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1.
通常认为私立学校主要为中、上等收入家庭服务,然而最近的研究发现,发展中国家大量低收入家庭选择私立学校来获得教育服务.产生这种状况的原因在于公立学校教育质量不如人意,教育开支在私立学校和公立学校之间的差距并不大,以及公立学校的高限制性入学要求等.发展中国家应致力于改善低收入群体的受教育条件加大对低收入群体的教育补偿投资;优化教育投资分配比例;规范对私立学校的管理;提高公立学校的教育质量. 相似文献
2.
During the latter half of the twentieth century, Australia, like many countries in the Organisation for Economic Cooperation and Development, experienced rapid expansion in participation in higher education which was supported by government through increases in the number of publicly funded university places. However, in spite of this expansion, a disproportionately large share of the undergraduate student population is still drawn from higher socio-economic backgrounds. This paper seeks to understand the persistence of inequality in higher education by examining changes in patterns of participation in Australian universities since the 1970s. Using logistic regressions to analyse data collected by three Australian surveys conducted between 1987 and 2005, the authors examine the influence of having a university-educated parent on an individual’s chances of obtaining a higher education degree. They find that although the expansion of higher education has had some impact in terms of reducing inequality, having a university-educated parent continues to exert a direct effect on an individual’s propensity to graduate from university. The paper draws on the theories of maximally maintained inequality and relative risk aversion to interpret institutional and student behaviour. The policy challenges of addressing structural inequality in higher education are also discussed. 相似文献
3.
尼日利亚私立大学的发展和困境 总被引：1，自引：0，他引：1
LOU Shi-zhou 《高等教育研究》2008,(3)
在非洲各国高等教育体制变革的历程中,鼓励和促进私立大学的发展是一个共同的趋势。尼日利亚私立大学的发展,使其高等教育规模迅速扩大,也对改变尼日利亚高等教育财政体制产生了积极的影响。但由于尼日利亚没有形成与高等教育私有化相适应的体制和机制,私立大学的扩展和高等教育发展之间还没有形成良性互动,出现了一系列值得关注的现象。 相似文献
4.
Ka Ho Mok 《British Journal of Sociology of Education》2016,37(1):51-71
Globalisation and the evolution of the knowledge-based economy have caused dramatic worldwide changes in the character and functions of education, particularly higher education. In the search for global competitiveness, many emerging economies have begun to expand their higher education systems, which has significantly affected the relationship between higher education and graduate employment. Recently, international comparative studies have suggested that increasing enrolment in higher education does not always promote upward social mobility, and can intensify inequality in education. This article critically examines the impact of the expansion of higher education in East Asia on graduate employment and social mobility in the context of an increasingly globalising economy and changing labour market needs. The article discusses emerging trends in the Greater China region, with a particular focus on Hong Kong, Guangzhou and Taipei, and argues that the massification of higher education has not necessarily led to more occupational opportunities for youth or opportunities for upward social movement, particularly since the significant changes in the global labour market after the 2008 global financial crisis. On the contrary, the intensification of ‘positional competition’ among college graduates seems to reflect growing social inequality. 相似文献
5.
This article examines the relationship between the private share of tertiary enrollments and overall access, measured by the gross tertiary enrollment rate, using a cross-national dataset from 122 countries spanning 1999−2017. In contrast to the dominant assumption in international development that expanding the private sector will necessarily increase access, we find a weak association between the private share of tertiary enrollments and gross tertiary enrollment ratio globally. That said, this association is stronger when there is high demand for higher education, as proxied by secondary gross enrollment ratio and urbanization. We also find regional variation, with private higher education positively associated with access in Central and Eastern Europe and core English-speaking countries and negatively associated with access in sub-Saharan Africa, after accounting for demand factors. We argue that private higher education is only an effective policy solution for expanding access when there is high unmet demand for higher education and a conducive policy context. 相似文献
6.
王伟宜 《北京大学教育评论》2010,8(4):120-130,190
在MMI和EMI理论及实证调查的基础上,本文以福建省为例,对改革开放后高等教育规模扩张过程中社会阶层子女入学机会分布的变化情况进行了研究。结果发现,各阶层子女总体的入学机会不均等程度有所改善。就不同层次高校而言,部属重点高校中的入学机会不均等程度经历了一个先扩大后缩小的过程,当前入学机会已开始下移,惠及部分中间阶层子女;普通本科院校和专科院校中的入学机会一直朝着均等化方向迈进,底层社会子女在此两类院校中获得的入学机会逐渐增多。 相似文献
7.
Mark Ginsburg Oscar Espinoza Simona Popa Mayumi Terano 《Globalisation, Societies & Education》2003,1(3):413-445
This chapter explores the processes of privatisation of higher education in Chile (after 1981) and Romania (after 1989), focusing on the emergence of private institutions, the expansion in enrolments in these institutions, and the relative increase in private sources of funding for the post‐secondary sub‐sector. Attention is also given to related trends in higher education in these two countries: domestic marketisation (a strengthening of an orientation toward selling programmes/commodities to students/consumers within the country) and international commercialisation (an expansion of initiatives by domestic and foreign institutions to provide distance education, study abroad/exchange, and foreign site‐based degree programmes). Of importance to an understanding of globalisation, these two societies, which at the time exhibited similar economic systems but had different political systems and were situated in different regional contexts, experienced remarkably similar processes of and outcomes from privatisation, marketisation, and commercialisation. In both cases these processes were promoted by ‘internal’ political actors but also shaped by ‘external’ forces, notably the World Bank's higher education policy recommendations and the conditionalities included in the stabilisation and structural adjustment programmes ‘negotiated’, respectively, with the International Monetary Fund and the World Bank in order to obtain loans. As a result of these processes—occurring prior to and during the emergence of the General Agreement on Trade in Services (GATS) as a component of the World Trade Organization (WTO)—higher education institutions in both Chile and Romania are much more vulnerable to foreign influence/domination, although they also have somewhat greater opportunities to broaden their role in the global ‘business’ of higher education. 相似文献
8.
何姝 《大学.研究与评价》2009,(4):5-9
游说业在美国是一个成熟的行业门类,目的是争取政策、资金和人才以及社会的认可和支持。高等教育游说活动在本质上是游说需求者和游说对象"双赢"的一种正常社会行为。我国高等教育存在对资金和政策的大量诉求、民办高校的生存环境需要第三方介入、高等教育的民主化进程扩大了决策参与机会,这些为高等教育游说活动提供了空间。目前,我国高等教育游说可以先从各级各类课题与项目中发现议题,有所作为。 相似文献
9.
Brenda Morgan-Klein 《Higher Education Quarterly》2003,57(4):338-354
Over half of Scottish higher education entrants in 2000/01 began their studies in further education. This reflects the growing diversity of higher education in Scotland as a result of institutional change and trends in policy and practice. While these changes have been constructed positively as contributing to the accessibility of Scottish higher education, clear differences between HE provision in the two sectors and sectoral differentiation in patterns of participation have given rise to two relatively disconnected systems of higher education. The emergence of parallel systems may conceal new patterns of inequality, giving rise to a new learning divide. 相似文献
10.
Expansion,differentiation, and the persistence of social class inequalities in British higher education 总被引：1，自引：0，他引：1
Vikki Boliver 《Higher Education》2011,61(3):229-242
Conventional political wisdom has it that educational expansion helps to reduce socioeconomic inequalities of access to education
by increasing equality of educational opportunity. The counterarguments of Maximally Maintained Inequality (MMI) and Effectively
Maintained Inequality (EMI), in contrast, contend that educational inequalities tend to persist despite expansion because
those from more advantaged social class backgrounds are better placed to take up the new educational opportunities that expansion
affords (MMI) and to secure for themselves qualitatively better kinds of education at any given level (EMI). This paper sets
out to test the predictions of the MMI and EMI hypotheses against empirical data for the case of Britain where higher education
expanded dramatically during the 1960s and again during the early 1990s. The results show that quantitative inequalities between
social classes in the odds of higher education enrolment proved remarkably persistent for much of the period between 1960
and 1995, and began to decline only during the early 1990s, after the enrolment rate for the most advantaged social class
had reached saturation point. Throughout this same 35 year period, qualitative inequalities between social classes in the
odds of enrolment on more traditional and higher status degree programmes and at ‘Old’ universities remained fundamentally
unchanged. In short, social class inequalities in British higher education have been both maximally and effectively maintained. 相似文献
11.
Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. 相似文献
12.
ABSTRACTIn the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality. 相似文献
13.
‘Delayed participation’ in higher education (HE) is an increasingly important feature of modern HE systems in many countries. Despite this, surprisingly little empirical research has been undertaken seeking to better understand levels of delayed adult participation in HE across Europe. The present article responds to this gap by analysing country-level data on delayed adult participation in HE across 15 European countries and by modelling associations between participation levels and a range of theoretically derived economic, social, demographic and systemic factors. The findings suggest that there is considerably more cross-national variation in levels of adult delayed participation and that prevalent typologies of HE, such as Trow’s, fail to give recognition to the importance of delayed participation. The modelling work finds that social and demographic factors exhibit relatively strong associations with delayed participation in HE. This questions the pre-eminence of economic factors within much of the academic literature, policy discourse and policy activity. 相似文献
14.
This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language. 相似文献
15.
张菊霞 《宁波职业技术学院学报》2022,(1)
对46个"一带一路"沿线国家2005—2014年女性参与职业教育的分析发现,职业教育机会性别均等程度整体较低。10年间女性接受职业教育在类型结构上尚未协调,区域结构上非均衡发展,经济结构上差异显著,呈现出职业教育影响力较弱、南亚国家严重不均等、经济制约特征明显等结构特征。思考从性别平等视角加强制度建设,保障女性参与职业教育的机会;职业教育供给视角加强职业教育改革,提升女性参与职业教育的吸引力;国际援助视角加大国际援助,夯实女性接受职业教育的基础。 相似文献
16.
We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking. 相似文献
17.
Daniel S. Alemu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,34(3):51-61
Private for-profit higher education has been rapidly expanding in developing countries worldwide since the early 1990s. This
global trend has been particularly evident in Ethiopia, where only three public universities existed until 1996. By 2005,
about 60 private for-profit higher education institutions had been founded in Ethiopia. This has led to mixed feelings among
the Ethiopian public. While some laud the opportunities and advantages these new institutions bring, others are apprehensive
that the quality of education might be compromised by an expansion motivated by monetary gain. This article sheds light on
these paradoxes and provides suggestions for policy and practices. 相似文献
18.
Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. 相似文献
19.
Carlo Salerno 《Higher Education》2004,48(1):101-130
A rich body of literature has emerged that seeks to shed further light on how concepts like globalization and internationalization shape higher education systems and their institutions. This paper examines how the rise of private higher education in various national contexts has engendered global patterns of public financial support for private institutions and particularly the various ways in which public funding is channeled to such providers. A cross-national typology of public/private higher education sectors and a system-level map of how public funding is directed to institutions are both used to explain why different patterns may emerge. This framework is then used to examine the policies and practices in four representative systems: England, Germany, New Zealand, and the state of Pennsylvania in the United States. The available evidence suggests that in systems with weak or newly emerging private sectors, unclear regulations and concerns about quality implies that public funding tends to be channeled into private institutions indirectly (e.g. through tax-abatements and student financial aid). In systems where private institutions play a more substantial role, public funding is channeled to privates using a mix of indirect and direct mechanisms. 相似文献
20.
The modernization theory contends that there is a link between education and democracy. Yet few empirical studies have been done to investigate the role of higher education on promoting democratic values in the Chinese context. Using China General Social Survey 2006, this paper generates several findings which are not completely consistent with the existing theoretical explanations on political development. Specifically, the college-educated Chinese citizens not only agree that there is need to improve democracy, but support various types of political participation and resist the government-oriented petitioning. However, though entrepreneurial elites (private business owners) and political elites (Chinese communist party members) demonstrate preference to democracy in principle, empirical evidence suggests that they are much less likely to support political participation that challenges the authoritarian regime in China compared to knowledge-based elites (college-educated adults). 相似文献