Arts councils,policy-making and “the local”     

Victoria Durrer  Abigail Gilmore 《Cultural Trends》2019,28(4):317-331

ABSTRACT

In the British Isles, national policies for the arts are primarily viewed as the responsibility of arts councils with statutory duties to distribute state funding that meet the requirements of both “arms-length” principles and national strategic frameworks. This paper explores the tensions between policy making for the nation-state and for “the local” through comparative research on the arts councils (and equivalent bodies) in Scotland, England and Northern Ireland. Drawing on in-depth qualitative interviews with senior representatives from these organisations, it explores their notions of, responsibilities to and affiliations with “the local”. Findings suggest that despite their different models and relationships to the nation-state, and the disparities in the scale of investment, these national policy bodies commonly rely on networked governance to facilitate their relationship to “the local” which risks reproducing national interests, limiting the localised agency of place-based approaches and contributing to a culture of competition within cultural policy.  相似文献   

Special educational needs and inclusion,moving forward but standing still? A critical reframing of some key issues     

Alan Hodkinson 《British Journal of Special Education》2020,47(3):308-328

This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.  相似文献   

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England     

Meanu Bajwa‐Patel  Cristina Devecchi 《Support for Learning》2014,29(2):117-135

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’.  相似文献   

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity     

Liz Done  Mike Murphy  Mia Watt 《Support for Learning》2016,31(4):281-295

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.  相似文献   

陕西省民办高等教育考察报告   总被引：1，自引：0，他引：1  

国家教育部老干部调研组 《教育研究》2003,(11)

陕西省民办高等教育发展很快 ,办学规模不断扩大 ,民办高等教育与公办高等教育共同发展的格局已初步形成。大胆进行教育创新 ,不断研究和解决面临的新情况、新问题 ,是陕西民办高等教育得以迅速发展的主要原因。为了促进民办高等教育进一步发展 ,应提高认识 ,提高质量意识 ,加强民办高校管理机构的建设  相似文献   

改革开放以来(1978—2006)中国民办高等教育政策法规回顾与思考   总被引：5，自引：0，他引：5  

周国平 《民办教育研究》2007,(5)

本文在梳理改革开放以来民办高等教育政策法规历史演变的基础上,归纳了民办高等教育政策法规的主要特征及存在的问题与不足。  相似文献   

应收账款管理创新研究   总被引：1，自引：0，他引：1  

张尧洪 《宁波职业技术学院学报》2004,8(6):29-31

在传统应收账款管理方法的基础上，企业应运用维．帕累托(Vilfredo．Pareto)最优分析法对应收账款进行分类管理。即把已有客户分为核心客户、主要客户和一般客户，对他们实行不同的信用管理。对新客户运用稳健分析模型进行信用分析，然后做出销售决策。对销售人员确立应收账款管理目标，以应收账款质量提高作为目标管理的主要内容，企业销售人员的考核与应收账款质量的提高挂钩，建立应收账款管理的激励和约束机制。  相似文献   

论未成年人网上思想道德教育的路径选择     

郭国红 《鄂州大学学报》2005,12(5):75-77

未成年人的网上思想道德教育，必须把坚持网教与管理相结合作为基本原则，有力保证其网络德育的健康进行；把坚持他律与自律相结合作为基本要求，不断强化其网络德育的张力；把坚持网教与实践相结合作为基本途径，不断提高其网络德育的成效。  相似文献   

当代美国联邦政府教育平等政策的发展及其启示     

郑玉清 《世界教育信息》2007,(7):6-9

20世纪90年代以来，为提高美国教育质量和兑现教育平等，美国联邦政府在教育改革中实施了一系列的政策和措施，主要有提高学生学业标准、提供择校机会和弱势群体的教育补偿政策。对教育平等的追求从机会平等转向过程平等和结果平等；对弱势群体的教育补偿发展到经济补偿和提供额外教育辅助并行的补偿政策。  相似文献   

提高国民生活质量和国家竞争力——韩国新世纪的人力资源开发战略简析     

孙文正 《外国教育研究》2005,32(10):35-38

韩国政府为了实现在21世纪成为“世界超一流国家”的宏伟目标，在对现存教育与人力资源开发体制进行反省的基础上，决定把强化人力资源开发作为国家发展的核心战略。2001年12月制定出台了《人、知识、跨越：国家人力资源开发基本计划》，确立了“提高国民生活质量和国家竞争力”的人力资源开发目标和一系列政策保障措施。  相似文献