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1.
Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137) 相似文献
2.
Leo G. J. Goedegebuure 《The Australian Educational Researcher》1989,16(2):13-43
Both in Australia and the Netherlands, the higher education system is experiencing profound changes. In this article an attempt is made to analyze these changes and to explore to what extent similarities exist between two countries who are geographically far apart and whose higher education systems are located within different traditions. The article focuses an two main themes. In the first part the change and reforms within higher education policy are explored. After presenting an overview of the Dutch higher education system and the recent policy developments which have taken place, a comparison is made with the recent changes that have occurred in Australia. In this comparison, emphasis is placed on governmental steering, control and institutional autonomy. In the second part of the paper, one of the major instruments adopted in both countries for system change is discussed, namely institutional amalgamation or merger. The objective of the article is to bring forward some broad trends apparent in both countries, not a detailed analysis. A second limitation is that attention is confined to the policy documents and actions of the Australian federal government. State governments’ responses and actions are not taken into account. Although this is a severe limitation, an incorporation of State plans and actions would exceed the scope of this article. 相似文献
3.
Does the timing of tracking affect higher education completion? 总被引：1，自引：0，他引：1
This paper investigates the effect of the timing of tracking on completion of higher education by exploiting unique variation from the Dutch education system. At the age of 12 Dutch students can enrol in tracked schools or in comprehensive schools. The comprehensive schools postpone enrolment into tracked classes by one or two years. OLS- and IV-estimates, using regional variation in the supply of schools as instruments, show that early tracking has a detrimental effect on completion of higher education for students at the margin of the Dutch high and low tracks. The negative effects of early tracking are larger for students with relatively high ability or students with a higher socioeconomic background. In addition, we find no negative effects of comprehensive classes on higher ability students. These results suggest that increasing participation in comprehensive classes would increase graduation from higher education. 相似文献
4.
民族职业教育政策是公共政策在职业教育领域的重要表达,也是政府发展民族职业教育的理性工具。但由于其是在现实条件基础上选择最优化的手段来实现目标,所以难以规避政策工具运用的“有限理性”。基于政策工具理论的视角,对改革开放40年来民族职业教育政策进行收集、整理、编码和量化分析,采用教育政策工具和教育发展要素的框架对其进行分析发现,我国民族职业教育政策在政策工具运用上存在能力限度、效率限度和可持续性限度。为了更好地超越其限度,未来我国民族职业教育政策应至少实现政策工具使用从“过溢”向“均衡”转变、运用自愿性政策工具实现由“政府主导”向“多元共治”转变和政策制定的“即时性”向“可持续性”转变。 相似文献
5.
ABSTRACT Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national ‘quality crisis’ in education. Secondly, the traditionally autonomous Dutch system, shaped by ‘Freedom of Education’, has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM. 相似文献
6.
Ross Harrold 《Higher Education Quarterly》1992,46(4):321-337
Central policymakers are becoming more aware of the possibilities of implementing their policies by using 'softer' discretionary financial instruments in preference to 'harder' directives and conditions attached to granted funds. A typical technique within this softer approach is to offer block grants to any target organization which contracts to pursue specific policy goals and to account for their achievement. Policymakers effectively perceive themselves as 'quasi-consumers', prepared to 'buy' the achievements of their target organizations. Following its new self-perception, the Commonwealth has 'invited' higher education institutions to 'enjoy' the financial benefits of its new Unified National System. Membership is open, however, only to those institutions which undertake to achieve specific organizational reforms desired by the Commonwealth. Moreover block recurrent grants flow to member institutions only after teaching and research targets have been individually negotiated and contracted. An endnote updates the final section on the Relative Funding Model. 相似文献
7.
This paper analyses the relationship between the public funding systems of higher education in Italy and the Netherlands and their universities' performances. Empirically, an efficiency analysis on 13 Dutch and 58 Italian public universities is conducted. The findings show that the relative efficiency of Italian and Dutch universities is strongly influenced by the policy perspective adopted. If the goal is to realise the European goals and minimise resources employed for obtaining a high number of graduates, Dutch universities turn out to be more efficient. However, Italian universities are much more efficient if the priority is to minimise the costs for a given level of activity, such as number of students. 相似文献
8.
《Higher Education Policy》1997,10(3-4):211-224
This article discusses and analyses the government strategy towards higher education in the Netherlands as it has been designed and implemented since the publication of an influential policy document in 1985. This strategy intends to be a significant break with the traditional government attitude of detailed planning and control. It tries to strengthen the autonomy of the higher education institutions and to enlarge their adaptability to the needs of society. In this article the government strategy is characterized as a combination of two fundamental mechanisms of coordination: planning and the market. It is argued that the strategy shows that the Dutch government tries to address both market and non-market failures. However, by doing so, it has created a mixed bag of policies and instruments, demonstrating that government has not yet abandoned its confidence in its own capacity to successfully steer the higher education system. 相似文献
9.
Barbara H. Palmer 《Research in higher education》1996,37(1):69-88
Using a multisite case study approach, this study explores quality assessment and accountability in Dutch university education. It describes their national system of quality assurance and the various models that are being successfully employed to implement it. It summarizes the range of apparent effects and influences that quality assurance has had on Dutch higher education. Finally, it invites comparison with American higher education to promote speculation about implications for policy and professional practice. 相似文献
10.
In the Netherlands a new government strategy for higher education is emerging. This new strategy is presented by the Ministry of Education and Science as a development of more institutional self-regulation and a distancing of government from day to day higher education affairs. This article asks whether the Dutch Government is really allowing higher education institutions to become more autonomous. To answer this question two recent policy papers on higher education from the Ministry of Education and Science are analysed using a theoretical model of natural selection drawn from organisation theory. 相似文献
11.
One of the main objects of the recently developed policy for Dutch higher education regards the creation of a more diversified higher education system with flexible and adaptive institutions. The nature of the proposed system should, among other things, reveal itself in meaningful and discriminating institutional profiles, based on strategic institutional choices. This article reflects on the degree to which these objects are realized. After the introduction of the new planning system in Dutch higher education, the article deals with the possibility of strategic planning in higher education institutions in general. Three different, but not necessary independent, models are distinguished: the linear strategy model, the adaptive strategy model and the interpretive strategy model. It is argued that the latter model can be applied best to higher education institutions. Some evidence on strategic planning in Dutch higher education illustrates the practice in this field. Empirical evidence shows that the governmental aim to increase the diversity in Dutch higher education is not very successful up till now. On the contrary, it seems that various homogenizing developments emerge. The concept of institutional isomorphism helps to explain some of the problems institutions encounter when trying to formulate and implement their strategies. 相似文献
12.
改革开放以来,随着我国研究生教育改革政策的陆续出台,研究生教育政策体系初步形成。借助词频统计方法,发现改革开放以来我国研究生教育改革政策的变迁历经了四个阶段,即:1978—1985年的恢复重建阶段,1986—1998年的调整发展阶段,1999—2012年的深化改革阶段,2013年至今的内涵发展阶段。各个阶段具有较好的连贯性和一致性,同时呈现出独特的阶段性特征。在政策变迁的过程中,政策体系趋于完备,政策主体日渐多元。从政策工具理论的视角来看,供给型、环境型、需求型政策工具均有涉及,但不同阶段发挥的作用不均衡,供给型政策工具比例明显高于其他两类政策工具比例。建议深化教育体制改革,强化教育政策制定与施行办法,优化并综合运用政策工具。 相似文献
13.
Dirk J. Van De Kaa 《Higher Education》1994,28(1):59-83
The Netherlands form a consensus democracy. In such a society the legitimacy of decisions is of great concern to all. An elaborate system of checks and balances tends to exist and the pressure to join an emerging consensus at meetings is both subtle and tremendously powerful. In the Dutch system of higher education and research the manifestations of the consensus ideal are numerous. This paper highlights them where appropriate. It reviews the Dutch research effort in an international perspective and concludes that R&D expenditure in the Netherlands, measured as a proportion of GDP, is declining. Fairly radical changes in science policy orientation since the 1960s are reviewed and the current frameworks for policy formulation, academic foresight and the organisation of support are sketched. After discussing NWO's different funding instruments, the practices of picking the winners are described in some detail. Three different peer review models are then discussed with special attention to their strengths and weaknesses. The paper's final section is focussed on the evaluation practices in force. 相似文献
14.
政策网络是教育政策工具选择的“核心环境”。在教育政策网络中,教育政策工具应根据不同的网络类型来选择。在操作层面,教育政策工具的选择要强调教育政策工具的优化组合以及教育政策工具的执行力和评估, 相似文献
15.
高职院校创业教育课程是实施创业教育的载体和创业教育目标得以实现的保障,包括科学课程、活动课程、环境课程和创业实践课程四种模式。在高职院校创业教育课程设置实践中,要以创业教育课程设置的理论为指导,遵循信息化、综合化、活动化和多样化原则,根据四种课程模式的特点和要求,结合学生的实际,科学、合理地设置,从而保障高职创业教育的有效实施。 相似文献
16.
《Higher Education Policy》1997,10(3-4):167-185
In the major reforms to higher education being introduced throughout the world, market and “market-like” policy instruments are assuming increasing importance. Long perceived as a unique characteristic of the U.S. system of higher education, experiments with market competition in academic labor markets, institutional finance, student support, and the allocation of research funds are now evident in the higher education policy of many different nations. Ironically, the overt rationale for these reforms is not only the traditional argument of economic efficiency—with its supposed corollary benefits of institutional adaptation and innovation—but increasingly a resort to market competition as a means of achieving equity in the form of mass higher education. The paper explores the nature of markets in higher education, the policy mechanisms related to their implementation, and some emerging questions regarding their impact. 相似文献
17.
《International Journal of Educational Development》1996,16(1):89-95
This article reports the results of research on in-service teacher training in agricultural education in the Netherlands. Seven agricultural education centres (in Dutch: AOCs) and six institutes which are involved in in-service teacher training participated in this research. The data were collected by way of structured open interviews with persons (N = 16) responsible for the in-service policy of their organization. The Dutch government has changed the rules concerning in-service teacher training. The in-service budget has been transferred from in-service training institutes to schools. Accordingly, a new situation has arisen, for both schools and in-service training institutes. Schools will have to show a more active in-service policy than before; in-service training institutes can no longer offer schools in-service training activities which they deem necessary. More than in the past these institutes have to meet the in-service training needs of schools. In literature this is called a shift from a supplied to a demanded in-service training organization. This research has been carried out in order to gain insight into the way the institutes involved will organize their in-service policy in the near future, and, as a result, to give recommendations to help these institutes to make these policies. At this moment it appears that agricultural education in the Netherlands lacks certain fundamental conditions in order to achieve professional growth of teachers. 相似文献
18.
朱明 《九江职业技术学院学报》2002,(4):19-20,18
高校科协在信息网络建设中可以通过建立人才资源数据库、科普资源数据库、知识产权数据库、科技政策数据库等信息库，实现高校间的资源共享，改进高校科协的交流手段，更好地为高校科技事业服务，加强与地方科技部门的联系，发挥大学生区域创新中的应用作用，从而推动高校科协事业向更深一步发展。 相似文献
19.
Marketisation in Higher Education, Clark's Triangle and the Essential Ingredients of Markets 总被引：2，自引：0，他引：2
Ben Jongbloed 《Higher Education Quarterly》2003,57(2):110-135
While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade‐offs and interact more closely on the basis of reliable information. This article discusses eight conditions for a market and the extent to which these are met in Dutch higher education. It is argued that there is still a key role for the government to co‐design framework conditions and facilitate interaction in a more demand‐driven and liberalised higher education sector. 相似文献
20.
G. van Enckevort 《Distance Education》1984,5(1):72-83
During the preparation of new institutes of higher education and adult education, policy makers often ask for needs research, mostly in order to forecast the number of future students. In this paper it is argued that needs research generally is not a good means for deciding whether a new institute should be or can be established: it leads to postponement of decisions and it rests on wrong assumptions about needs and on a misunderstood service orientation in education.
When a decision has been taken to establish an institute, research can help planners and programmers by collecting data about future students. Some examples are given from the activities of the Staff Bureau for Research and Evaluation of the Dutch Open University.
Consideration of the techniques and assumptions of needs research leads to a research program in which more qualitative research techniques are incorporated in counselling and outreach activities and are more oriented at specific target groups than at the general public. 相似文献