Universal,but not free: Household schooling costs and equity effects of Uganda’s Universal Secondary Education policy

A general consensus regarding universal schooling policies is that they have boosted enrollments while ignoring the quality of learning, although there is burgeoning research interest in the extent to which such policies have contributed to more equitable educational delivery. This paper analyzes household and school level effects of Uganda’s Universal Secondary Education (USE) policy, launched in 2007. We rely on data drawn from the Uganda National Panel Survey (UNPS) rounds in 2005 and 2009–11, which are included as part of the World Bank’s Living Standards Measurement Study (LSMS). We find that receipt of the USE capitation grant has increased substantially for most pupils, and is associated with a 60% reduction in household spending on education per child, at the lower secondary level. At the same time this relationship does not differ by wealth or by region. Further, we do not find evidence to suggest the policy boosted school attendance or retention, at the lower secondary level. Overall, our findings suggest a need for greater attention to the equity effects of universal education policies.     

Unravelling continuous assessment practice: Policy implications for teachers’ work and professional learning

Assessment policy in some countries continues to promote the use of continuous assessment (CA) within classrooms. Several policy claims have been made about the potential of CA to improve education. Using data from a 2010 evaluation of the Trinidad and Tobago Continuous Assessment Programme (CAP), canonical correlation analysis (CCA) was used to unravel the pattern of relationships between institutional variables, professional learning, teacher beliefs, and CA components. The CA components measured were (1) overall use, (2) multiple assessment formats use and (3) formative feedback use. Each CA component was shown to be associated with different variables, with overall use related to several teacher belief factors such as extra-role behaviour. However, multiple assessment formats use added only a small amount of unique variance to the CCA solution. Moreover, the canonical variate for formative feedback use was not statistically significant. These findings have implications for CA as a policy tool. Successful implementation of CA may require high quality professional learning as well as teacher workforce remodelling. Even when implemented successfully, however, CA may not be a useful vehicle for promoting high quality formative assessment or use of multiple assessment formats.     

印度教育“保留政策”问题探析

保留政策是印度政府为保障"落后"民族和弱势群体制定和实施的一项特殊优惠政策,其中一项规定是,为"落后"民族和弱势群体在高等教育机构中保留一定比例的名额.然而,该项政策的制定和实施以及名额分配问题引起了印度社会的广泛争论,甚至引发出深刻的社会矛盾.本文重点考察了印度教育保留政策的历史发展以及由此引发的种种纷争,并试图对保留政策本身存在的问题进行客观评述.     

基于和谐:国际初等教育政策的价值取向及对中国的启示

国际初等教育政策的价值取向,是以促进初等教育自身结构及与整个教育体系和谐发展,促进人与社会以及儿童自身和谐发展为核心和旨归的。具体表现为:教育发展与投入政策的优先取向,教育机会与资源配置政策的均衡取向,教育管理与体制政策的民主取向,教育目标与质量政策的人本取向。这对我国现阶段初等教育政策的制定和完善,以及和谐教育理论与实践的探索,具有重要的借鉴意义。     

推进高等教育通向农村存在的问题及对策

推进高等教育通向农村,提高我国农村人力资源素质,是发展现代农业的必由之路。本文从发展现代农业的视角分析了推进高等教育通向农村的客观必然性,探讨了高等教育通向农村存在的问题,提出了进一步推进高等教育通向农村的几点对策建议。     

香港中文教育政策述评

香港特区政府以“两文三语”为目标的中文教育政策,是香港总体语言政策的构成部分,文章从推广普通话、推行母语教学、以普通话教授中文及推行简化字等方面对此进行了述评。     

改革开放以来党的私营经济政策的演变

改革开放以来我党对私营经济的政策可以划分为四个阶段:即从初期的"看一看"、十五大前的"社会主义公有制经济的补充"、十五大的"社会主义市场经济的重要组成部分",到十六大的"必须毫不动摇地鼓励、支持和引导非公有制经济发展",这说明,随着改革开放的不断深入,党对私营经济的政策越来越完善,私营经济也在不断地发展壮大。     

教育政策活动中的价值问题

教育政策活动中,政策价值选择和价值实现往往面临许多矛盾和冲突,如结构与功能的矛盾、价值与事实的矛盾、强势与弱势的矛盾、利益与代价的矛盾等.这些矛盾冲突导致形成了教育政策活动中的主要价值问题,如政策选择的模式、政策决策的尺度、弱势补偿、政策代价等.认识、分析和解决这些问题,是保证教育政策获得合法性和有效性的前提.     

何如璋与新朝鲜政策的实施

在清政府新朝鲜政策形成和实施的过程中，驻日公使何如璋是一个关键性的人物。他的对朝外交思想和实践，直接导致了《朝美通商条约》的签定，从而对朝鲜乃至东亚的局势都产生了深远的影响。与此同时，何如璋的外交思想和清政府的新朝鲜政策，又具有介于传统与现代之间的过渡性特征，其成败得失都与此密切相关。     

浅析"法轮功"邪教成员的心态及相应的帮教政策

本文试从分析"法轮功"构成群体的特征入手,分析其加入"法轮功"的不同目的和心态.对症下药,制订出相应的帮教政策,使之不仅从政治上,而且从思想上彻底根除"法轮功".