共查询到20条相似文献，搜索用时 31 毫秒
1.
Keith Lewin 《Assessment in Education: Principles, Policy & Practice》1997,4(1):137-160
The Chinese educational landscape has been transformed since the 1970s when The Diploma Disease was first published. At that time, the Cultural Revolution was coming to an end and a process of educational reconstruction was about to start. Much of what Dore described was swept away by the enthusiasm of modernisers intent on re‐establishing a competitive, examination‐based system that valued competence over ideology, individual rewards, and the virtues of studying ‘to become a dragon’. This paper charts the changes that have taken place in assessment, the regeneration of the ‘key school’ system, the expansion of private schooling, and the university entrance and job placement system. Some of what Dore valued remains—Confucian values still permeate learning and teaching, an all‐round education is promoted which balances the intellectual with the moral and the physical, and vocational schooling is heavily promoted. Chinese education, and the role assessment plays in it, appears to be converging towards forms common in other East Asian countries. In the increasingly unregulated climate that is contemporary China, this appears to be happening with few checks and balances that might protect educational quality and preserve schooling from the excess backwash on learning and teaching that examinations create in other countries in the region. Dore's general thesis thus retains its relevance and stands as a salutary reminder to what the future may bring. 相似文献
2.
R.D. Osborne 《Higher Education Quarterly》2005,59(2):138-152
The higher education sector in Northern Ireland has been fully involved in the public policies designed to enhance equality. Starting with measures designed to secure greater employment between Catholics and Protestants, known as fair employment, the policies are now designed to promote equality of opportunity across nine designated groups together with the promotion of ‘good relations’ on the grounds of religion and race. The paper examines the implementation of this new policy framework in the universities and suggests that progress to date has been fairly limited. 相似文献
3.
《Critical Studies in Education》2013,54(1):131-148
This paper argues that the ‘new world order’ achieved at the end of the cold war is in crisis, not generated from the threat of ‘war’ between Christian and Islamic worlds but from within western societies, specifically from the growing commercialisation and ‘privatisation’ of social and community life which has uncoupled the systems and activities of society from the collective and individual purposes of people who comprise that society. Drawing on interview data (life and work histories) from three cohorts (1950s-1960s, 1970s-1980s, 1990s to present) of US and Canadian teachers, the paper identifies evidence of this crisis in the fields of culture, education and public service (e.g. in the turning away from public and towards private pursuits as the motivation for one's ‘life's work’ or ‘passion’). It also looks to these fields in the search for answers to what motivates people and sponsors their meaning-making, specifically whether privatisation should be our only route to human meaning. The paper concludes that the personal ‘missions’ that people bring to their employment may be accommodated in some parts of the business world where people are given freedom to pursue their own ‘projects’, but these are largely frustrated in the micro‐managed and re‐regulated regimes of the public sector. Indeed, without invoking some ‘golden age’, the sense of vocation, public duty and ‘caring professionalism’ that characterised the ‘top end’ and ‘backbone’ of the public sector is diminishing as large numbers begin to withdraw their ‘hearts and minds’ while implementing the mandates and missions of others. 相似文献
4.
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
5.
6.
Katherine Runswick‐Cole 《British Journal of Special Education》2011,38(3):112-119
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re‐narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’. However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick‐Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo‐liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education. 相似文献
7.
W.G. Walker 《教育政策杂志》2013,28(3):261-272
Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship. The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions. In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector. The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland. 相似文献
8.
James Tooley 《牛津教育评论》2013,39(4):446-463
The phenomenon of low-cost private schools ‘mushrooming’ in poor areas of sub-Saharan Africa and South Asia, and elsewhere, is now well-documented. Findings from research by the author’s teams and others show that these schools are serving a majority (urban and peri-urban) or significant minority (rural) of the poor, including significant proportions of the poorest of the poor. Concerns are raised in the literature about their implications for social justice. In The Idea of Justice, Amartya Sen asks us to rethink ideas about justice; instead of the quest for a Rawlsian ‘transcendental institutionalism’, he argues for a comparative approach, grounded in the practicalities of human behaviour. Linking Sen’s ideas on justice with the grassroots privatisation leads to the tentative conclusion that those concerned with promoting social justice could agree to help improve access to, and quality in, the low-cost private school sector, rather than focus on the public education sector. Paradoxically, this could be true even for those whose ideal is an egalitarian public education system. 相似文献
9.
《Journal of Further & Higher Education》2012,36(2):23-29
Abstract Three key researches bearing on YTS are analysed: that of the IMS (Institute for Manpower Studies) which provided the training rationale for YTS; an important economic analysis (Chapman &; Tooze 1987); and Raffe's long‐term study derived from the SYPS (Scottish Young People's Survey). A series of ‘contradictions’ are examined which are likely to undermine YTS, the most serious being MSC's ambiguous role as a manager of both employment and unemployment. The IMS rationale is defective and ideologically based but has become institutionally entrenched. In practice it proves counterproductive, particularly with regard to the OTF (Occupational Training Families) system. Because of this YTS does not meet real labour market needs; there has been a reversal of the roles of supply and demand. Raffe argues that improving the quality of YTS has no bearing on its success or failure. He stresses the ‘primacy of context’ over content, arguing that unless labour market contexts are changed, YTS cannot succeed. In the educational context a ‘vicious circle of low status’ is identified with YTS which it will be hard to break. Recommendations are made which include (a) a second year which is industry — rather than occupationally‐based; (b) unconstrained movement across OTFs in order to reduce a counterproductive bias in that system; (c) YTS should be financed by government and not by employers in order to combat uneven coverage of training endemic in the ‘voluntary’ system; (d) there should be an expansion of the ‘credentialling’ sector of YTS; (e) and/or an expansion of higher status places in the ‘contest’ sector. YTS is then set against current changes in MSC and government policy regarding education and training. 相似文献
10.
In the 20 years which have elapsed since Ronald Dore's celebrated diagnosis, the ‘diploma disease’ has continued to take its toll. In many countries, pupils still prepare for major national examinations by ritualised learning, involving the rote memorisation of large quantities of poorly understood factual material. Dore proposed a radical cure: students should no longer be selected for scarce and highly valued opportunities in further education or employment on the basis of their scores in achievement‐based examinations. Instead other instruments—aptitude tests, school quotas, or even lotteries—should be used. The argument of this paper is that reform of examinations is a more viable alternative. It is not examinations per se that are the problem, but rather examinations of low quality. The most pervasive weakness of many national examinations is their propensity to focus on the testing of passive, inert knowledge: they require candidates to do no more than reproduce what they have remembered, in unchanged form. Good examinations, by contrast, test active ideas: they require candidates to think about what they know, and to restructure it in some way. Such examinations can be supportive, not subversive, of attempts to improve pedagogy. The fact that an education system employs achievement‐based examinations to allocate scarce opportunities does not mean that passive pedagogy and ritualised learning—the twin indicators of the diploma disease—are inevitable. 相似文献
11.
Jack Hunter Katherine Runswick‐Cole Dan Goodley Rebecca Lawthom 《British Journal of Special Education》2020,47(2):134-151
This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider ‘the education plan’ as an artefact of special educational needs systems. We problematise the often taken‐for‐granted assumption that such plans are always and only a ‘good’ thing in the lives of disabled young people seeking pathways to employment. At the same time, we consider the rise in demand for plans that are understood by many as a crucial mechanism for achieving support. Following the recent policy reforms in England, we describe a context in which the funding of education is shrinking and in which the promise of employment for disabled young people has yet to be delivered. We conclude by proposing some changes to policy and practice to enhance employment opportunities for disabled young people. 相似文献
12.
Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post‐secondary education. Duals combine ‘further’ and ‘higher’ education within a single institution providing enhanced opportunities for student transition between post‐secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross‐sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context. 相似文献
13.
《British Journal of Educational Studies》2012,60(1):26-35
Abstract A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity. In ‘The Diploma Disease’ Ronald Dore expounded the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to ‘innate potential’ (his term) than does achievement testing which produces results more affected by quality of schooling, an influence which is all too variable, especially in emerging countries. Although shot through with considerable ambivalence, Dore's view could still be instrumental in persuading educational and political authorities in those countries that aptitude testing will do what he says it will do ‐ ‘make for greater equality of educational opportunity and be more effective in mobilizing all available talent’. And even if these authorities have never set eyes on Dore's book, there is sufficient evidence that some of them are acting as if they had taken Dore's view on board for it to be worth re‐opening the question. It is argued here that Dore's position cannot be supported. 相似文献
14.
Juan-Francisco Perellon 《European Journal of Education》2003,38(4):357-370
The article discusses the establishment of a vocational sector in Swiss higher education as a complement to the existing two‐tier system of cantonal Universities and federal Institutes of technology. The origins of this new player, its missions and organisational features are discussed. This overall discussion is placed into the context of changing landscape of Swiss higher education policy characterised by increasing pressures for geographical reorganisation of the higher education sector under the auspices of a more direct role of the federal government. The article makes two points. First, it argues that the creation of a vocational sector in Swiss higher education combines two contradictory trends. On the one hand, this new sector tends to provide differentiation at the system level, through the creation of a new, more marked‐oriented sector of higher education. On the other hand, system differentiation at the system level is threatened by increased demands for greater inter‐institutional cooperation and system integration, emanating principally from the federal level. Second, the article also argues that the distinction between ‘academic/scientific’ vs. ‘vocational/professional’ education generally referred to when studying the emergence of non‐university sectors in higher education, is not pertinent for the analysis of the Swiss case. Two reasons are brought forward to sustain this argument. First, this distinction reinforces an artificial binary divide, no longer relevant to assess the evolution of higher education institutions placed in a context of academic and vocational drifts. Second, the ‘academic’ vs. ‘professional’ opposition does not take into consideration the political organisation of the country and how this impacts on policy making in higher education; a crucial element in the Swiss context. 相似文献
15.
农民工是我国改革开放以及现代化进程中出现的新群体,是推动我国经济社会发展的重要力量。在新的历史时期,农民工的代际分化在不断加速以及就业流动性趋势多元化。农民工职业教育的机会不公、供需脱节以及企业主体缺位等无法满足农民工的教育需求。面对农民工全面城镇化、兼业和创业需求、职业技能和就业结构匹配等方面的新诉求,要从制度、机制、平台、课程等方面全面推进城乡职业教育一体化发展,提升职业教育对农民工的吸引力及实效性。 相似文献
16.
Donald Gillies 《教育政策杂志》2013,28(6):685-699
Two key themes of recent UK education policy texts have been a focus on ‘quality’ in public sector performance, and on ‘equality’ in the form of New Labour’s stated commitment to equality of opportunity as a key policy objective. This twin approach can be seen at its most obvious in the concept of ‘excellence for all’. This paper contends that in recent policy texts the vocabularies of quality management discourse and egalitarian discourse have become conflated, serving to mask key issues relating to educational inequality, seen at its most stark in the attainment gap. The paper argues that this has led to a failure to distinguish between the goals of quality management and the ends of egalitarianism. Discursive conflation of this sort risks obscuring the significance of socio‐economic context and the limited impact of within‐school action. The paper also suggests that the focus on equality in terms of school provision paradoxically risks entrenching social inequalities despite the appearance of egalitarian commitment. 相似文献
17.
颜雅英 《青海师范大学学报(哲学社会科学版)》2012,34(5):5-10
农村劳动力就业是关系农民收入和农村稳定的问题.本文通过对福建农村劳动力就业的现状分析,以及农村劳动力就业与农民收入关系的实证分析,指出福建农村劳动力存在区域间相对不平衡等问题,提出加强产业升级,促进劳动力转移就业等五项政策建议,这对于解决福建农村劳动力就业问题,促进农民增收具有理论意义和应用价值. 相似文献
18.
While economic capital is not synonymous with cultural, social or symbolic capital in either its constitutional or organizational form, it nevertheless remains the more flexible and convertible form of capital. The convertibility of economic capital has particular resonance within ‘Celtic Tiger’ Ireland. The state’s reluctance to fully endorse an internal market between schools has resulted in middle‐class parents using their private wealth to create an educational market in the private sector to help secure the class futures of their children. Using data from recent studies of second‐level education in Ireland, and data compiled on the newly emerging ‘grind’ schools (private tuition centres), we outline how the availability of economic capital allows middle‐class parents to choose fee‐paying schooling or to opt out of the formal school sector entirely to employ market solutions to their class ambitions. The data also show that schools actively collude in the class project to their own survival advantage. 相似文献
19.
Judith Walker 《Globalisation, Societies & Education》2018,16(1):78-92
Since 2011, the government of British Columbia (BC) has focused on building the Canadian province’s economy through the development of a Liquefied Natural Gas (LNG) sector. In service of this endeavour, the government launched the Skills for Jobs Blueprint, which attempts to more clearly align BC’s education system with resource extraction industries. In this paper, I argue that at the heart of this policy is the idea of education for, through, and as extraction. Conceptually, ‘extraction education’ focuses on supply (what we can take out of the earth, institutions, and individuals) rather than demand (what is needed to put into the educational system to meet needs of the land, institutions, communities, and individuals), and is problematic on environmental, economic, employment, equity, and educational fronts. In theorising ‘extraction education’ I extend Freire’s ideas on ‘banking education’ and briefly explore dialogic, problem-posing counters to it. 相似文献
20.
Mayssoun Sukarieh 《British Journal of Sociology of Education》2017,38(3):245-264
Currently dominant human capital and knowledge economy rhetoric holds that education can raise wages, empower workers and enhance working conditions. Education, however, can also have the opposite impact in the workplace and labour market, an impact that has received only limited attention. In this article we draw together a broad range of literature focusing on youth and entry-level employment in order to analyse the different frames of status, process and promise in which education serves not as a ‘premium’ but as a ‘penalty’, used to diminish worker power and claims to good conditions of employment in the present. 相似文献