精准扶贫视角下新型职业农民教育的矛盾及解决思路

立足国家实施乡村振兴战略与高职院校百万扩招的时代背景,大力培育新型职业农民成为以精准扶贫为导向的职业教育的核心内容。高中毕业生、退役军人、下岗失业人员、农民工等群体可被纳入到新型职业农民培育体系之中。精准扶贫视角下新型职业农民教育存在三对矛盾关系:一是精准扶贫与新型职业农民教育的体系矛盾, 二是其他教育对象与新型职业农民的客体矛盾, 三是新型职业农民教育不同对象之间的矛盾。可以从依托国家的政策性保障、引入精准扶贫的教育理念、融合职普教育、引入多元化的教育供给方式以及深化产、教、学相融合等方面来解决这些矛盾,促进各类教育对象向新型职业农民转化。     

关于“公办高中禁办复读班”政策有效落实的政策分析

第一轮"公办高中禁办复读班"政策颁布以来,部分地区公办高中仍然公开或变相地招收复读生,不仅极大挑战了教育政策的权威,也在一定程度上制约了全局教育的发展,影响了教育公平的推进。从政策视角进行分析,政策未取得实效的原因主要在于"禁办"政策制定、执行过程中的问题所致,在于政策执行过程不尽完善。新一轮"禁办"政策要取得实效应认真归纳政策过程中的问题,分析背后的深层次原因,只有这样,才能在新一轮政策执行中吸取前车之鉴,达到政策有效落实的目的。     

Is the World Bank education policy adequate for fighting poverty? Some evidence from Latin America

This paper focuses on the relationship between the World Bank’s education policy and the recent anti-poverty priorities and strategies that shape the present Bank’s agenda for development. The paper provides a critical assessment of the explicit strategies of the World Bank’s education policies aimed at fighting poverty by identifying the contradictions embedded in anti-poverty discourses and strategies, and relating them to an education policy that generates inequalities and shows little effectiveness in helping people to escape from poverty. This analysis is applied to the situation of Latin American education systems, which have, during the last decade, experienced an important expansion but have also maintained strong inequalities in educational performance and access to post-compulsory education.     

我国职业教育政策执行失效的多学科分析

上个世纪80年代以来,党和国家对职业教育日益重视,频频出台职业教育政策。然而,在该本呈现一派繁荣的同时,我国职业教育发展却远没有达到政策预期,政策失效问题明显。这一问题可以从历史文化学、社会学、教育政策学等学科视角予以分析。     

农村寄宿制学校存在问题分析

“农村寄宿制学校建设工程”是国家为实现“两基”目标,解决西部农村地区普及义务教育的“瓶颈”问题,中央和省级人民政府共同组织实施的一项重要教育举措。但是,在政策执行的过程中出现了一些不容忽视的矛盾和问题,这些矛盾和问题如得不到有效解决,将严重影响学校的办学质量和学生的身心健康,阻碍农村寄宿制学校的发展。根据相关资料,分析当前农村寄宿制学校在建设和发展过程中存在的实际问题和面临的困难,并提出相关政策性的建议。     

Education and Race: the racialisation of class inequalities'?

Throughout most of the 1960s there was considerable optimism among education policy makers that schools could foster equality of opportunity: could mitigate social class disparities in educational achievements. During the 1980s a growing number of local education authorities have produced policy documents which are designed to remedy racism, ‘racial’ inequalities and ‘racial’ disparities in achievements. This article argues that these more recent initiatives mirror very clearly the earlier, class based, definitions of problems, explanatory paradigms and policy recommendations. It suggests that the racialisation of structural inequalities, the politicisation of ‘race’ issues locally and the contradictions generated by four particular crises of legitimacy within education provide the context within which antiracist policies can be understood. It asks what lessons can be learned from the demise and failure of earlier class‐based education policies.     

Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and deviants not valuing education and incapable of making wise decisions about their lives. These findings can be considered relevant for policy formulation processes because proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.     

Variation theory and the different ways of experiencing educational policy

Differences and contradictions in understanding education policies such as ‘Teach Less, learn More’ may cause confusion between the intended meaning and actual implementation. Approaches to understanding public policy, such as discourse analysis, are useful for highlighting such differences, but do not explain how these differences may be explained in relation to each other. Phenomenography and variation theory offer an alternative, by examining the variation within, rather than the differences between, experiences of an educational policy. In the past decade, there have been significant developments in the theoretical and methodological underpinnings of phenomenography which were initially labeled as ‘new phenomenography’, but gradually came to accepted as variation theory. In this article, I trace the development of phenomenography to variation theory and explain the critical differences between classical phenomenography and variation theory. I argue that variation theory is useful for describing educational policy from the perspective of how it is experienced, and that these different ways of experiencing a policy may in turn be understood and utilised in theoretical, analytical and pedagogical ways.     

Legacy of British Colonial Early Childhood Education

This article examines early childhood educationin Hong Kong from three perspectives: historical, socio-economic, and educational development. Each perspective highlights different issues and problems in the development of early childhood education. The historical perspective identifies some major events and their influence on the formulation of educational policies particularly at pre-school level. The social-economicperspective considers education as the means toachieve economic development, which is whythe amount of resources allocated is closelylinked with the future needs of the economy;therefore preschool education has long beenneglected in Hong Kong. The educationaldevelopment perspective reflects the Hong Konggovernment's expectations for education, and thereview of the educational policies helpsunderstand the development of pre-schooleducation. Analysis of some historicalbackground and current trends of early childhoodeducation development, highlight possible future developments of early childhood education in Hong Kong, particularly after the reunification with her motherland, China, in 1997.     

城乡统筹发展中的教育政策取向和政策制定

城乡二元结构背景下,教育政策在价值取向和目标上长期带有城市倾向,存在着诸多矛盾和问题,政策议程和博弈机制缺乏,政策不稳定、效果差。统筹城乡发展、推进城乡教育一体化,教育政策应确立起以人为本、公平均衡、质量效益、政府责任等新的价值取向。在教育政策的制定过程中要确保农村教育及时进入公共政策议程,建立起有效的教育政策评估和反馈机制。     

我国教育政策价值的反思与前瞻

教育政策价值是教育政策理论与实践最根本、最核心的问题。近年来我国制定和实施的一系列教育政策还存在着诸多问题,而造成这些问题的一个重要原因是,我国尚缺乏对教育政策价值观的思考。从主体需要来说,我国未来的教育政策要重视其直接利益相应人的利益;要适当扩大教育政策制定、执行和评价主体的范围;要重视共同利益、长远利益、弱势利益和未得利益,做到共同利益与政治利益、长远利益与眼前利益、强势利益与弱势利益、既得利益与未得利益兼顾。从客体属性来说,我国未来的教育政策要重视其公共性,做到政治性与公共性的统一;要提升教育政策的合理性,做到合法性与合理性具体的、历史的统一;要加强教育政策的协调功能,做到管理功能与协调功能并重。从效应关系来看,我国未来的教育政策要提升其内在价值,做到外在价值与内在价值的统一;要重视教育政策应然价值,做到实然价值与应然价值的统一;要重视教育政策的隐性价值,做到显性价值与隐性价值的统一。     

Singapore’s educational policy through the prism of student voice: recasting students as co-agents of educational change and ‘disrupting’ the status quo?

This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.     

20世纪90年代美国基础教育管理政策发展解析

20世纪90年代,在美国基础教育改革与发展进程中,随着新课程标准运动的推进以及教育绩效责任制管理政策的实施,联邦、州、地方学区三级教育行政管理在角色、权力、职责等方面发生了极大的变化,各种矛盾、冲突也不可避免。处理集权与分权之间的冲突与协作,针对教育管理政策实施中凸现出来的问题以及相关政策要素进行重新的整合,加强"自上而下,自下而上"相互合作是美国基础教育管理政策发展的趋势所在。     

关于素质教育政策体系、内容的政策学分析与建议

我国素质教育政策体系的形成有着不同于其他教育政策的特殊之处。这些特殊之处一方面折射出素质教育政策制定过程中的一些问题,另一方面也引发了素质教育政策体系目标、内容的系列问题。因此,一方面需要对素质教育政策内容做出适当调整,另一方面要着力完善素质教育的政策体系。     

农村教育和城市教育的互补与差异——教育政策价值视角下的审思

农村教育和城市教育不是彼此孤立的,两者彼此互补又存在差异;本文以教育政策价值视角对农村教育和城市教育进行审思,提出重构教育政策价值、解决城乡教育均衡发展的建议。     

农村教育和城市教育的互补与差异——教育政策价值视角下的审思

农村教育和城市教育不是彼此孤立的,两者彼此互补又存在差异;本文以教育政策价值视角对农村教育和城市教育进行审思,提出重构教育政策价值、解决城乡教育均衡发展的建议。     

“农村地区初中学生辍学现象屡禁不止”的政策学分析

有效控制和防止初中学生辍学是农村地区普及义务教育的基本要求,这一要求的实现过程实际上是一个教育政策的执行过程。自我国实施“双基”评估验收政策以来,国家和地方出台了多项旨在控制和防止初中学生辍学的教育政策,但时至今日农村地区初中学生辍学现象仍屡有发生。从政策学的视角分析,其根源在于相关政策制定、执行等过程中还存在着诸多问题,在新的形势下有必要对政策作出多方面的调整,以完善政策过程,实现有效控制和防止辍学现象的政策目标。     

Teacher Education and Development Policies: Critical Discourse Analysis from a Comparative Perspective

The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.     

Democratization of secondary education in Malaysia: Emerging problems and challenges of educational reform

The democratization of education in Malaysia has come a long way since the early 1960s. In the early 1990s, the government decided to democratize secondary education in order to widen formal access to secondary education, especially at the upper secondary level. It is the contention of this paper that the widening of formal access to education may not lead to real access to education if effective measures are not put in place. It is also the contention of this paper that the democratization of education that leads to the massification of education or mass education should not be at the expense of educational quality and excellence if it wants to have a more significant impact on the actual outcomes of schooling. This paper is divided into two parts. The first part provides the background information on educational expansion that stems from the democratization of secondary education such as enrolment rates, number of schools and teachers as well as organizational adjustments. The second part examines the problems and challenges of the democratization of secondary education in relation to issues such as diverse needs of students, disciplinary problems, school dropouts, urban and rural disparity, preferential policy and educational quality and excellence. All these issues have an impact on the desirable outcomes of the democratization of secondary education as far as real access to education as well as equality and quality of education are concerned.     

论现代农村教育发展的绩效——政治学与社会学的双重视角

对于农村教育绩效的分析,决策层、学术界、具体的教育行为之间存在较大分歧。虽然中央从教育的经济、政治、社会的多维角度决策,对教育实施国家公共财政支持政策。但更多的学者和地方政府是从教育经济学的视角认识农村教育绩效的,这种认识是片面的。因此,有必要从政治学、社会学的视野对教育的政治、社会绩效进行考察,从而提高对中央教育支农政策意义的认识。