Compliance, resistance and seduction: reflections on 20?years of the funding council model of governance

Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the universities with respect to the contemporary development of the English system of higher education. The analysis is based on an exploration of four key policy issues: the quality assurance regime, the research assessment exercises, the widening participation agenda and the introduction of student fees. The goal is to explore how the quasi-state organisations—in particular the Higher Education Funding Council for England (HEFCE)—have mediated the relationship between the state and the universities. The evidence suggests that the coupling of the state to the universities follows one of three tracks: compliance, resistance and seduction. The article explores what factors determine why one relationship (or combination of relationships) prevails, and explains patterns of change over time. The overall conclusion is that institutional interaction is very complex, and it is inaccurate—as is sometimes claimed—to view the funding council as little more than a compliant channel of government policy.     

The problem of ‘the problem with educational research’

This paper takes up the question of the way in which ‘the problem with educational Research’ is represented. It takes as its point of departure two recent views on ‘the Problem’ — one expressed by an educational journalist and one presented by the Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational research and its problems and considers how these arise out of particular dispositions towards educational research and, by extension towards, education itself.     

Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning (TFL)—developed to meet this need. Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison; and his research focus is on college and university curricula with particular emphases on program quality, liberal education, and teaching and learning. Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education. Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison.     

Assessing teacher effectiveness in India: overview and critical appraisal

Conclusion Assessing teacher effectiveness is a complex issue with social and historical dimensions. Assessment of teacher effectiveness was an alien concept in ancient and medieval India. The teacher's moral authority, scholarship, wisdom and role in shaping the lives of the youth and the society was unquestionable. The place of the teacher ('the Guru’) was always considered much higher than that of the parents. Original language: English J. S. Rajput (India) Has contributed in the areas of science education, elementary education and teacher education. Has guided research in the field of concept formation in science, education of minorities and tribal groups, and non-formal education. In addition to numerous research papers and articles, recent publications includeExperiences and expectations in elementary education andUniversalisation of elementary education—role of the teacher education. Appointed first Chairperson of National Council for Teacher Education. K. Walia (India) Doctorate in teacher education from the Central University of Jamia Millia Islamia (1992). Interest in elementary-stage teacher education and in the development of a competency-based teacher-education curriculum at elementary stage. Has conducted a major study on the profiles of teacher educators in India. Is co-ordinating the development of a curriculum framework for teacher education in India, a task undertaken by the National Council for Teacher Education where she is presently working as a research officer. The authors gratefully acknowledge the help rendered by Prof. O.S. Dewal in the preparation of this paper. Several ideas and suggestions offered by R.H. Dave, S.C. Behar and R. Govinda are also acknowledged. John A. Smyth of UNESCO provided the opportunity and motivation for developing this paper.     

The structure of research training in England

Over the past twenty-five years, the UK government has implemented reforms in doctoral level provision, led by the Research Councils and especially the Economic and Social Research Council. These have emphasised training in research methodology and also, recently, other employment-related skills. This article considers the drivers of these initiatives (demands for accountability and ‘new public management’) and some of their consequences (including the steering of research in particular directions and a neglect of the scholarship produced and also doctoral studies as a form of lifelong learning). It also examines some of the universities' responses in the form of diversification of doctoral studies, the institution of graduate schools, and the establishment of a National Council for Graduate Education. Throughout these reforms, the diversity of doctoral students and their concerns have largely been neglected.     

构建终身学习体系,迈向学习型城市

报告介绍了近年来上海建构终身教育体系的实践与成果,包括建立多元化的终身教育基础性服务平台,为市民创造丰富的终身学习机会;举行丰富多彩的群众文化活动;构建终身教育信息化平台,便捷服务全民终身学习;制定《上海市终身教育促进条例》,形成法律依据等。同时分析了上海建构终身教育体系过程中面临的新形势、新挑战,在此基础上,提出了对未来上海建构终身教育体系的展望与构想。     

Catalyzing country ownership and aid effectiveness: Role of the Education for All-Fast Track Initiative Catalytic Fund

This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund (CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25 countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’ participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization, and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger, and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which the partnership operates.     

Education and poverty in Western Europe

Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective, as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena: the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers, in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase their own awareness of the European context—not simply the national context—in which they work. They need also to develop perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage. Original language: English Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling. Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include: ‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998). Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995). This article consists of reflections on recent research presented at the European Conference on Educational Research by the joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association.     

Educational Inequality in the Minority Regions of Present Day China and Suggestions for the Government Regarding the Education Policy

Based on the research of new educational inequality in the minority regions of present day China, this article points out the importance of educational equality principle in government’s decision making and suggests that it should give top priority to ethnic minorities when distributing education resources, to develop their compulsory education and broaden their opportunities to enter into postcompulsory education by the “differentiated but equal” principle. Perfect education policies and mechanism and lifelong education system are also pivotal for the attainment of the goal of educational equality. Translated from Journal of Research on Education for Ethnic Minorities, 2005:2     

Wallerstein’s world-systems analysis in comparative education: A case study

Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted. Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and development—surprising absences in the application of this approach. We conclude by arguing for the use and development of three critical features of his analysis in comparative work, as relevant and timely interventions in the field.     

The development of ESD-related competencies in supportive institutional frameworks

Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.     

Reviews

Mr Coler was formerly Pricipal of Bede College, Durham, and was Consultant to the Council for Educational Techbology's Colleges of Education Learning Programmers Project 1971–76 Making the Best of It: the final report of the Nuffield Foundation Group for Research and Innovation in Higher Education .
Mr Hallqorth is Director of Wiltshire County Council Library and Museum Service New Media in Public Libraries: a survey of current practices by James W Brown     

远程教育与终身教育和学习化社会--世界远程教育发展历史追溯和展望(5)

从精英教育到大众教育和普及教育;从成人教育到全民教育和继续教育;从终身教育、终身学习再到全民终身学习;从学习化社会到学习型组织等。这些教育思想的提出及相应教育实践的开拓,不仅适应了、信息时代和知识经济的到来,也为教育技术的应用、远程教育的持续发展奠定了思想理论基础。     

Schools library services: their changing value to the education of London’s children

In the history of education Schools Library Services are relative newcomers. The London County Council and its successor, the Inner London Education Authority, developed Schools Library Services for their own schools from the 1950s onwards. After the Education Reform Act 1988 became law, responsibility for education passed to the inner London boroughs, but the setting up of local Schools Library Services was optional. This article reviews the significance of Schools Library Services in education as it is reflected in the decision‐making process of three boroughs – Hackney, Islington and City of Westminster. It discusses factors which influenced the establishment (or not) of Schools Library Services in all the new local education authorities, and relates elements of the case studies to wider themes in the political and educational environment of the time.     

终身教育与教育治理在教育现代化中的逻辑联系——实现中国教育现代化2035的思考

《中国教育现代化2035》赋予了新时代中国教育现代化新内涵,构建服务全民终身学习的现代教育体系成为新时代中国教育现代化的主要目标方向,与此同时,2035教育规划提出与之相适应的教育治理新目标,而构筑终身学习现代教育体系及与之相适应的教育治理新格局的形成,成为《中国教育现代化2035》的核心和主线;如果说2035的教育体系与现存教育体系将不仅区别在外塑,更区别在内核的话,前一个目标则指向于2035教育的内核,后一个目标指向于2035教育的外塑。在整全的视域下,两个目标是密不可分的整体,前一个目标是包涵新教育治理格局的终身化教育体系,后一个目标是基于终身化现代教育体系的教育治理现代化新格局。研究2035教育现代化,需要将两个目标统一一体于新思考框架中。其中,我国2035年将建成的服务全民终身学习的现代教育体系,就是扎根于本土现代化进程中的终身教育体系。     

终身教育中远程教育的角色变换

在构建终身教育体系进程中,终身教育与远程教育的关联性及其相互影响,是一项值得研究的重要课题。以＂终身教育-远程教育＂为研究主题,采用文献计量法等研究方法,通过剖析这一关联主题的研究状况,得出以下结论：研究＂终身教育-远程教育＂主题的论文数量呈逐年上升趋势;终身教育和远程教育之间存在两种关系,即＂整体与部分＂和＂目的与路径＂关系;与此相对应,远程教育在终身教育体系中扮演两类角色,即＂教育形态（或教育方式）＂和＂教育手段＂角色。在当今网络环境支撑的知识时代,远程教育在构建终身教育体系中将发挥越来越重要的作用。     

《终身教育法》修正后韩国终身教育振兴政策的动向及特征

近10年来,从终身教育的立法到各项政策的推广实施,韩国终身教育领域出现了前所未有的变化。2007年修正的韩国《终身教育法》的公布不仅明确了终身教育的范围,而且也使中央与地方的职责与权限更加明确,并通过重组力图建构更加完善且有效率的终身教育行政与财政支援体制。为了振兴终身教育,韩国大力开展了相应的支援计划：终身学习城市支援计划;终身学习账户制度;终身学习中心大学培育计划;终身教育专业人员的培养及其能力提升计划等。呈现的特点：一是国家相关政策的制定与引导是推进终身教育的根本动力．足够的经费和人力资源支撑是必要条件。二是注重整合各类教育资源,特别是在建立多样的终身教育机构和设施等平台的同时,也注重发挥学校教育的作用。三是实施面向全员并开展全程的终身教育,特别注重增加弱势群体的教育机会。这次修正不仅促进了各自治团体终身教育基础设施的建设,提升了社区网络的发展水平,而且还建立了将学习成果运用于地方的循环体系,促进了国民对终身教育的理解及参与,推动了韩国社会的协调发展。     

Inclusive education: pushing the boundaries

This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes. These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).

基于社会教育的韩国终身教育立法进程研究

韩国社会教育的实践对韩国教育和社会发展产生了非常重要的影响.随着终身教育理念的传人,韩国一系列针对正规教育体系和社会教育的改革都蕴含了终身教育的价值取向,在对<社会教育法>改革和扩充的基础上逐渐有了终身教育的实际内容,最终形成了<终身教育法>,成为继美国和日本之后第三个为终身教育立法的国家.     

Learning Workers: Young New Zealanders and Early Career Development

Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability. This paper draws on integrated qualitative and statistical cluster analyses of young New Zealanders’ narratives about navigating learning and work. It draws out theoretical and policy implications, suggesting that work life learning in and outside the workplace is a key feature of young adults’ lives, though it is experienced differently by different groups. These experiences need to be taken into account in government policy as the value of providing a range of different learning settings, and of learning as necessarily lifelong, features increasingly in those policies—albeit in a fairly narrowly defined way.