政策、公共政策、教育政策的内涵及其逻辑关系分析

政策、公共政策、教育政策一脉相承,既有联系,又有区别。政策是组织或个人为未来的目标任务制定的一种计划、纲领、准则,公共政策是一个国家或政党为每一个时期的目标、任务制定出来的纲领性、计划性、指导性的行为准则和规范,教育政策则是一个国家或政党根据一定历史时期的教育目标和任务制定出来的,用来调整人们社会关系和教育关系的某种持续性、纲领性、计划性、指导性的行动纲领和行为准则。     

Regional Identity,Language and Education Policy in Switzerland

This article argues that identity and language issues exert a powerful influence on the politics and policies of education in Switzerland. Regional and local linguistic and cultural differences affect the education policies of the Swiss federal government, the 26 Swiss cantons, and the more than 3000 Swiss communities. Switzerland's highly decentralized political system and its mechanisms of direct democratic citizens' participation force educational policy-makers at the national, regional, and local level to take into account not only their own locality's culture and language, but also that of their neighboring towns, cantons, and regions. The article uses the example of the introduction of second language instruction as a case study to illustrate why and how education policy at all levels of the polity reflects Switzerland's cultural and linguistic diversity and the strong local and regional identities of the Swiss citizenry.     

Far away and nearby: Holocaust remembrance and human rights education in Switzerland

The article considers how young people in Swiss schools are taught about the history and background of the Holocaust within the wider perspective of human rights education, as an important basis for education concerning democratic citizenship. Given the country’s specific history, for decades the Holocaust was not a matter of great interest in Swiss schools, or a topic that pupils often learned about as a part of their own history. Recently, however, sensitivity about historical incidents and the processes of the Third Reich has increased. Holocaust education has also become more important in the context of Swiss state institutional policy and non-governmental initiatives and has also become an issue in schools. This article includes an overview of relevant Swiss history and the current political situation, and a review of Swiss educational policies and especially of activities related to Holocaust remembrance and human rights education.     

治理理论视域下教育政策执行滞后问题的思考

教育政策执行滞后问题是教育政策执行过程中由于各种因素综合作用产生的非正常状态,对于教育政策目标实现、教育政策问题有效解决具有严重负面影响,大大地降低了教育政策的绩效。在综合分析了教育政策执行滞后的诱发因素的基础上,基于治理理论提出了相应的教育政策执行滞后问题的消解策略。     

论教育公平发展的财政政策创新——基于美国的政策分析

追求教育公平是基础教育发展的政策目标之一,财政政策是教育公平发展的核心政策。美国教育财政政策调整与变革中投射出理念与实践的创新,其早期教育财政诉讼强调平等,要么提高贫穷地区的教育经费,要么降低富裕地区的教育经费,或者二者兼施,随后诉讼逐步出现从公平到充足的转向,实践中,主要采用统计分析、经验观察、专业评估等模式,制定教育充足财政政策。充足财政政策是由教育结果引导的政策,基于教育标准对政策效果进行评价,同时也是教育公平发展新形势下的财政政策创新。     

培养负责任的数字公民——国际数字公民教育政策文本的多维比较

数字公民教育受到国际组织和各国的关注。国际数字公民教育政策文本的比较分析对于公民教育政策制定具有重要意义。通过体系架构、总体目标、发布机构与起草人员、内容比较四个维度,分析国际上七个具有代表性和影响力的数字公民教育政策文本,结果发现,当前国际数字公民教育政策文本呈现出教育主体多元、教育内容动态更新、教育目标鲜明、政策制定多方协同的特征。     

公共知识分子：教育政策研究者的角色选择

当前学界呼吁的教育政策研究者与教育决策者的融合产生了"智囊型"、"宣传员型"和"官员型"研究者,但由于研究者和决策者在时间要求、目标、行为方式和行为伦理上的差异,二者的融合存在着困境。具有独立意识和批判精神的公共知识分子是教育政策研究者一种应然的角色选择。这类研究者利用自己的学术成果和公共舆论从学术和政治实践两个层面推动学术进步、谋求现实政策的改进,同时与决策者之间保持必要的张力。     

论我国教育政策实施过程中的利益主体因素

教育政策作为对主体利益资源与格局的一种重新分配机制,这其中必然涉及到对政府部门的利益、区域的利益和集团的利益的重新调整,也正是在这三种利益形态的交杂博弈和选择中,我国教育政策在实施过程中往往会出现实施活动和结果与政策目标、要求相背离的现象。因此,我国教育政策的真正实现,需要在正视这些利益需求基础上进行相应的制度变革。     

Government Policy and School Development

The last 10 or 15 years of this century have been a time of great challenge as well as considerable excitement for educational systems around the world. Governments everywhere have been embarking on substantial programmes of reform in an attempt to develop more effective school systems and raise levels of student learning and achievement. We see in these policy initiatives an unfortunate paradox that inhibits them from realising their aspirations. The community of educational change researchers and practitioners has finally begun to learn something about how ongoing improvement can be fostered and sustained in schools. However, government policy on education has not taken adequate account of this knowledge about school development, with the result that an enormous potential source of synergy has been lost and student learning continues to lag behind its potential. Our argument in this article is that as a consequence of this gap government efforts to improve schooling are less effective than they might be and that many school improvement efforts have to swim against the current of government regulation. Following our analysis of this central irony in educational policy, we go on to outline an approach that would be more likely to help governments achieve their educational objectives by building policy initiatives more explicitly on the knowledge base of school development.     

我国外语教育政策与国家文化利益

全球化时代,以保护国家文化安全、促进民族文化认同、推动民族文化传播为特征的国家文化利益日益凸显。外语教育政策作为国家指导外语教育所采取的行为和举措,已逐渐成为国家提升文化软实力,谋求文化利益的手段之一。外语教育政策必须以科学的语言战略观为指引,以正确的政策目标为取向,以政策系统顺畅运行为保障才能真正维护国家文化利益。     

How to identify and clarify educational tasks in the Caribbean: An example with implications for developing countries

The study had five objectives: first, to determine what Virgin Islanders believe the tasks of their public schools are; second, to determine what Virgin Islanders believe the tasks of their public schools should be; third, to determine if the existing task of public education theory, as it is used in several countries, applies in whole or in part to a Caribbean society; fourth, to identify educational goals or tasks which may have relevance for the entire Caribbean region; and fifth, to demonstrate a research procedure for identifying and clarifying educational goals, objectives and tasks in West Indian countries. The significance of the study lies in the information it provides for (1) specifying educational goals, objectives, and tasks; (2) synchronizing perceptions and beliefs of educational tasks; (3) planning and formulating educational policy; and (4) evaluating education programs. The design of the study was developed around the task of public education theory developed by Downey. four research questions, and two hypotheses which interrelated the beliefs of the Virgin Islands Legislature, the Virgin Islands Board of Education, Department of Education, principals, teachers, students, and administrators and professors of the College of the Virgin Islands.Among other findings, the study revealed that (1) Virgin Islanders' beliefs about educational tasks were not that different from beliefs other people hold about educational tasks; (2) the task of education is interpreted and applied in the Virgin Islands as it is in other countries; and (3) schools in the Virgin Islands do have a set of viable education goals and tasks which can focus curriculum development, instruction practices, and learning outcomes.     

关于高职人才培养目标的思考

明确人才培养目标是确保高职人才培养质量的前提.政府确立的人才培养目标只是一种原则性意见,需要高职院校结合当地经济发展水平、自身的办学条件及专业特点细化为具体的人才培养标准,并以此检验人才培养质量;在确立人才培养目标时,须充分考虑学生主体的利益诉求,忽视学生的利益诉求既不利于调动学生的主观能动性,也会造成技术浪费;在确立人才培养目标的方法方面,应将哲学演绎与科学实证相结合,通过科学实证的方法确立社会经济发展的现世需要,通过哲学演绎的方法确立人类永恒的价值追求.     

Educational Politics in the Transition Period

The article discursively analyses certain dynamics, themselves related to and indeed shaped by developments and debates within the broader political arena, within the education sphere between February 1990 and late 1993. Four issues in particular are singled out for special consideration: the character and trajectory of educational contestation during the first four years of the transition; the changing nature of the educational objectives and strategies of key progressive educational movements; the vibrant debate within South Africa around state and civil society and how this has shaped shifts in the thinking and strategy of progressive educational movements and, finally, the question of policy formation and the important debate as to whether equality or development ought to constitute the essential point of departure for policy formation for educational transformation.     

科学发展观在教育领域执行中面临的压力

科学发展观在教育领域中的执行问题是科学发展观作为政策生命过程中的重要环节,其目标的实现有赖于教育政策执行者的有效执行。但科学发展观在教育领域执行过程中势必会面临一些压力,诸如将科学发展观的指导思想转化为教育政策的目标模糊性、教育政策执行者对教育政策理解的偏差、效率优先原则对科学发展观在教育领域执行带来的阻力、教育政策执行者的政绩观与科学发展观在教育领域推行的冲突等。     

清末海城地区教育变革

教育政策的制定围绕特定的教育宗旨,教育宗旨的提出反映特定的社会环境。清末,中国边疆危机严重,领土不断遭蚕食,西方社会思潮伴随列强的坚船利炮一并冲击着传统的东方社会。面对内忧外困的社会危局,教育革新成为当时社会各阶层的共识。在清政府＂中学为体,西学为用＂的教育宗旨及相关政策指导,奉天近代教育迅速发展。但各种文献中关于奉天教育变革的具体过程记述较略。本文通过介绍奉天海城地区近代教育变革的具体过程,分析政府教育政策对地方教育改革的影响。     

Federal policies,state responses,and community college outcomes: Testing an augmented Bennett hypothesis

We estimate the impact of increases in Federal student aid and higher education funding, such as the recently proposed American Graduation Initiative (AGI), on the outcomes of community colleges, including enrollments, list and average tuitions, and educational quality. We develop a reduced form model of state-level education policy in which state policy makers, who have objectives that differ from those of Federal policy makers, respond to changes in Federal policies. Our empirical specification treats state and institutional variables as endogenous; we interpret the coefficients as measuring the responses of state and institution officials to changes in Federal policies. We simulate the effects of AGI and find little evidence that states recapture Federal education resources. AGI would have a significant effect on educational quality but a limited effect on enrollments. An equivalent increase in Federal student aid would have greater impact on access and enrollments, but decrease educational quality.     

The Decision to Form the Kangan Committee 1 ‐‐ A Case Study in the Educational Policy Process

This paper examines the decision to form the Interim Committee of Inquiry into Technical and Further Education. In doing so it explores the incremental nature of educational policy‐making in Australia, particularly as it has applied at the federal level. The paper illustrates that the policy process, rather than being goal oriented and rational, is rather a series of adjustments to existing policy, dictated by political expediency, often over many years and changes in governments, which in turn leads to decisions which reflect the instability of their origins. In this case the interim committee which emerged was a consequence of many years of adjustment and realignment of post‐secondary education policy emerging from the federal governments, although the Kangan Committee appears to have emerged almost as an afterthought in the policy process. The decision to appoint the committee was a policy adjustment suited to the political and social circumstances of the time rather than a consequence of a process with clear goals and objectives. Indeed, the consequences of this committee have been far‐reaching and the policies generated as a result of its recommendations (and those of future commissions) are further illustrations of the incremental nature of the educational policy processes at the national level in this country.     

再谈薄弱学校成因

薄弱学校问题既是一个教育问题，也是一个社会问题。它不是由单一因素形成的，而是由教育不均衡发展政策造成教育资源配置不平衡、义务教育统一目标下教育资源投入不足、分级办学管理体制下所产生的投资差异、公民的教育投资意识导致校际差距加大、教育评价制度的缺失以及薄弱学校自身的原因等多种因素综合作用的结果。     

民族院校特色专业创建的理论与实践——以现代教育技术专业为例

甘肃民族师范学院现代教育技术专业创建民族特色专业的实际经验包括:培养少数民族教育技术人才的招生方式;为民族地区培养教育技术人才的就业政策;适应民族地区社会经济发展的专业结构;确立双语教育技术人才的培养目标和培养规格;构建多元文化教育课程体系;设计民族类教学资源等.     

制度变迁理论视野下教育政策执行滞后问题的思考——以师范生免费教育政策为例

教育政策执行滞后是教育政策执行过程中由于各种因素综合作用产生的非正常状态,对于教育政策目标实现、教育政策问题有效解决具有严重负面影响,降低了教育政策的绩效,师范生免费教育政策的执行过程具有典型性。制度变迁理论对于理解和认识教育政策执行滞后具有借鉴意义,以此为基础对于师范生免费教育政策执行过程中的滞后问题进行分析并提出相应对策有助于促使该项政策的顺利执行,提升政策的执行绩效。