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1.
This paper explores tensions arising from the dynamics of educational change. The focus is on higher education programmes preparing teachers for the learning and skills sector (LSS) in England. Recent policy initiatives relating to this provision have insisted on the development of subject specialist pedagogy. Powerful social, political and economic considerations, together with practical concerns, have combined in recent decades in a way that has propelled the LSS curriculum, and the training of those who deliver it, in an opposite direction to this new imperative. The momentum for change at both the macro and micro levels within the LSS has been, since the 1980s, towards the provision of multidisciplinary curricula and generic teacher training. Resistance to this trend has largely been seen as reactionary and conservative. Teacher educators for the LSS are now being required to implement curriculum change that, at an abstract level, is not consistent with the predominant model and they are (apparently) without a practicable mechanism for doing so. One means that has the potential to address the ‘subject specialist pedagogy’ requirement has been relatively neglected. A collaborative initiative involving four universities in exploiting new technology to address the policy priority for subject specialist pedagogy is outlined and a number of critical contextual issues are identified.  相似文献   

2.
In September 1997, shortly after China resumed sovereignty over Hong Kong, the Education Department announced a policy which was widely seen as a restoration of 'mother‐tongue education', but which, in reality, was an elitist language selection policy. This policy, which provided for the selection of the best primary school graduates for monolingual education in English, was designed to be a cost‐effective way of training in English skills for those who had the economic and cultural capital to benefit from it. Meanwhile, the majority of students were barred from sufficient exposure to English, the language of power and wealth. In this paper, I shall show that this policy draws on a strong utilitarian discourse about the centrality of English for the economic survival of Hong Kong, which was engineered by business interests on the eve of the changeover in 1997, and which helped perpetuate a form of linguistic imperialism. Meanwhile, academics whose research was used to legitimize the policy, failed to problematize dominant language ideologies that have been used to justify pedagogically unsound practices and an inequitable language streaming policy. Through documenting the voices of individual educators, I am able to delineate counter‐discourses which, albeit weak and isolated, nevertheless manifested much broader educational concerns than the narrow utilitarianism and the unquestioned privileging of the learning of English skills that underlay the current policy.  相似文献   

3.
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.  相似文献   

4.
Aspects of post‐16 education, particularly with reference to vocational education and training, have acquired a degree of common presentation in the policy making of many national and international organizations in recent years. This paper compares similarities and differences in the rhetoric and reality of policy implementation in Brazil and the UK in post‐16 education, particularly Technical and Vocational Education and Training. It finds an increasing alignment between these two very different countries at the levels of both discourse and practice. It argues that this reflects the dominance of international and regional agencies on whom both countries draw in developing policy, and the subsequent dissemination of those agencies' particular assumptions about the relationship between education, skills and economic performance.  相似文献   

5.
In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.  相似文献   

6.
ABSTRACT

This article presents an argument for a reconsideration of the types of assessment pro‐ moted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of rel‐ evant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The impli‐ cations for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.  相似文献   

7.
Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information‐ and knowledge‐intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self‐manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self‐management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.  相似文献   

8.
This paper contains an analysis of policy formulations which underlie the work of the ‘Leeds Adult Learners at Work’ project (1991‐93). The overall aim of the project was to assess the contribution that broadly based Employee Development training schemes organized through the workplace can make towards achieving the internationally recognized goal of ‘lifelong learning’. The paper follows Ball (1990) in seeing policy as a contested arena in which different actors struggle to impose their views. This involves an analysis of competing discourses. However, the discourse interfaces with a socio‐economic system in which individual adults find their day‐today lives increasingly constrained. First, an analysis is made of the economic context of education and training policy in terms of the international division of labour, the apparently contradictory processes of deskilling and reskilling, and mass unemployment. A critical analysis follows of the rhetoric which identifies education and training as a panacea for economic crisis, extending into the field of adult education and training for employed people some of the insights gained by policy analysts in the school and further education arenas. It is argued that there are indeed a number of significant interventions in the field (e.g. by educational institutions, employers, trades unions, TECs) but that there is a distinct lack of overarching policy direction. It is concluded that there is a need to develop a policy discourse which locates paid work as an important arena in which lifelong learning can be developed, while recognizing the complex divisions of labour within society and the learning needs of people largely excluded from paid work.  相似文献   

9.
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were not functionally literate saw the creation in 2001 of a national basic skills strategy in England entitled Skills for Life. It is a far‐reaching strategy creating a new infrastructure to support adult basic skills learning opportunities over a seven‐year period. It also created the entitlement to free basic skills learning opportunities, as a cornerstone to creating national economic competitiveness and social cohesion. Such an entitlement could be interpreted as a commitment to providing wider access to foundation skills for adults who had previously missed out, as part of a lifelong learning agenda. However, a critical reading of the policy texts, and recent funding priorities, show the strategy rooted more in a response to what is perceived as the skills demands of a knowledge economy for global competitiveness than to issues of social inclusion and increased opportunities for lifelong learning. The result of this may well be the creation of new sites of inequality that affect older women and adult ESOL (English for Speakers of Other Languages) learners disproportionately, the very people that are identified as being needed to fill skill gaps in the economy.  相似文献   

10.
《师资教育杂志》2012,38(4):379-393
This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI‐led, school‐led and partnership within a partnership.  相似文献   

11.
The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education.  相似文献   

12.

The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.  相似文献   

13.
Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This article assesses the failure in vocational skills formation as a political economy and a public policy problem. It challenges the determinism in the political economy literature, points to poor public policy-making, and outlines possible policy levers.  相似文献   

14.
Addressing changes in conditions for practitioners that can be related to education policy in England and Wales since 2010, this article presents issues faced by teachers of art and design and their responses in practice. The current insistence on transparency in education emerges through policy that audits performativity, in a limiting skills bank. Practitioners in art and design are particularly affected by what I term ‘the transparency‐exclusion paradox’, as they battle to maintain the subject area and are ‘othered’ by the English Baccalaureate and Progress 8. I will discuss an emergent ‘ethos of ambiguity’ among artist‐teachers and contemporary artists, with a theoretical basis informed by Beauvoir and Foucault. Empirical data from research participants will be evidenced, to explore strategies of response in inclusive social practice. This article adds to literature that considers the effects of policy in implementation and it contributes to research on creative expressions of ambiguity in the arts.  相似文献   

15.
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy‐makers in England reference global influences, rather than Europe, while policy‐makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on ‘travelling’ education policy and its ‘local’ mediation and to connect the development of devolution and the changing policy space of education in Europe.  相似文献   

16.
简单把职业教育理解为促进个体就业,促进经济发展的逻辑是值得商榷的;一般技能并非完全通过教育和培训能够获得,不同职业或同一职业不同工作对于职业技能要求有很大不同,对于一般技能的过于强调,存在负面影响;职业教育政策制定时必须考虑政府、个体、企业和学校等主体的利益需求,任何一者不能游离于职业教育的责任之外,当然,它们的责任是不一样的。  相似文献   

17.
This paper looks at the current challenge facing higher education by exploring the historical relationship between higher education funding and long economic cycles in the UK, USA and France. It examines the consequence of the transformation of public‐private income in higher education that followed the 1970s downturn, questioning whether the rise of private resources acted as additional or substitutive resources for public spending. The paper suggests that there is a risk that the cost‐sharing strategy could be turned into a policy of public‐private substitution of funding and provision, leading to a transfer rather than an increase of resources with strong implications on quality and equity. However, the Kondratiev cycle suggests an alternative route by designating the impact of the 1970s economic downturn on education as unique. Previous economic crises were contemporary of accelerations of public funding towards education which in fact contributed to economic recovery. The current crisis could represent an opportunity to revive counter‐cyclical policy by looking not only at efficient public spending but also at developing fairer taxation. A revival of public funding complemented by an additional rather than substitutive diversification of income would rebalance the public‐private structure of funding and drive a sustainable higher education system capable of playing a key part in these counter‐cyclical transformations.  相似文献   

18.
The English Skills for Life strategy symbolises the prominent place that adult basic skills have claimed in education and training policy in England since the beginning of this century. The strategy aims to improve the skills of a large number of learners over a ten year period (2001–2010). This paper explores what we can learn about the impact of the strategy from an analysis of available statistical data. The paper presents trends in participation and achievement over the first four years of the strategy, which indicate a pattern of diminishing returns to numbers participating over time, and which may well reflect the growing difficulties the policy will face of engaging ‘hard to reach’ learners. Alongside this analysis, the paper raises a number of issues concerning the limitations of available statistical data in providing answers to questions such as the progress made by learners and their subsequent progression, both within and beyond adult basic skills provision. The paper goes on to argue that the strong emphasis on a numerical target related to qualification outcomes may serve to focus both practitioners’ and policy makers’ attention on this aspect alone. This, it is argued, may serve the interests of international benchmarking of skills levels in the population, but may do rather less in helping to improve learners’ lives and capabilities.  相似文献   

19.
Today, ‘lifelong learning for all’ figures prominently within the education and training policies of governments throughout the developed world and is presented as a powerful solution to a wide range of economic and social challenges. Norway is often regarded as a country that has perhaps made more progress towards this ideal than many others. Norway invests considerable resources in its education system and has already achieved a highly educated population by international standards. Its experience may be instructive therefore of the problems that more advanced countries confront in attempting to further progress the lifelong learning agenda even under relatively favourable conditions. Drawing upon a range of secondary material and interviews conducted with key stakeholders, this paper explores the main achievements, problems and challenges that Norway has faced in attempting to implement a recent reform of adult and continuing education and training, entitled the Competence Reform. To date, the reform would seem to have had only a relatively limited impact especially with regard to low‐qualified workers in sectors with poor training records and relatively high concentrations of ‘learning‐deprived’ jobs. In reflecting upon this experience, Norwegian policy makers appear to be reaching the end of a cycle of policy and academic thinking concerned mainly with boosting the supply of skills through the education system and are now embarking upon a new and challenging agenda aimed at increasing the utilisation and development of skills within the workplace.  相似文献   

20.
Radical change in systems of schooling and training in a developed country such as Britain take place against a complex background of resistant culture and administrative structures. This paper examines the current changes in control mechanisms within education and training in England with the aim of increasing economic productivity. It suggests that the paradoxical decentralisation of accountability and increased centralisation of direction leave unresolved questions such as the effects of job-training on general education and vice-versa. Is lifelong education creative of radical independence, or an extension of dependency upon the State?  相似文献   

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