河南省经济社会发展综合评价与政策建议

科学地评价河南省经济社会发展状况是制定发展战略的基础.本文在运用主成分分析法对河南省"九五"以来的经济统计数据进行综合评价的基础上提出了河南省经济社会发展的政策建议.     

教育政策的运行原则与效率分析

准确把握正确的教育政策运行原则,是提高教育政策运行效率,以图最大限度地发挥教育政策的积极作用的重要前提条件.教育政策的运行组织和个人要按照教育政策运行的原则要求,在实践中逐步完善政策过程,从而达到提高政策效率的目的.在教育政策的运行过程中,作为代表国家、代表政府行使公权力的教育政策运行组织和个人,一定要注意把握好政策过程的动态性、主动性、组织性和协调性的原则要求,找出目前我国教育政策效率低下的问题以及问题产生的深层原因,并结合实际,提出有针对性的对策和措施,从而以高效率的教育政策运行促进教育政策的不断创新与完善.     

我国高等教育政策分类研究——从理论到经验

政策类型研究是公共政策研究的前沿领域.目前,国内尚没有专门的教育政策分类研究.国外的政策类型研究虽然起步较早,但在理论和方法上仍面临挑战,类型的操作性问题没有很好地解决.针对国内外教育政策分类研究的现状,本文对我国高等教育政策进行了理论与经验相结合的分类尝试.分类基于高等教育政策本质上是对高等教育领域中价值的权威性控制这一基本定义,围绕价值和控制两个基本变量,在提出理论类型假设的基础上,对1979-1998年国家高等教育法规政策文本进行大样本的编码统计,并结合聚类分析技术对理论类型假设进行经验检验,最后论文提出十一种具有研究效度和信度的高等教育政策类型.     

构建全民教育质量评估体系的蓝图--《2005全球全民教育监测报告》述评

2000年的世界全民教育论坛通过了《达喀尔行动纲领》,提出了“全面提高教育质量”的目标,教育质量逐渐为人们所关注和重视。2004年11月,联合国教科文组织(UNESCO)公布了《2005全球全民教育监测报告》(EFA Global Monitoring Report 2005),为教育质量指标体系的建立起了重要的推动作用。本文在介绍其产生背景、发展历程以及主要内容的基础上,分析了报告的成效与意义。     

北京市个人住房消费信贷风险成因及对策研究

对北京市个人住房消费信贷风险成因进行了详细分析,借鉴国内外先进的风险管理理论和技巧,探索和研究如何将风险管理策略引入北京市个人住房消费信贷业务,从银行内外四个方面建立起适合北京市的个人住房消费信贷风险防范体系。     

20世纪英国科技政策的研究

梳理20世纪英国学术界有关国内科技政策研究的演化脉络,从一个侧面介绍英国学术界的变化趋势和学术与政治之间的微妙互动。     

20世纪80年代后我国大学教师发展政策研究

文章对20世纪80年代以后我国大学教师发展的政策进行了梳理,提出了大学教师政策发展的三个阶段,并从政策理念、政策价值取向、政策动因等方面分析了政策的主要特征及存在的不足,并提出了相关的政策建议。     

From objects to subjects: Repositioning teachers as policy actors doing policy work

Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.     

Can social integration in schools be mandated: Evidence from the Right to Education Act in India

Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.     

Special educational needs and inclusion,moving forward but standing still? A critical reframing of some key issues

This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.