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Ka Ho Mok 《European Journal of Education》2012,47(2):228-241
In the last few decades, in the wake of three major crises in political faith and the overall instability that followed the end of the Cultural Revolution, the post-Mao Chinese government has sought to improve the lives of its citizens and to restore political legitimacy through rapid economic growth that has focused almost exclusively on GDP. This strong focus has brought about rapid, widespread economic growth to China, and has, by classical market standards, been a success. At the same time, issues of social development and human well-being have received less attention. Before the Hu-Wen leadership's formal accession to power, the Jiang-Zhu administration sought to adopt neo-liberal ideas and practices to reform the delivery of social services and the implementation and funding of social policy. In this context, major fields of social policy such as health, education, and housing have been going through the processes of marketisation and privatisation, which have placed much of the financial burden of meeting these social welfare needs on China's citizens. After several decades of privatisation and marketisation in the educational system, the Chinese government has been the subject of repeated criticism for failing to tackle what is popularly known as the ‘new three mountains phenomenon’, namely, the rising cost of health, education, and housing in recent years. Against the wider policy context described above, this article examines the social and political consequences of the privatisation and marketisation of education. It also discusses the major policies and strategies recently adopted by the Chinese government to restore the role of the State in the education system in order to address the negative consequences of the privatisation of education. Finally, it critically examines the main implications of major reforms undertaken in higher education in Mainland China. 相似文献
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Tsz Man Kwong Yan Fung Mok Mui Ling Kwong 《International Journal of Lifelong Education》2013,32(6):518-534
While there is less doubt that adult learners are motivated by different reasons to re‐attend school, it is important to note that, other than psychological factors, social factors are also important in shaping the participation decision. Although researchers have attempted to include social factors in participation models, there is not a conclusive relationship between socioeconomic background and motivation for participation. This study attempts to clarify the linkage between different social factors and adult motivations in re‐entering school to acquire a university degree. By regressing motivations onto three sets of social variables, we found that family role and social position have significant impact in affecting some of the motivations for re‐entering school. These results confirm that adult motivations to learn are embedded within the social lives of adults. 相似文献
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Globalization and the evolution of the knowledge‐based economy have caused dramatic changes to the character and functions of higher education in most countries around the world. However, the impacts of globalization on universities are not uniform though business‐like practices have been adopted to cope with competition in the global marketplace. The pressure for restructuring and reforming higher education is mainly derived from growing expectations and demands of different stakeholders in society. In recent years, widespread concerns over widened access, funding, accountability, quality, and managerial efficiency are perceived as the prominent global trends related to university education. Because of the divergent political, social, economic, cultural and historical backgrounds, national/local governments may adopt similar strategies in response to pressures generated from globalization. Nonetheless, through a close scrutiny of the ways that national policies are made, we may find that governments around the globe, particularly in East Asia, have tried to make use of the globalization discourse to address/justify the local policy/political agendas. This paper aims to examine the latest higher education reform initiatives proposed by the Singapore Government, with particular reference to reflect upon how the Singapore Government reforms its university systems in the context of globalization. It is argued that the latest comprehensive review of public university governance and funding brings about a changing role of the government in the regulation, finance and provision of higher education in Singapore and eventually alters the state‐university relationship. 相似文献
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This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9. 相似文献
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Dugard and Todman (this issue), in this journal, present convincing arguments for the greater utilisation by educational researchers of the analysis of co‐variance when analysing data from experiments employing pre‐test‐post‐test control group designs. We applaud this initiative, but caution against too readily employing co‐variance procedures where it may be inappropriate to do so and repeat some of the cautions concerning ‘pitfalls for the unwary’ previously voiced (Lambourne & Wheldall, 1979). 相似文献
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Mok Joshua Ka-ho 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):123-149
In China there has been a strong trend to diversification and decentralization of education in the post-Mao period. This paper examines how the policy of decentralization has affected the governance of universities in Guangdong. More specifically, the paper focuses on reform of the financing and management structure, the merging of universities, and joint development programmes to enhance competitiveness. Despite these changes, the state's role as a regulator and overall service coordinator has been strengthened rather than weakened under the policy of decentralization. This paper not only examines the recent developments in Guangdong's higher education but also analyses such developments in light of the global trend towards decentralization in educational governance. 相似文献
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ABSTRACTIn the past few decades, the internationalisation of higher education has become an increasingly popular trend across different parts of the globe. The fierce global competition and the aggravating unemployment rate, coupled with low teaching and research quality revealed by universities in mainland China, have inevitably compelled a growing number of Chinese students, in particular the financially-able ones, to pursue higher education overseas or to enrol in transnational higher education offered in mainland China. Realising the severe problem of ‘brain drain’ and having a strong conviction to transform its higher education system to become more international for enhancing the global competitiveness of its higher education system, the Chinese government has made different attempts to enhance higher education quality by learning and incorporating new ideas and practices from overseas institutions, particularly encouraging the development of transnational higher education to change the higher education landscape. With particular reference to examining the way these students evaluate their future prospects in choosing different alternatives for further studies in higher education, this study sets out against the context briefly outlined above to critically analyse the motivation of students who choose to study abroad or enrol in Sino-foreign cooperation universities. This study also discusses the extent to which the internationalisation of higher education would affect the situations of ‘brain drain’ and graduate employment in China. 相似文献