关于国家教育政策体系的探

教育政策的体系问题 ,是教育政策理论研究中的一个重要课题 ,也是国家教育改革中所必须要明确的问题。笔者想就这一问题谈一些个人认识 ,供对这一问题感兴趣的同志和教育决策部门参考。一所谓国家教育政策的体系 ,从广义上讲 ,它包括一个国家教育改革与发展所需要的所有的教育政策。哪些政策是一个国家教育改革与发展所需要的呢 ?要回答这一问题 ,简单的做法是借用一般政策的分类方法 ,将教育政策分成总政策、基本政策和具体政策三部分。1教育的总政策指的是宪法中有关教育的政策规范和教育方针 ;基本政策指的是《中国教育改革和发展纲要》…     

基于生态位理论的高校创业教育探析

借用生态学中的生态位理论,提出高校创业教育生态系统概念,认识到其具有层次性和开放性。同时,明确各种影响创业教育因子的生态位,进而提出基于生态位理论的高校创业教育体系:强化政府主导地位,优化政策支持环境;发挥高校主体作用,优化教育环境;加强社会推进作用,营造舆论环境。     

PISA测试的方法论问题反思及其对教育政策和实践的影响

PISA是一项为期三年的国际调查,旨在通过测试15岁学生的技能和知识来评估教育体系。通过探究PISA测试的方法论存在的问题,如样本收集、对学校课程的忽视、无法呈现现实语境和翻译,得出PISA测试结果的科学性和客观性存在一定缺陷,并从数字治理和政策借用两个方面探讨了PISA测试可能会对未来教育产生的数字霸权和教育同化。     

从限制到鼓励:国外择校政策透视

20世纪80年代以来,西方发达国家义务教育阶段的入学政策出现了一个逆转:从限制择校到鼓励择校。由“大政府”向“小政府”的转变,是推动西方发达国家教育政策转向最主要、最直接的动力。择校政策的实质就是试图借用市场手段来实现改革的目标。目前,公众与研究人员对择校政策的态度褒贬不一。就我国国情而言,近年内不宜推行择校制。     

近年来思想政治教育生态相关问题研究述评

借用生态学(含教育生态学)有关理论和方法来研究思想政治教育是近年来思想政治教育研究中出现的一个新领域。目前这种借鉴研究分两种:一是借用生态学的有关理论与方法来研究,具有明确的学科交叉研究特点;二是仅借用生态所蕴含的世界观、方法论、价值论来研究,属于研究视角、思维和价值取向。思想政治教育生态相关问题研究主要涉及思想政治教育生态概念及其系统构成、高校思想政治教育生态、引入生态分析方法的价值性与必要性、生态分析方法对思想政治教育的启示等。     

这是最好的时期

目前我国职业技术教育的发展,借用狄更斯的话,已经进入到历史上最好的时期,进入到希望盈盈的时期,职业技术教育肩负使命之大前所未有,政策推动力度之强前所未有,资金投入之多前所未有,受惠群体之众前所未有。     

从限制到鼓励：国外择校政策透视

20世纪80年代以来，西方发达国家义务教育阶段的入学政策出现了一个逆转：从限制择校到鼓励择校。由“大政府”向“小政府”的转变，是推动西方发达国家教育政策转向最主要、最直接的动力。择校政策的实质就是试图借用市场手段来实现改革的目标。目前，公众与研究人员对择校政策的态度褒贬不一。就我国国情而言，近年内不宜推行择校制。     

“圆梦计划”圆了什么梦?

近几年,农村考生上国内著名高校的比例呈逐年下降的趋势,引起了有识之士的担忧.因此,国内著名高校纷纷调整招收农村考生的政策. 对于这些出于消除城乡、阶层教育不公平良好愿望的政策,姑且借用人大的"圆梦计划"统称之.那么,"圆梦计划"到底在圆什么梦?笔者愿意多谈一谈.     

复杂性、复杂性还原及教育探究中的方法论借用

复杂性使我们将这个世界和我们自己理解为是开放的、递归的、有机的、非线性的和突现的,而对那种机械论学说的可预测的和可控制的假设持怀疑的态度。如果我们将教育理解为是一个复杂的系统,那么我们就可以看到(也欢迎)在输入和输出(即政策、课程、教学法与学习、认同)之间存在着差距,因为我们将他们理解为是突现的现场,而不是需要用明确的知识来填补的空缺。从复杂性的观点来看,知识和理解并不是在教育中预先存在的用来表达或表现的对象,而是通过教育过程突现出来的。认同也是以不可预测的方法通过或在教育过程中突现出来的。然而,很多教育研究者通过种种复杂性的还原寻求预测和控制,其中包括前期简化初始变量以及后期对特定的发展路径进行选择。在本论文中,我从理论、历史、实践和政治几个维度审视教育中的复杂性还原以及他们对探究和行动的意蕴。我着重要阐述的是一些教育研究者是如何通过借用其他研究活动中的方法来简化他们探究的复杂性,例如借用医学科学中的基于证据的研究方法,借用测量学中的三角论证的隐喻。     

复调话语理论视角下美国《2016国家教育技术规划》政策话语建构研究

美国《2016国家教育技术规划》体现了官方、学术、公众三重话语并置一处的鲜明特色。借用巴赫金"复调话语理论",梳理这三重话语在文本层面体现出的各自功能,分析其在实践层面为官方、学术、公众三类主体打开的话语空间,使他们既发出体现各自价值的声音,又相互构成对话,共同实现"三声部共鸣"的"复调"效应,推动政策实践。分析该教育信息化文本复调话语特色,可以为创新我国立体化政策话语体系,推动教育实践,提供借鉴。     

Comparing school accountability in England and its East Asian sources of ‘borrowing’

Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas.     

Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education

The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.     

Comparative education,the ‘New Paradigm’ and policy borrowing: constructing knowledge for educational reform

Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications.     

A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil

This article analyses how Education for All policies were transferred to Brazil and Latin America by means of ambitious educational strategic plans such as the Plan for the Development of Education and the National Education Plans – promoted by the Federal Government of Brazil, and the Latin American Educational Goals – promoted by the Organisation of Ibero American States (i.e. the international commonwealth of countries which belonged to the old Hispanic and Portuguese empires). The analysis highlights how a complex web of educational policy transfer and borrowing was fashioned by means of concatenate environmental, cognitive and relational mechanisms.     

The politics of international league tables: PISA in Japan’s achievement crisis debate

Using the political‐economic analysis of globalisation and education as well as a culturalist approach to education policy borrowing, the paper analyses the role of local actors, specifically, national newspapers and the Ministry of Education, in mediating the potentially homogenising curricular policy pressure of globalisation exerted through the PISA league tables. Using the recent Japanese education policy debate as a case study, the author demonstrates how the Japanese media interpreted the PISA 2003 findings in a way that resonated with the specific cultural, political, and economic context of the time and how the Ministry used the findings to legitimise otherwise highly contentious policy measures. Questioning the conventional interpretation that the PISA 2003 shock caused the Ministry to redirect its controversial yutori (low pressure) curricular policy, the paper reconstitutes the Ministry as an active agent that capitalised on an external reference (PISA) to re‐establish its political legitimacy in a time of increasing neo‐liberal state‐restructuring.     

Referencing and borrowing from other systems: the Hong Kong education reforms

Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.     

Book Reviews

Book Reviewed in this article: Education in divided societies T. Gallagher The therapy culture. Cultivating vulnerability in an uncertain age Frank Furedi Educational policy borrowing: historical perspectives D. Phillips & K. Ochs Evidence‐based practice in education G. Thomas & R. Pring Inquiry, data and understanding. A search for meaning in educational research L. Anderson Critical issues in early childhood education Nicola Yelland (Ed.) What is research? Methodological practices and new approaches J. Rhedding‐Jones     

The instrumentation of test-based accountability in the autonomous dutch system

ABSTRACT

Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national ‘quality crisis’ in education. Secondly, the traditionally autonomous Dutch system, shaped by ‘Freedom of Education’, has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM.     

Decentralization and recentralization reform in Mongolia: tracing the swing of the pendulum

For the past 10 years the Ministry of Education of Mongolia has periodically oscillated between decentralization and recentralization policies. On paper, it has consistently and enthusiastically subscribed to decentralization, but in practice has given these policies low priority. This study attempts to explain the discrepancies between policy talk and actual implementation. Methodologically, the authors investigate local policy contexts and examine how international interventions such as decentralization policies are locally reinterpreted or ‘Mongolized’. The study examines several areas where cultural legacies from the socialist past have clashed with the expectations of international donors. Theoretically, the Mongolian fiasco of decentralization reform lends itself as a case to address issues that have been raised both in comparative research on ‘transitology’ and on cross‐national policy borrowing.     

台湾能力本位教师教育运动演进历程探析

本文探讨了台湾能力本位教师教育运动的三个阶段:1970年代能力本位的理论研究、1980年代的试验推展阶段以及1990年代的融入多元化格局时期,归纳了台湾在借鉴美国能力本位教师教育过程中出现的特点,并简要分析能力本位教师教育对台湾教师教育发展的影响。