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Descriptors:
Foreign Countries; Educational History; Latin American History; Historiography; Government School Relationship; Public Education; Elementary Education; Public Schools; Privatization; Citizenship Education; Culture; Sex Role; War; Violence; Educational Research

Abstract:
ISCHE 33 was convened in San Luis Potosi to re-examine a relationship--that between society, education and the state--that had been largely taken for granted in official histories of education of modern nations. This theme was inspired by the bicentenary celebrations of the relatively early nineteenth-century movements (from 1804 to 1824) that instated independent nations in most of Latin America. National educational systems, there and elsewhere, were created largely with the aspiration of building uniform, modern nations of equal, illustrated citizens, yet research has shown that they also organised diversity and reproduced inequalities, creating and separating categories of class, gender, religion, ethnicity, race, generation, status and ability. ISCHE 33 brought historical research to bear upon the very categories used to talk about education. In this article, the authors first present discussions on this theme that have emerged in the historiography of Mexico, the venue of the conference. They then examine alternative conceptual tools, with reference to the papers in this special issue, used to study the actual configurations that have joined or opposed actors identified with the "state" or "society". By historicising these concepts, rather than assuming them as constants, one may gain insight into the particular import and alignment of the social and political collectivities involved in education. (Contains 49 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:
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:
Child Welfare; Intervention; Social Services; Literacy; Public Agencies; Foreign Countries; Males; Interviews; Homeless People; Psychology; Undergraduate Students; Program Evaluation; Games; Team Sports; Sociocultural Patterns; Peer Relationship; Program Descriptions; Safety; Government School Relationship; Children

Abstract:
Street children are the most excluded group of people in any society. The general attitude towards them is to criminalise and pathologise. The "To-gather with Children Project" (TCP) has been developed by the Maltepe University Research and Application Centre for Street Children (SOYAC) in Istanbul and implemented in conjunction with the General Directorate of Social Services and Child Protection Agency (SHCEK). SHCEK is the core state agency responsible for street children and their protection in Turkey. The TCP started in September 2010. Within the scope of this project, undergraduate psychology students visited SHCEK organisations for three hours on a weekly basis to engage with the children in joint activities that ranged from games and sports to training programmes, including helping the children with literacy skills. In June 2011, in-depth interviews were carried out with the children and their service providers for the purposes of evaluating the project. Findings are discussed from the Sociocultural Activity Theory, Child's Perspective, and Peer-based Intervention. This paper explores the outcomes of this research, which strongly put forward the importance of government-university partnership, of creating a socially safe environment through social partnership including peer-based intervention in working with street-involved children. (Contains 2 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; Nationalism; Teacher Role; College Faculty; Correlation; Scholarship; Government School Relationship; Scientific Research; Political Attitudes; Surveys; Immigrants; Professional Identity; Self Concept

Abstract:
Historically, the changing roles of academics have often been associated with changing relations between scholarship and the state. What functions did the state expect scholars to fulfill? Using a historical-biographical approach, this essay considers the example of early nineteenth-century astronomer Ferdinand Rudolf Hassler, who immigrated to the United States from Switzerland in 1805 and whose contributions to various scientific projects during the next decade (i.e., the final decade of the Napoleonic Wars) revealed a key shift in modern academic identity--a shift from cosmopolitanism to nationalism shaped by the political anxieties and geopolitical uncertainties of his time. Hassler's involvement with a US coastal survey and the construction of a US national observatory raised doubts about the extent to which a scholar (particularly an immigrant scholar) could be a "cosmopolitan" and a "servant of the state" simultaneously. Hassler, like others of his generation, failed to balance these competing and perhaps fundamentally incompatible roles. His case, together with his own commentary on his experiences, sheds light on similar dilemmas facing so-called global scholars today. 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; Instructional Leadership; Mentors; Program Development; Leadership Training; Administrator Education; Program Descriptions; Assistant Principals; Government School Relationship; Administrator Attitudes

Abstract:
In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university-government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project. 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:
Higher Education; Educational Change; Institutional Autonomy; Performance; Public Policy; Social Action; Government School Relationship; Foreign Countries

Abstract:
The main aim of this article is to contribute to the understanding of organizational autonomy and control in higher education reform and related expectations as regards the performance of universities. Our analyses draws on principal-agent models as a normative theory of policy reform, and institutionalist approaches in public policy and institutional design as an analytical theory of policy reform. We discuss how the dominant narrative of political reform moves away from traditional beliefs in university autonomy that are built on institutional trust and linked to professional autonomy. In the emerging narrative of political change, autonomy becomes re-defined as the "new organizational autonomy" of universities as both strategic actors and as an addressee of governmental control. The concept of "regulatory autonomy" captures the use of organizational autonomy of universities as a tool of a new regime of governmental control. Exemplified by the Dutch case, we analyze autonomy policies for strengthening managerial discretion and internal control of universities that are combined with regulatory policies for external control that steer organizational choices. Regulatory autonomy thus aims at aligning universities more closely with governmental goals and improve respective performance. Our literature review shows, however, that there is scarce, inconclusive and methodologically problematic evidence for a link between "organizational autonomy and performance". We point at promising avenues for further research on autonomy and performance as two core concepts in the contemporary higher education debate. 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; Science Achievement; Science Education; Scientists; Pedagogical Content Knowledge; Case Studies; Partnerships in Education; Educational History; Middle School Students; Pilot Projects; Barriers; Program Implementation; Educational Environment; School Culture; Science Instruction; Science Teachers; Program Effectiveness; Research and Development Centers; Government School Relationship; Intermediate Grades

Abstract:
The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers' science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes. 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; Higher Education; Educational Policy; Community Colleges; Bachelors Degrees; Enrollment Management; Credentials; Government School Relationship; Administrative Change; College Applicants; Vocational Education; Undergraduate Study

Abstract:
Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio-cultural aspects of higher education systems in policy design, particularly the role of legitimacy. (Contains 1 table and 1 figure.) 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:
Higher Education; Stakeholders; Foreign Countries; Mixed Methods Research; International Education; Educational Policy; Sampling; Competition; Universities; Educational Quality; Government School Relationship; Governance; Educational Attitudes

Abstract:
The study investigated the stakeholders' perceptions of South Korea's higher education internationalization policy. Based on the research framework that defines four policy values--propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders' perceptions. According to the findings, the stakeholders perceived that the government's internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities. 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:
Higher Education; Government School Relationship; Work Experience; Experiential Learning; United States History; Land Grant Universities; Innovation; Competition; Global Approach; Engineering; Manufacturing; Universities

Abstract:
Congress should establish an initiative to designate 20 institutions of higher education as "U.S. Manufacturing Universities" as part of a needed push to strengthen the position of the United States in the increasingly innovation-driven global economy. In 1862, Congress passed the Morrill Act, which established land-grant colleges to promote learning in "agriculture and the mechanic arts." These colleges played a key role in enabling the United States to later take the lead in the mechanization of agriculture and the industrialization of the economy. Today, the challenge is even greater as America competes against a wide array of nations seeking to win the race for global innovation advantage, especially in advanced manufacturing. A new cadre of federally-designated "Manufacturing Universities" that revamp their engineering programs with particular emphasis on work that is relevant to manufacturing firms while providing engineering students with real-world work experience should be part of the solution. [Additional funding was provided by F. B. Heron Foundation.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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