Equity in education in Chile: The tensions between policy and practice

The article examines education policy in Chile after the return to democracy in 1990 from an equity perspective. Since then, policies have aimed for continuity, coherence and complementarity with the aim of furthering national development, promoting social mobility, and equitable access to quality education at all levels. However, Chile faces the challenge of implementing equity-oriented policies within the legal confines of an education system constructed under the neoliberal model which was introduced by the military government (1973–1990). This has resulted in tensions between policy and practice, which have constrained the role of the state in a highly marketised system in its efforts to distribute quality education more equitably.     

Gender and sexuality in young children's perspectives of AIDS

Abstract

Responses to AIDS have often neglected children. Drawing on a qualitative study of young children aged 7–9 years, this paper draws attention to their understandings of HIV and AIDS. It is argued that young children are able to give meaning to the disease in ways that link to their social contexts, where gender inequalities and sexual violence are common. Sexuality is a key dimension through which they express knowledge of the disease. Young children do know the links between sex and AIDS, and connect vulnerability to the disease in gendered ways. To address the missing voices of young children requires coordinated efforts, requiring systemic responses which support teachers in initiatives to address taboo subjects like sexuality, as well as the pervasive poverty in which the children in our study are located.     

Implementing government policy on ICT in education: Lessons learnt

This paper examines lessons learnt from national research and evaluation studies of ICT in schools in the UK. From research on policy implementation and reform in education, it is well known that change is either very slow or tends to fail. Implementation is a complex procedure, not a direct translation from government policy to practice. Alongside documentary analysis of national evaluation reports, the analysis provides a framework for understanding the implementation process, which exemplifies the structural procedures involved. Government policy has to be filtered through macro, meso and micro levels, as policy is mediated through national agencies (macro), regional agencies (meso) down to individual schools and teachers at the micro level. The analysis identified five key areas that were problematic regarding government policy implementation. These related to management, funding, technology procurement, ICT training and impact on pedagogy. Specifically these were (1) the multi-agency nature of the initiatives in the UK and their leadership; (2) funding disparities that emerged and (3) how these impacted on differential technology resourcing and procurement between schools; (4) the UK’s national ICT training programme for serving teachers; and (5) the impact on pedagogy, of which the latter to date, has been more limited than politicians had hoped. The analysis indicates that policy aims can be achieved if an awareness of the complexity of the implementation process is maintained. This necessitates an understanding of the fact that it is a fluid, non-linear, reiterative process in which key factors are dynamically inter-related: namely, ICT needs to be implemented on multiple fronts, both materially in terms of an ICT infrastructure and culturally in terms of generating an ethos that values ICT for classroom practice. Attending to the multidimensionality of ICT policy implementation aids the management of the change process at the local level of the school. This allows for an understanding of the ways in which teachers interpret policy and engage in implementation of ICT at the local level.     

Towards comprehensive sexuality education: a comparative analysis of the policy environment surrounding school-based sexuality education in Ghana,Peru, Kenya and Guatemala

The successful implementation of comprehensive sexuality education (CSE) programmes in schools depends on the development and implementation of strong policy in support of CSE. This paper offers a comparative analysis of the policy environment governing school-based CSE in four low- and middle-income countries at different stages of programme implementation: Ghana, Peru, Kenya and Guatemala. Based on an analysis of current policy and legal frameworks, key informant interviews and recent regional reviews, the analysis focuses on seven policy-related levers that contribute to successful school-based sexuality education programmes. The levers cover policy development trends; current policy and legal frameworks for sexuality education; international commitments affecting CSE policies; the various actors involved in shaping CSE; and the partnerships and coalitions of actors that influence CSE policy. Our analysis shows that all four countries benefit from a policy environment that, if properly leveraged, could lead to a stronger implementation of CSE in schools. However, each faces several key challenges that must be addressed to ensure the health and wellbeing of their young people. Latin American and African countries show notable differences in the development and evolution of their CSE policy environments, providing valuable insights for programme development and implementation.     

Reforming special education in Scotland: tensions between discourses of professionalism and rights

In 2001, the (then) Scottish Executive embarked on a process of reform of the SEN framework in Scotland. This paper analyses negotiations between different social actors, principally local authority staff and parents, in the formation of the legislation and its subsequent enactment. Data are drawn from an analysis of responses to consultations, official statistics and parent and local authority staff perceptions of the reforms as revealed in questionnaire surveys. It is argued that policy frameworks based on professionalism and bureaucracy have tended to dominate in Scotland, with a rights framework emerging much more recently. The legislation attempts to strike a balance between the different actors, although, in implementing the legislation, local authorities have sought to neutralise aspects which they felt tipped the balance of power too far in favour of parents. Parents have responded by campaigning as citizen‐consumers, and appear to be having a growing influence on Government.     

Language and literacy on the ground: disconnects between government policy and employer perspectives

Education to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic diversity and judge migrant employees in subjective, complex ways. These employers tend to see effective communication as embedded in the cultures and relationships of their workplaces. Yet, they also tend to form negative judgments about employees based on dominant policy discourses and popular images of migrants as Others. The implications challenge government policy but at the same time point to spaces for critical work on change.     

Conscientious internationalisation in higher education: contextual complexities and comparative tensions

Asia Pacific Education Review - In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de...     

Special Education in American Charter Schools: State level policy,practices and tensions

The US charter school movement is based upon the supposition that granting individual public schools increased autonomy from state and district rules and regulations in exchange for more accountability will foster the creation of innovative, effective and efficient schools. However, while state charter school laws free these schools from various state and district rules and regulations, the schools must still operate within the civil rights parameters legislated by federal statutes. Of particular import are federal laws that guarantee that children with disabilities receive a free appropriate public education. Project SEARCH, a 3 year qualitative study of special education in US charter schools revealed that there is a fundamental philosophical gap between the individualised, autonomous nature of charter schools and the highly regulated nature of special education. The philosophical gap is complicated by some charter schools' inability to amass the fiscal and human capacity needed to meet the needs of individual children with disabilities.     

The general education initiative in Hong Kong: organized contradictions and emerging tensions

In 2012 all Hong Kong universities will be extending the length of the undergraduate degree from 3 to 4 years and adding General Education as a degree requirement. This reform initiative represents a unique case of comprehensive organizational change of higher education on an unprecedented scale. This paper examines several of the most significant contradictions and tensions facing this initiative—the current structure of higher education based on the British system and the prevailing culture of teaching and learning in Hong Kong. The nature of these pre-existing conditions, and their contradictory relationship to the substance and purpose of general and liberal education, are outlined. The contradictions and tensions generated by the general education initiative are situated within the larger organizational tension between theory and practice, and structure and action. The paper delineates some of the strategies developed to address the existing and emerging tensions.     

中央政府与社会教育:理学教育的视角

社会教育由于其在社会治理与发展中的重要作用而被人们所重视。理学教育家也极为关注社会教育问题,对于如何推行社会教育进行了诸多的思考与探索。理学教育家认为,在社会教育的网络体系中,中央政府处于最高的决策与管理地位,发挥着非常重要的作用。对于中央政府如何确定自身在国家社会教育中的地位并充分发挥其作用,理学教育家提出了一些很有价值的建议。     

Development of private higher education in Macau: Exploring the relationship between government and private sector

The development of private higher education in Macau has experienced rapid growth in the past two decades. The purpose of this paper is to understand this trend by investigating the facts and figures supplied by official sources and to analyze the role between the Government and the private sector. This paper shows that the attitude of the Macau Government is neither authoritative nor laissez-faire toward private higher education. On the one hand, the Government is investing heavily in the public sector. On the other hand, it is assisting the private sector by various means. However, there is a lack of systematic planning in the area of public-private partnership. There are also two issues which may hinder the current development of private higher education. They are an outdated legal framework and a lack of standardized quality assurance measures.     

跨国教育的发展现状与政策建议

Ever since the transnational education trend took off since the 1980s, transnational education has come to bearing political, economic and cultural implications. Different approaches have been formulated to achieve specific policy objectives by both importing and exporting countries. Such approaches demonstrate a four dimensional composition, which includes generating economic revenue, boosting capacity building, developing human resources and promoting international understanding. Transnational education is, to a great extent, economically oriented and has now become dominated by market principles. In addition, it is characterized by its borderless nature and the innovation of delivery models. Alongside the opportunities, transnational education tends to erode national educational sovereignty and threatens cultural security of importing countries, undermines the public nature of education, and challenges the existing institutional arrangements for quality assurance, accreditation and qualification recognition in higher education. With recent global education trends in mind, China urgently needs to adopt adequate measures to ensure a sustainable and healthy development of transnational education.     

英、德职业教育体系差异的政策分析及启示

英国职业教育体系的结构化水平远不如德国,导致这一差异的重要原因在于长期以来两国的政策取向不同。其经验表明“市场化”并非职业教育发展政策的明智选择。在我国职业教育发展正面临错综复杂的诸多问题的关键期,政府应当从战略高度承担起其主要责任。     

Discourses of partnership in initial teacher education in Scotland: current configurations and tensions

This article presents some of the Scottish findings of a comparative research project (2002–2004) which examined the ways initial teacher education (ITE) policy and practice take place in two of the four major components of the UK, England and Scotland. Debates about the nature of professional knowledge, where it resides and who owns it continue to play a central role in the development of initial teacher education arrangements as they currently stand in Scotland. The way university providers, schools and policy groups are positioned in the debate varies according to what their primary function is and how initial teacher education features on their agenda. In this article the authors investigate the conceptions, expectations and aspirations of a selected sample of policy actors, university‐based and school‐based ITE staff, and discuss implications for policy and practice in initial teacher education in Scotland.

Cet article présente une partie des résultats Ecossais d'un projet de recherche comparatif (2002–2004), et qui s'intéresse aux politiques et aux pratiques de formation initiale des enseignants en Angleterre et en Ecosse. Le domaine de la formation des enseignants en Ecosse continue à faire l'objet de questionnements sur la nature du savoir professionnel des enseignants ainsi que comment, et où, celui‐ci s'acquiert. La position des principaux acteurs dans ce débat—universités, écoles et instances professionnelles et politiques spécifiques au contexte écossais‐ varie suivant que la formation initiale des enseignants occupe une place prépondérante ou secondaire dans leur mission première. Cet article examine les conceptions, les attentes et les aspirations d'un échantillon d'acteurs regroupant des représentants de groupes professionnels et politiques, des formateurs universitaires et des formateurs de terrain, et envisage les implications politiques et pratiques pour la formation initiale des enseignants en Ecosse.

El presente artículo presenta algunos de los resultados sobre Escocia, en el marco de un proyecto de investigación comparativo (2002–2004) el cual examina las formas en las que la política y práctica de la educación inicial del maestro (ITE) se realiza en dos de los cuatro mayores componentes del Reino Unido, Englaterra y Escocia. Debates sobre la naturaleza del conocimiento profesional, en dónde reside y quién lo posee continúa jugando un rol central en el desarrollo de la educación inicial del maestro tal y como se realiza en Escocia actualmente. La manera en que los proveedores de las universidades, escuelas y grupos políticos están posicionados en el debate varía de acuerdo con su función principal y la manera cómo la educación inicial del maestro trata sus intereses. En este artículo, los autores investigan las concepciones, expectativas y aspiraciones de una muestra seleccionada de actores políticos y equipo de trabajo universitario y escolar del ITE, y analiza sus implicaciones para la política y práctica de la educación inicial del maestro en Escocia.

Dieser Artikel berichtet ueber die Schottischen Ergebnisse einer vergleichenden Studie (2002–2004), sie untersucht, in welcher Weise sich Politik und Praxis in der Lehrerausbildung manifestieren in den zwei der vier Laendern des Vereinigten Koenigreiches, England und Schottland. Diskissionen ueber die Art des professionellen Wissens, wo es liegt und wem es gehoert spielt eine zentrale Rolle in der Entwicklund der Lehrerausbildung wie sie im Moment ist. Die Art und Weise wie sich die Universitaeten, Schulen und politische Gruppen positionieren in der Debatte variiert, je nachdem was ihre wesentliche Funktion ist und wie wichtig die Lehreausbildung ihnen ist. In diesem Artikel untersuchen die Autoren die Auffassungen, Erwartungen und Aspirationen einiger ausgewaehlter Politiker, Personal in der universitaeren und schulischen Lehrerausbildung und diskutieren Implikationen für Politik und Praxis in der Lehrerausbildung in Schottland.     

Lifelong Learning on Either Side of the Border: the effects of government policy on adult education in The Netherlands and Belgium

Although there is a tendency to develop policy plans on adult education at a European level, there are still large differences between the various EU countries. These national policy contexts depend on historical, cultural, economic and political factors and can have a profound impact on the way adult education is shaped and developed within a country. Two examples of such policies are presented to clarify this point. In the Netherlands, there is a strong emphasis on the vocational side of adult education. This is for a large part the result of the introduction of the Law on Adult and Vocational Education ( Wet Educatie en Beroepsonderwijs ) in 1996. The non vocational branch of the sector was rather marginalised by this new law. In Belgium, there has been a great effort to support, develop and streamline non vocational adult education. The special Flemish government decree ( Decreet betreffende het sociaal-cultureel volwassenenwerk ) of 2003 was very important in that regard. This decree regulates all aspects of non vocational education or socio-cultural work, including funding and quality assurance. Although the Flemish decree could be seen as a good practice of upgrading non-formal adult education through legislation, it could also be considered a typical Flemish case, rooted in the traditions of adult education in Flanders.     

Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus

Tertiary Education and Management - The paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the...     

Reforming further education teacher training: a policy communities and policy networks analysis

Throughout the 1980s and 1990s teacher preparation for the schools sector in the United Kingdom was subject to a series of reforms and innovations including the establishment of new institutional arrangements to oversee the sector, namely the Teacher Training Agency (TTA – now the Training and Development Agency, TDA). Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have also been subject to scrutiny and a wide‐ranging reform agenda has been put forward by the Government. This paper examines the key reforms using a three stage model to analyse the policy development process and discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders. Contrasts are made with the approach adopted by the TTA during the reform of teacher training for school. The paper concludes with a tentative assessment of the progress of the reform agenda and the identification of a number of salient issues that warrant further research.