; with the reforms benefiting established teaching practices in the socioeconomically privileged schools to a greater extent. In conclusion, it is argued that this poses a problem in relation to aims for educational equity. 相似文献
10.
日本的社会教育起步虽晚,发展却很快速,已逐步形成了一套独特完整的社会教育体系.近几年日本国内为应对在经济、政治、社会等领域出现的危机而相继采取了多项改革措施,教育领域也相应发生变化.地方分权改革、教育相关法修订、自治体结构改革和社会教育行政体制改革等相关改革在促进日本教育变革的同时也对日本的社会教育产生了诸多负面影响. 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.
13.
In praise of the present: the pupil at centre in Swedish educational politics in the post-war period
Tomas Wedin 《History of education》2017,46(6):768-787
According to an influential narrative in Swedish educational historiography, the Swedish educational system underwent a drastic change during the 1990s, moving towards a more individualistic and marketised system. Without denying the relevance of this perspective, this article argues that we can trace antecedents to the reforms undertaken in the 1990s far back in post-war education policies. It maintains that the endeavour to democratise the educational system during the post war years when radicalised, started to counteract these democratic tendencies. Applying what French historian François Hartog names ‘regimes of historicity’ as an analytical tool, it argues that a politically pertinent shift took place in the 1970s. Since then, an increasingly stronger emphasis on the present at the expense of both past and future has contributed to an undermining of the centralised comprehensive school. 相似文献
14.
This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s. 相似文献
15.
《Teaching and Teacher Education》2004,20(1):17-29
In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education. 相似文献
16.
Switzerland spends about 6% of its GDP on education. In the past few years, there have been carrying out important reforms in the educational field, for example introducing a vocational high school diploma and creating specialized higher vocational institution (hautes écoles). What is the extent of educational research in this context? There are very little data on this subject. To meet the need of information, we carried out a study examining expenditure on Swiss educational research from 1998 to 2000 and the link between sources of funding and research centres. The results of the above-mentioned study show that expenditure on educational research is modest compared with the overall cost of the educational system. It also reveals a distinct distribution of tasks amongst the institutions directly dependent on state educational administrations and universities. Although there are also other sources of funds, educational research relies mainly on public funding. This is disconcerting, as public budgets have been facing cuts in recent years, and new requirements for research needs will arise (future research is likely to involve such activities as evaluating reforms and participating in international survey). We conclude new funding strategies have to be found and researchers need to communicate their results more effectively. 相似文献
17.
Susanne Dodillet 《Scandinavian Journal of Educational Research》2019,63(2):258-271
A global demand for excellence programs and elite education for pupils identified as specially gifted has emerged in recent decades. This article provides preliminary insights into the ongoing efforts to integrate special tracks for “the best” with the egalitarian ideal of A School for All, which remains highly influential in the Swedish educational system. Focusing on a government resolution to introduce excellence programs at Swedish upper secondary schools, the official aim of promoting highly gifted students is compared to the policy’s actual implementation. This comparison reveals that Swedish excellence programs are riven with contradictions, satisfying neither the elitist ambitions embedded in their official guidelines nor the egalitarian convictions of educational practitioners. 相似文献
18.
The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform. 相似文献
19.
Inga Elgqvist-Saltzman 《Higher Education》1988,17(5):491-504
This article focuses on reforms in Swedish higher education since the 1970s. It asks whether and, if so, how, these reforms affected women. Though the reform movement succeeded in bringing more of them into the university, women are still segregated into predominantly female fields. This segregation in higher education translates into occupational segregation in the workforce. The second half of the study asks why the reforms have failed to equalize men's and women's education and life-chances. Through the life history approach, the author finds that Swedish reforms proceeded on the basis of rational efficiency models which have little to do with how women make educational and work decisions. The author argues that in order for equalization to occur, the task will be to reform higher education in a way that matches rational efficiency with human sensibility. 相似文献
20.
Wing-Wah law 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,4(2):497-524
The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform. 相似文献