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Descriptors:
Evidence; Voluntary Agencies; Foreign Countries; Rewards; Social Control; Government Role; Punishment; Compulsory Education; Educational History; Historiography; Religious Education; Case Studies; Attendance; Discipline; Churches

Abstract:
The historiographical tradition which developed within the history of education from the 1970s regarded religious organisations as distractions from the "real" task of developing state-funded universal compulsory education. Despite more positive evaluations of voluntary agencies within the history of social policy, since the 1980s, the schools affiliated to the national co-ordinating religious societies are still regarded as potential agents of social control, inadequate in numerical terms, with poor standards, dull curricula and brutal discipline. This article seeks to redress the balance of this historiography by means of a case-study of part of the London hinterland. It will show how voluntary schools attached to national and international "modern" co-ordinating bodies might provide sufficient school places, a curriculum which was structured, with results evaluated positively by inspectors, and could operate systems of rewards rather than corporal punishment. Comparisons with the period after school boards were founded indicates that attendance rates stayed about the same, that the curriculum initially narrowed in one area, and that corporal punishment increased. While these factors were due partly to population increase, the evidence nevertheless demonstrates how voluntary schools could provide adequately, even well, for local populations, and that rate-aided school provision might have negative consequences. (Contains 115 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Access to Information; Program Effectiveness; Foreign Countries; Intention; Internet; Access to Computers; Developing Nations; Public Opinion; Government Role; Technological Advancement; Innovation; Surveys

Abstract:
Building public Internet access points (PIAPs) is a significant contribution of governments towards achieving an information society. While many developing countries are investing great amounts to establish PIAPs today, people may not use PIAPs effectively. Yet, the successful implementation of PIAPs is the result of citizens' acceptance to use this opportunity. Hence, based on the Diffusion of Innovation Model, this study aims to detect the determinants of behavioural intention to use PIAPs. Essential data were collected from 3477 users of BELNET PIAPs established by the municipality of Istanbul in Turkey. We found that observability, compatibility and relative advantage all positively impact the intention to use PIAPs. The results reveal academic and practical implications for the future development and implementation of PIAPs. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Comparative Education; Public Sector; Higher Education; Stakeholders; Government Role; Commercialization; Role of Education; Educational History; Private Colleges; Equal Education; Public Policy; Educational Policy; Policy Analysis; Policy Formation; Educational Change; International Education; Politics of Education; Government School Relationship; Governance; Institutional Autonomy

Abstract:
The relationship between the state and higher education institutions has always been a complex one. The "state" itself in this context is a heterogeneous mix of elite people--bureaucrats, politicians, committees of co-opted academics and business leader--and it increasingly faces pressures from diverse stakeholders, including students (themselves an increasingly diverse community), staff, families, employers and businesses (local, regional and multinational). This volume explores the rapidly evolving relationship between the state and higher education in Europe and in East Asia through a combination of empirical studies, secondary analyses and personal observations from many of the leading scholars in the field of comparative education studies. A scenario emerges where the state seeks to encourage stakeholder influence, while, at the same time, acts to moderate such influence in order to ensure that wider objectives are satisfied; markets are controlled, elements of demand and supply are manipulated and funding is targeted to meet particular policy priorities through a model that is described as "controlled stakeholder steering" which offers a new explanation of the relationship between the state and higher education, certainly in the countries addressed in this book. Contents include: (1) The State and Higher Education Institutions: new pressures, new relationships and new tensions (John Taylor); (2) The Changing Roles of the State and the Market in Japanese, Korean and British Higher Education: lessons for continental Europe? (Roger Goodman); (3) Universities, the State and Geography: perspectives from the United Kingdom and Japan (Fumi Kitagawa); (4) State-Academy Relations in the United Kingdom, 1960-2010 (Ivor Crewe); (5) United Kingdom Higher Education and the Binary Dilemma: whatever happened to public sector higher education? (David Watson); (6) What Japan Tells us about the State and the Future of Higher Education in France (Christian Galan); (7) German Higher Education and the State: a critical appraisal in the light of post-Bologna reforms (Hubert Ertl); (8) Reforming Italian Universities: dynamic conservatism and policy change, 1989-2010 (Paola Mattei); (9) Japanese Higher Education and the State in Transition (Motohisa Kaneko); (10) The State and Private Higher Education in Japan: the end of egalitarian policy? (Aya Yoshida); (11) The State's Role and Quasi-Market in Higher Education: Japan's trilemma (Takehiko Kariya); (12) The (Un)changing Relationship between the State and Higher Education in South Korea: some surprising continuities (Terri Kim); and (13) Afterword (Ronald Dore). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Foreign Countries; Labor Market; Small Businesses; Economics; Training; Public Policy; Population Distribution; Employment; Corporate Education; Educational Legislation; Federal Legislation; Government Role; Unions; Educational Development; Federal Regulation; Partnerships in Education; Adult Education

Abstract:
This briefing examines training and development (T&D) in Quebec, one of 10 provinces and three territories that make up Canada. Quebec has three distinguishing characteristics that encourage analysis of its T&D separately from that of Canada as a whole. First, it is the only North American region with a majority francophone population. Second, government regulation of the labour market is the most extensive in North America. Third, the percentage of workers who are unionized is the highest in North America. The authors first outline the background of T&D in Quebec, mainly by describing the evolution of the education system. Second, they explore the legislation which makes compulsory the investment in T&D for organizations that have a payroll exceeding 1 million Canadian dollars (CAD). The briefing highlights the fact that the legislation and concerted action between the social partners are the main determinants of T&D practices in Quebec. Given the importance of small and medium-sized enterprises (SMEs) in the Quebec economy, the authors then present an overview of training practices in SMEs. Despite increased participation and investment in T&D, it is still limited in SMEs and this remains a challenge for Quebec. (Contains 8 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Educational Quality; Foreign Countries; Educational Change; Comparative Analysis; Higher Education; College Faculty; Universities; Competition; College Programs; Undergraduate Study; Qualitative Research; Research Projects; Government Role

Abstract:
Expansion of higher education has been perceived as the major tool through which China can raise its international competitiveness. To raise educational quality, the Ministry of Education initiated a new employment reform and a Teaching Quality Assessment for Undergraduate Programs. In this research, we employed a qualitative method to investigate the changing work life of academics in two universities in the Chinese Mainland: University A, a regional university, and University B, a renowned university. The experiences of the two universities reflect that the reform measures have led to a distortion of academic culture. Besides competing for national research projects, academics at the renowned university conducted research for the governmental sector, while academics in the regional university worked with the market. The government continually used various measures to maintain control over academic work. Most academics felt forced to conform to the reform measures. Within the two sample universities, there were indigenous interpretations of the relationship among the state, the market and academics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Computer Assisted Instruction; Educational Policy; Politics of Education; College Faculty; Teacher Attitudes; Evaluation Methods; Educational Assessment; Government Role; Educational Change; International Education; Educational Technology; Commercialization; Educational Administration; Technical Institutes; Privatization; Neoliberalism; Global Approach; Technology Integration; College Instruction

Abstract:
In this article, the authors argue that educational technology is chiefly and increasingly being used as a tool for the privatization of education and the commodification of people by way of top down evaluative structures put in place by governments in collusion with neoliberal interests. This analysis began as a study that sought to illuminate the reasons why teachers in Taiwanese technical colleges have been reluctant to integrate educational technologies for actual instruction. However, what the authors actually found was that teachers in Taiwan are experiencing a forced obsession with top down evaluations and these evaluations are locking teachers in what may be called an amplifying causal loop. By looking up the proverbial food chain of the top-down evaluations, the authors found socio-political and economic forces at work that were less Taiwanese and more global in scope and character and less about teachers and classrooms and more about the rise of educational administration for neoliberal advancement. This article argues that a collusion between neoliberal interests, an obsession with evaluation, and the uninterrogated implementation of educational technologies are giving rise to processes that are wreaking havoc on the Taiwanese education system and similar processes are at work throughout the world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Social Justice; Role of Education; Democracy; Social Problems; Government Role; Futures (of Society); Educational Trends; Marxian Analysis; Educational Philosophy; Politics of Education; Educational Policy; Educational History; Discourse Analysis

Abstract:
Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida's spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education--having taken on the character of an ontotheological principle--has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Suicide; Foreign Countries; Discourse Analysis; Educational Change; Labor Force; Educational Policy; Newspapers; Teachers; Government Role; Work Environment; Teaching Conditions; Speeches

Abstract:
According to Fanny Law Fan Chiu-fun, the former Permanent Secretary for Education and Manpower, the most significant education policy in recent years in Hong Kong was undoubtedly the new academic structure commonly known as "334." As schools, universities, and the community at large seemed to accept the new academic structure in principle, the areas of contention would mostly lie in the timing and details. Sparked by the suicides of two teachers, a wave of unprecedented protests and opposition against the government's education policy followed, which led to the departure of the former Permanent Secretary for Education and Manpower Fanny Law Fan Chiu-fun and the Secretary for Education and Manpower Arthur Li Kwok-cheung from the education portfolio. This situation suggests that something was wrong with the teachers' working environment. This article aims to make sense of these discursive events through a critical discourse analysis of the "334" education policy with materials taken from documents, speeches, and press releases published by the government as well as newspaper articles drawn from "South China Morning Post," which is a rich source of contested ideas. An eclectic approach is drawn from both "state-centered" and "policy cycle" perspectives synthesized and adopted for this article. Upon this contested terrain in which individual policy actors struggle to achieve the desired political outcomes, the intention of this article is to explore how the state and other interest groups acted, reacted, and interacted in the policy processes of the 334 Education Reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Foreign Countries; Graduate Study; Federal Government; Educational Administration; Vocational Education; Canada Natives; Educational Policy; Professional Associations; Government Role; Graduate Students; College Administration; College Faculty; Educational History; Universities; Professional Education

Abstract:
This report describes programs that require a bachelor's degree, not necessarily in the same field, for entry to the program. They are equivalent to at least one semester of full-time study, with at least some of the instruction delivered face-to-face in British Columbia, Canada. Graduate programs, professional programs such as law and medicine, and post-baccalaureate diploma programs in public, not-for profit, and for-profit institutions are all within its scope. The paper touches on an extensive and representative sample of programs and institutions, but does not provide a complete inventory. The focus is on how programs were established, not on everything that has happened subsequently. Although a few graduate programs existed prior to 1945, postsecondary education in BC until then consisted mainly of undergraduate teaching institutions and various apprenticeship and articling opportunities. With the growth of research funding from the federal government, graduate education began expanding in the 1950s and, by the 1960s, doctoral education had become common. Professional programs had a more varied evolution, with some moving from training provided by the profession into the university and with many raising their entry qualifications to a bachelor's degree. The most recent post-baccalaureate developments have concerned post-degree certificates and diplomas. BC Public Institutions are appended. [For "Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6," see ED536089.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Foreign Countries; Income; Economic Development; Indexes; Social Indicators; Diseases; Gender Differences; Benchmarking; Reputation; Evaluation Methods; Birth; Government Role; Models

Abstract:
This paper calculates a human Wellbeing Composite Index (WCI) for 42 countries, belonging to the European Economic Space, North Africa and the Middle East, as an alternative to the shortcomings of other well-known measures of socio-economic development (i.e. Gross Domestic Product per head and Human Development Index). To attain this goal, different data envelopment analysis (DEA) models are used as an aggregation tool for seven selected socio-economic variables which correspond to the following wellbeing dimensions: income per capita, environmental burden of disease, income inequality, gender gap, education, life expectancy at birth and government effectiveness. The use of DEA allows avoiding the subjectivity that would be involved in the exogenous determination of weights for the variables included in WCI. The aim is to establish a complete ranking of all countries in the sample, using a three-step process, with the last step consisting in the use of a model that combines DEA and compromise programming, and permits to obtain a set of common weights for all countries in the analysis. The results highlight the distance that still separates Southern Mediterranean countries from the benchmark levels established by some European countries, and also point to the main weaknesses in individual countries' performance. Nordic countries, plus Switzerland, top the list of best performers, while Mauritania, Libya and Syria appear at the bottom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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