Reconceptualising the ‘policy mix’ for innovation     

Kieron Flanagan  Elvira UyarraManuel Laranja 《Research Policy》2011,40(5):702-713

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政策过程与政策质量     

刘海波  靳宗振 《科学对社会的影响》2011,1(3):84-95

近年来,科技政策质量越来越受到关注。本文依据科技政策的特殊性,提出政治与知识结合的ICD3PA模型描述政策过程,探讨政策过程与政策内容的互动关系,讨论了政策质量的五条标准,提出从完善政策过程入手改善政策内容、提高政策质量。  相似文献   

Power relations in the enactment of English language education policy for Chinese schools     

Minglin Li 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):713-726

The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers’ involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasizes the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the English as a foreign language curriculum policy implementation.  相似文献   

China’s education policy-making: a policy network perspective     

Shuangmiao Han  Fugui Ye 《教育政策杂志》2017,32(4):389-413

Policy network approach has become a broadly accepted and frequently adopted practice in modern state governance, especially in the public sector. The study utilises a broadly defined policy network conceptual frame and categories of reference to trace the evolution of education policy-making in China. The study uses The Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020) as an illustrative case study. This study argues that China’s education policy-making has changed, and the three most prominent changes are the transition from a Party-dominant practice to one primarily driven by the central government, the enhanced role of higher education institutions and scholars as ‘professional interest group’ in the Chinese context and the increasing participation of non-governmental actors in the policy-making process. Essentially exploratory in nature, this study hopes to contribute to the understanding of China’s education policy-making and broader education governance while contributing to the mapping of an important sector of the global education network.  相似文献   

Economic evaluation research in the context of Child Welfare policy: a structured literature review and recommendations   总被引：1，自引：0，他引：1  

Goldhaber-Fiebert JD  Snowden LR  Wulczyn F  Landsverk J  Horwitz SM 《Child abuse & neglect》2011,35(9):722-740

Objectives

With over 1 million children served by the US Child Welfare system at a cost of $20 billion annually, this study examines the economic evaluation literature on interventions to improve outcomes for children at risk for and currently involved with the system, identifies areas where additional research is needed, and discusses the use of decision-analytic modeling to advance Child Welfare policy and practice.

Methods

The review included 19 repositories of peer-reviewed and non-peer-reviewed “gray” literatures, including items in English published before November, 2009. Original research articles were included if they evaluated interventions based on costs and outcomes. Review articles were included to assess the relevance of these techniques over time and to highlight the increasing discussion of methods needed to undertake such research. Items were categorized by their focus on: interventions for the US Child Welfare system; primary prevention of entry into the system; and use of models to make long-term projections of costs and outcomes.

Results

Searches identified 2,640 articles, with 49 ultimately included (19 reviews and 30 original research articles). Between 1988 and 2009, reviews consistently advocated economic evaluation and increasingly provided methodological guidance. 21 of the original research articles focused on Child Welfare, while 9 focused on child mental health. Of the 21 Child Welfare articles, 81% (17) focused on the US system. 47% (8/17) focused exclusively on primary prevention, though 83% of the US system, peer-reviewed articles focused exclusively on prevention (5/6). 9 of the 17 articles included empirical follow-up (mean sample size: 264 individuals; mean follow-up: 3.8 years). 10 of the 17 articles used modeling to project longer-term outcomes, but 80% of the articles using modeling were not peer-reviewed. Although 60% of modeling studies included interventions for children in the system, all peer-reviewed modeling articles focused on prevention.

Conclusions

Methodological guidance for economic evaluations in Child Welfare is increasingly available. Such analyses are feasible given the availability of nationally representative data on children involved with Child Welfare and evidence-based interventions.

Practice implications

Policy analyses considering the long-term costs and effects of interventions to improve Child Welfare outcomes are scarce, feasible, and urgently needed.  相似文献   

政府自利性视角下的“三公”问题     

陆华梁  刘银喜 《内蒙古师范大学学报(哲学社会科学版)》2011,40(5):65-68

政府管理公共事务、提供公共产品作为本身所固有的基本职能,体现政府公利性的一面,更构成现代民主政府的基本属性。但政府也有自身的利益即自利性,它是与政府公利性相对应但不占主导地位的政府的一种属性,它表现为政府以各种方式去追求自身利益最大化。“三公”问题作为近年来的热点话题,受到社会各界的广泛关注,直接关系政府形象、效率和发展等问题。笔者从政府自利性的理论入手,通过阐述政府自利性基本概念和构成,结合我国目前“三公”问题现状,对“三公”问题进行分析,进而从自利性角度提出遏制“三公”问题的对策。  相似文献   

Literacy inequalities in theory and practice: The power to name and define     

Brian V. Street 《International Journal of Educational Development》2011

I analyse what exactly is being addressed when the notion of ‘literacy inequalities’ is cited in the context of international policy with regard to education in general and literacy in particular. Whilst literacy statistics are used as indicators of social inequality and as a basis for policy in improving rights, educational attainment, etc., I question to what extent literacy levels (or various accounts of ‘lack of literacy’) can be taken as offering a valid account of ‘inequality’ in the larger international context. Recent work on literacy from an ethnographic perspective has questioned the international categorisation of a single uniform thing called ‘literacy’, from which consequences can be drawn and has instead focused on local meanings and cultural variations in what counts. In particular I take issue with arguments rooted in economic generalisation on the one hand, by such authors as Amartya Sen, and on the other in moral universalism, in the work of such authors as Nussbaum.  相似文献   

Changing policy discourses: Constructing literacy inequalities     

Mary Hamilton  Kathy Pitt 《International Journal of Educational Development》2011

This paper explores the ways in which policy discourses have constructed rationales for addressing adult literacy over the last 50 years. In particular, we examine how policy positions the literacy learner as citizen within discourses of rights and equity. Taking the case of the UK, we compare two key documents produced at different historical moments. Our discourse analysis reveals a long standing discourse of individual deficit within a functional model of literacy. This is now overlaid by a discourse of social exclusion that views adult learners as entrepreneurial global citizens who must compete within a market economy.  相似文献   

Substance and show: Understanding responses to teacher education programme accreditation processes     

Courtney A. Bell  Peter Youngs 《Teaching and Teacher Education》2011,27(2):298-307

This case study investigates how several universities in the state of Connecticut (United States) responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, we describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems. In addition to these substantive responses, there were also more symbolic responses that allowed for compliance without significant change. Variation in responses was partially explained by the resources available to programmes, programme size and structure, and participants’ beliefs about professional practice.  相似文献   

对我国汽车产业政策的几点思考与建议     

徐伟 《山东教育学院学报》2011,26(4):28-31

汽车产业是关联度极强的产业,它的发展会带动若干相关产业的发展,在国民经济发展中占据重要地位。从分析我国汽车产业政策的角度入手,指出我国汽车产业目前存在的问题,并提出相关建议。  相似文献