Changing South African schools?: an analysis and critique of post‐election government policy

This article provides an exposition, analysis and critique of post‐election policy concerning state schooling in South Africa. In particular the article focuses on the White Paper on the Organisation, Governance and Funding of Schools. Policy is analysed at three levels, namely the economic, ideological/discursive and the political. At the economic level it is argued that although the White Paper makes provision for redress of past inequalities, limitations in government expenditure are limiting the possibilities for reform. It will also be argued that the White Paper must be seen as the outcome of contestation between different discourses concerned with race, culture and education. Finally the White Paper has been shaped by the interim constitution as well as by political struggles within the state and civil society.     

英国中小学教育改革最新动向——《教学重要性》白皮书解读及启示

2010年11月24日,英国教育部颁布了《教学重要性》白皮书,对开展教师培训和专业化发展、维护校长和教师的自主性和权威性、改革国家课程标准、建立新的学校发展制度、促进教育公平等多个方面提出新的要求。《教学重要性》白皮书的颁布,反映未来一段时间内英国中小学教育改革的新发展、新动向,对英国中小学教育的发展将产生深远的影响,同时也为我国基础教育的发展提供了启示。     

工作死胡同的结束——2005年英国技能白皮书及其启示

2005年3月,英国政府在2003年国家技能战略的基础之上,颁布了《技能:在企业中进步,在工作中提高》(Skills:Getting on in business,getting on at work)的白皮书,目的是为了确保雇主获得促进企业发展的技能,帮助个人获得就业和自我发展所需的技能,加强英国作为世界主要经济国的地位。本文简要分析了该白皮书颁布的社会背景、主要内容,以及对我国应对技能短缺问题的启示。     

英国教育改革新动向：学校和家长将享有更多的权利

2005年10月25日,英国教育与技能部公布了题为《为了全体学生:更高的标准,更好的学校》的白皮书,其主要内容是改革教育体制,给学校更大的自由,给家长更多的权利,为每个孩子提供优质的教育。     

The Future of Television: the marketplace model

In the specially written paper the author considers the background to the current White Paper on Broadcasting, and examines the principles that underlie it. The author then considers alternative views to those in the White Paper     

Contextualising Education in Pakistan,a White Paper: global/national articulations in education policy

This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon’s point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam – fundamentalist or moderate – which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post‐Washington consensus.     

Pick ’n’ mix,select and project; policy borrowing and the quest for ‘world class’ schooling: an analysis of the 2010 schools White Paper

Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options.     

英国政府关于提升继续教育机构办学资质和服务质量的若干举措

2006年3月27日,英国政府颁布了《继续教育:提高技能,改善生活机遇》白皮书,旨在提高英国14～19岁青年人和成人的技能,实现继续教育的功能,迎接社会发展提出的挑战。本文主要介绍白皮书中关于改进继续教育机构资质和服务质量的部分内容,期望对我国继续教育和培训机构的改革与发展提供启示。     

Tinker,tailor, policy-maker: can the UK government’s teaching excellence framework deliver its objectives?

The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms.     

高职非计算机专业计算机基础课程内容的定位解析

目前对高职非计算机专业计算机基础课程的教学内容研究较少,教学内容也比较混乱,影响了该课程的教学效果,尽管教育部计算机基础课程教学指导委员会制订的＂白皮书＂主要是针对本科计算机基础教学的,但对高职院校计算机基础课程的教学也具有重要的指导意义。以＂白皮书＂为依据,结合我院多年的计算机基础课程教学改革经验,对高职非计算机专业计算机基础课程的内容进行了较为准确的定位。     

英国《为了全体学生：更高的标准，更好的学校》白皮书评述

英国的基础教育在布莱尔政府上台后得到了迅速发展,这与新工党将教育作为最优先的战略密不可分。2005年10月,继布莱尔成功连任英国首相后,教育与技能部颁布了《为了全体学生:更高的标准,更好的学校》白皮书,揭开了英国教育改革的新篇章。本文分析了该白皮书出台的背景,并对白皮书的主要目标和内容进行了简要评述。     

优化人力资源结构提高公民技能水平——英国继续教育白皮书述评

2006年3月,英国出台了<英国继续教育白皮书>,提出了继续教育的核心使命:提高全民技能水平与就业能力.围绕此教育理想,白皮书从继续教育体系的专业化、满足学习者及雇主需要、提高教学质量、传播成功经验、资金计划、内外关系建立六个方面列举了种种改革措施.     

二战时期英国绥靖政策对犹太人的影响——析1939年《关于巴勒斯坦问题白皮书》

英国1939年《关于巴勒斯坦问题白皮书》的出台,既有其历史背景,又是对犹太复国主义态度的转折性的改变,并认为1939年的《白皮书》就是英国30年代对德、意绥靖政策的另类表现,是英国绥靖总格局中的一部分,它所带来的直接后果是助长了欧洲法西斯势力的气焰,导致了二战期间欧洲大量犹太人惨遭纳粹杀害,同时也间接成为以色列建国的一个催化剂,从而埋下了中东问题的隐患。1939年的《白皮书》的出台也从侧面反映出英国实力正逐步走向衰弱。     

Post-16: Proposals and Issues

The recently published White Paper, Education and Training for the 21st Century, is the prelude to new laws which are likely to change the course of post-16 education and training. It is essential that all who work with young people who have special educational needs are aware of the proposals and the issues which arise so that they can respond to the draft legislation due later this autumn. David Hutchinson, a senior manager in a college of further education and also a founder member and vice chairman of Skill, the National Bureau for Students with Disabilities, summarises aspects of the White Paper, some reactions to it and recommendations which Skill wants the government to take into account when the Bill is being drafted.     

Le Roiest Mort; Vive le Quoi? Croham and the Death of the UGC

The Croham report has its roots in the Jarratt report on university efficiency; its first fruit is the White Paper on Meeting the Challenge. Croham's message has been significantly transformed, and the last important vestiges of the classical UGC system removed. Detailed examination of both documents nevertheless suggests that not all virtue has gone from the system and that there might yet be hope that the more autocratic wedges inserted by the White Paper will not be driven home. In part this will depend on the universities themselves as well as on the UGC's successor.     

Warnock and the White Paper

Mary Warnock chairman of the Committee of Inquiry into special education answers questions Margaret Peter, journal editor, about the White Paper for England and Wales deriving from the Warnock Report     

After the Report - What Next?

Publication of a White Paper, a government Bill, extra money to help local authorities to implement some of the Warnock Report's recommendations - all these are possibilities for the future, writes Margaret Peter     

Current trends in the United Kingdom

This paper surveys developments in Higher Education in the United Kingdom since the publication of the White Paper in December 1992. It considers in particular: (1) the progress made in the reorganisation of the public sector of Higher Education, in particular of the Colleges of Education; (2) the extent to which the pressure of student demand is slackening, with consequent reduction in the rates of growth envisaged in the White Paper; (3) the tendency for women to form a larger proportion of the applicants and of those admitted, both in arts-based and science-based courses; (4) the immediate financial problems faced by universities and other institutions as a consequence of inflation.This article by Sir Derman Christopherson is the second in a series of reviews of developments in different parts of the world. The next issue will include a review of developments in Japan.—Ed.     

The public mission of universities in South Africa: community engagement and the teaching and researching roles of faculty members

Tertiary Education and Management - Community engagement as a public mission of higher education is widely accepted in South Africa. This is articulated in White Paper 3 on the transformation of...     

Thoughts on the White Paper of 1991 1

The White Paper Higher Education: A New Framework, (May 1992), announced a set of new policies for British universities and polytechnics without offering either argument or evidence. The policies include the end of the binary system, the creation of new higher education funding councils, and a strong emphasis on new mechanisms for quality assessment and control. The White Paper projects rapid enrolment growth, but says nothing about the resources needed for the expansion or the significance for growth of Further Education or the European Community.