Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1.
Fan, Guorui.
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. - 1st ed. - 1 online resource (425 pages)
Handbook of Education Policy Studies -- Introduction: Education Policy and Reform in the Changing World -- Education Change and Development in the Social Change -- The Perspectives and Paradigms of Education Policy Studies -- The Problem-Solving Studies -- The Empirical-Analytic Studies -- The Historical and Cultural Studies -- The Structure and Main Content of the Handbook -- References -- Acknowledgements -- Contents -- Contributors -- Part I: Values, Quality, and Education Policy -- Chapter 1: Beyond the Western Horizon: Rethinking Education, Values, and Policy Transfer -- 1.1 Introduction -- 1.2 Limits of Current Approaches -- 1.2.1 A New Framework for Education Policy Borrowing -- 1.3 Toward Multiple Global Trajectories: Agenda for Education Policy Research -- 1.3.1 Rewesternization -- 1.3.2 Reorientation to the Left -- 1.3.3 Dewesternization -- 1.3.4 The Decolonial Option -- 1.3.5 The Spiritual (Ontological) Option -- 1.4 Challenges to the Next Generation of Research -- 1.5 Conclusion -- References -- Chapter 2: Education Policy: Development and Enactment-The Case of Human Capital -- 2.1 Education Policy and Policy Processes -- 2.2 Policy Development and Enactment -- 2.3 Policy and Purpose -- 2.4 Globalization and Educational Policy -- 2.5 Economic Globalization and Human Capital -- 2.6 Human Capital and Education Policy -- 2.7 Conclusion -- References -- Chapter 3: Elites and Expertise: The Changing Material Production of Knowledge for Policy -- 3.1 Introduction: Elites, Expertise, Knowledge, Policy -- 3.2 The Pre-digital Production of Knowledge for Policy -- 3.3 Changing Knowledge Production -- 3.4 Discussion -- References -- Chapter 4: The National Concept of Education Quality -- 4.1 Ensuring Appropriate Education Quantity Is the Foundation of Improving Education Quality. 4.2 Quantity: Appropriate Education Quantity Is the Foundation of Improving Education Quality -- 4.3 Education Structure: Appropriate Structure Is the Framework of Education Quality -- 4.4 Education Equity: Equity Is Integrated to Education Quality -- 4.5 Excellent Teachers: Teachers Are Key to Improving the Quality of Education -- 4.6 Educational Innovation: Innovation Is at the Core of Improving Education Quality -- References -- Part II: Education Policy and Reform -- Chapter 5: Education Reform Phenomenon: A Typology of Multiple Dilemmas -- 5.1 Introduction -- 5.2 Orientation Dilemmas Between Globalization and Localization -- 5.3 Paradigm Dilemmas in Education Reforms -- 5.4 Financial Dilemmas Between Public Interest and Privatization -- 5.5 Resources Dilemmas Between Parallel Initiatives -- 5.6 Knowledge Dilemmas in Planning and Implementation at Different Levels -- 5.7 Political Dilemmas Between Multiple Stakeholders -- 5.8 Functional Dilemmas Between School-Based Management and Central Platform -- 5.9 Conclusion: A Typology of Multiple Dilemmas -- References -- Chapter 6: Changes in Educational Institutions in China: 1978-2020 -- 6.1 Research Approach -- 6.2 The Historical Context of Educational Changes in China -- 6.3 Changes in Educational Institutions: Seeking Appropriate Tension and Stimulating Vigor -- 6.3.1 To Adjust the Central-Local Relationship and Promote Integration of Top-Level Design and the Local Exploration of Educational Institution Changes -- 6.3.2 To Rationalize Inter-Government Relationships and Establish and Perfect the Mechanism of Governmental Coordination and Inter-Provincial Consultation -- 6.3.3 To Streamline Administration and Decentralize, Fair Supervision, Service Optimization, and New-Style Government-School Relationship Reconstruction. 6.3.4 To Actively and Steadily Use Social Organization and Market in Education -- 6.3.5 To Expand School Autonomy and Vitalize Schools -- 6.4 Educational Institutional Changes and Laws -- 6.5 Concluding Remarks -- References -- Chapter 7: Social Inclusion/Exclusion of Youth and Rhetorical and Symbolic Illusions of Social Change in Recent Spanish Education Policy -- 7.1 History and Politics in the Construction of Education Policy in Contemporary Spain -- 7.1.1 In Search of Compensatory Legitimation of the Dictatorship -- 7.1.2 Political Democracy vs. Educational Democracy -- 7.2 New Political Changes, New Educational Changes Ending in a Great Recession -- 7.3 Young Spaniards' Social Awareness of Education -- 7.3.1 Study Topics, Young People's Characteristics, and Family Backgrounds -- 7.3.2 Meritocracy as Motto: Faith in the School as a Means to Achieve Equality -- 7.3.3 Internationalization of Spain: Scepticism on the Advantages of the European Union -- 7.3.4 Self-Confidence for School Success and Obtaining Education Credentials -- 7.3.5 Myths about the Ideal Job in Time of Uncertainty: Job Stability and Remuneration -- 7.3.6 Exclusion and Integration: The Result of Personal Acts by the Individual, Not Family or Social Influence -- 7.3.7 Post-compulsory Studies: Differentiated Educational Expectations for Access to University or VET -- 7.4 Discussion: A Story of Light and Shade on Politics, Policy, and Educational Reforms for Young People in Spain -- 7.5 The Relevance of Educational Research in the Forming of a European Union Policy: By Way of Conclusion -- References -- Part III: Government, and Education Governance -- Chapter 8: Retrospect and Prospect: Overview of 30 Years of Education System Reform in China -- 8.1 Global Reconstruction of Public Education -- 8.1.1 Common Issues Faced by Different Countries. 8.1.2 Redefinition of Governmental Educational Functions -- 8.1.3 Means of Reforms in Marketization and Privatization -- 8.1.4 Major Measures to Reconstruct Public Education -- 8.2 China's Educational Reform Since the 1980s -- 8.2.1 The Emergence of Educational Reform in China -- 8.2.2 Three Phases of the Reform and Educational Institution -- 8.2.2.1 The First 10 Years -- 8.2.2.2 The Second 10 Years -- 8.2.2.3 The Post Reform Era -- 8.3 Several Conjectures on the Educational Future of China -- 8.3.1 How to Handle the Relations Between State and Government and Between Government and School -- 8.3.2 How to Uphold the Public Nature of Education -- 8.3.3 How to Handle the Relationship Between Education and Market -- 8.3.4 How to Design Future Educational Reform -- References -- Chapter 9: From Government to Governance: The Incorporation of Managerial Regulation at the Ministry of Education in Israel -- 9.1 Introduction -- 9.2 Theoretical Background -- 9.2.1 From Government to Governance: The Incorporation of NPM and NPG in Education -- 9.3 Methodology -- 9.3.1 Actor Network Approach (ANT) and Governance Network: Managerial Assemblage and Tri-Sector Assemblage -- 9.4 The Emergence of the Governance Network in the Israeli Public Administration: Governmental Governance Network -- 9.4.1 The Governmental Managerial Assemblage -- 9.4.2 Governmental Tri-Sector Cooperation Assemblage -- 9.5 The Governance Network in the Ministry of Education -- 9.5.1 The Managerial Assemblage -- 9.5.1.1 The Establishment of the Planning and Strategy Department and the Incorporation of a Managerial Culture -- 9.5.1.2 Main Actors: "Education Picture," "Present," "Work Plan," and "Strategic Plan" -- 9.5.1.3 Young Officials with Public Policy Background, Forum of Planning Appointees, and Consulting Firms -- 9.5.2 The Tri-Sector Assemblage. 9.5.2.1 External Programs: Unregulated and Uncontrolled Nonprofit and For-profit Organizations' Educational Activities -- 9.5.2.2 Cross-Sector Programs and Cooperation Unit: Consultation, Roundtable, and Wisdom of the Masses -- 9.6 "Who Manages Whom?": "NGOization" and "Consultization" of Policy-Making -- 9.7 Conclusions: The Post-bureaucratic NGOization Regulation Model -- References -- Chapter 10: Governmentality: The Notion of Progress in the Brazilian Political Educational Discourse -- 10.1 Introduction -- 10.2 Theoretical Background -- 10.2.1 Liberalism and Progress as Discourses -- 10.2.2 Subject and Object: Discursive Construction -- 10.2.3 Power and Governmentality -- 10.3 Methodology and Conditions of Production -- 10.4 Micro-Analysis -- 10.5 Final Remarks -- References -- Chapter 11: The Logic and Practices of Governments Providing Financial Support for Non-government Education -- 11.1 The Rationale of Government Financial Support for Non-government Education -- 11.2 Policy Logic of Public Finance Support for Non-government Education: Public Interest -- 11.3 Case Studies on the Public Financial Support for Non-government Education: Zhejiang Province, China -- 11.4 International Experience of Financial Support for Non-government Education: The US, Australia, and The Netherlands -- 11.4.1 Policy Logic of Public Finance Support for Non-government Education on a Global Scale -- 11.4.2 International Policy Practices and Guidelines for Public Funding to Support Non-government Education -- 11.4.2.1 The United States -- 11.4.2.2 Australia -- 11.4.2.3 The Netherlands -- 11.5 Conclusion -- References -- Chapter 12: The Transformation of Government Responsibility and the Development of Educational Policies for Early Childhood Education Reform in China. 12.1 Background and Focus: The Responsibility Shift of the Government Based on the Status Quo of ECE Development in China.
9789811383472
Electronic books.
LC71-188
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. - 1st ed. - 1 online resource (425 pages)
Handbook of Education Policy Studies -- Introduction: Education Policy and Reform in the Changing World -- Education Change and Development in the Social Change -- The Perspectives and Paradigms of Education Policy Studies -- The Problem-Solving Studies -- The Empirical-Analytic Studies -- The Historical and Cultural Studies -- The Structure and Main Content of the Handbook -- References -- Acknowledgements -- Contents -- Contributors -- Part I: Values, Quality, and Education Policy -- Chapter 1: Beyond the Western Horizon: Rethinking Education, Values, and Policy Transfer -- 1.1 Introduction -- 1.2 Limits of Current Approaches -- 1.2.1 A New Framework for Education Policy Borrowing -- 1.3 Toward Multiple Global Trajectories: Agenda for Education Policy Research -- 1.3.1 Rewesternization -- 1.3.2 Reorientation to the Left -- 1.3.3 Dewesternization -- 1.3.4 The Decolonial Option -- 1.3.5 The Spiritual (Ontological) Option -- 1.4 Challenges to the Next Generation of Research -- 1.5 Conclusion -- References -- Chapter 2: Education Policy: Development and Enactment-The Case of Human Capital -- 2.1 Education Policy and Policy Processes -- 2.2 Policy Development and Enactment -- 2.3 Policy and Purpose -- 2.4 Globalization and Educational Policy -- 2.5 Economic Globalization and Human Capital -- 2.6 Human Capital and Education Policy -- 2.7 Conclusion -- References -- Chapter 3: Elites and Expertise: The Changing Material Production of Knowledge for Policy -- 3.1 Introduction: Elites, Expertise, Knowledge, Policy -- 3.2 The Pre-digital Production of Knowledge for Policy -- 3.3 Changing Knowledge Production -- 3.4 Discussion -- References -- Chapter 4: The National Concept of Education Quality -- 4.1 Ensuring Appropriate Education Quantity Is the Foundation of Improving Education Quality. 4.2 Quantity: Appropriate Education Quantity Is the Foundation of Improving Education Quality -- 4.3 Education Structure: Appropriate Structure Is the Framework of Education Quality -- 4.4 Education Equity: Equity Is Integrated to Education Quality -- 4.5 Excellent Teachers: Teachers Are Key to Improving the Quality of Education -- 4.6 Educational Innovation: Innovation Is at the Core of Improving Education Quality -- References -- Part II: Education Policy and Reform -- Chapter 5: Education Reform Phenomenon: A Typology of Multiple Dilemmas -- 5.1 Introduction -- 5.2 Orientation Dilemmas Between Globalization and Localization -- 5.3 Paradigm Dilemmas in Education Reforms -- 5.4 Financial Dilemmas Between Public Interest and Privatization -- 5.5 Resources Dilemmas Between Parallel Initiatives -- 5.6 Knowledge Dilemmas in Planning and Implementation at Different Levels -- 5.7 Political Dilemmas Between Multiple Stakeholders -- 5.8 Functional Dilemmas Between School-Based Management and Central Platform -- 5.9 Conclusion: A Typology of Multiple Dilemmas -- References -- Chapter 6: Changes in Educational Institutions in China: 1978-2020 -- 6.1 Research Approach -- 6.2 The Historical Context of Educational Changes in China -- 6.3 Changes in Educational Institutions: Seeking Appropriate Tension and Stimulating Vigor -- 6.3.1 To Adjust the Central-Local Relationship and Promote Integration of Top-Level Design and the Local Exploration of Educational Institution Changes -- 6.3.2 To Rationalize Inter-Government Relationships and Establish and Perfect the Mechanism of Governmental Coordination and Inter-Provincial Consultation -- 6.3.3 To Streamline Administration and Decentralize, Fair Supervision, Service Optimization, and New-Style Government-School Relationship Reconstruction. 6.3.4 To Actively and Steadily Use Social Organization and Market in Education -- 6.3.5 To Expand School Autonomy and Vitalize Schools -- 6.4 Educational Institutional Changes and Laws -- 6.5 Concluding Remarks -- References -- Chapter 7: Social Inclusion/Exclusion of Youth and Rhetorical and Symbolic Illusions of Social Change in Recent Spanish Education Policy -- 7.1 History and Politics in the Construction of Education Policy in Contemporary Spain -- 7.1.1 In Search of Compensatory Legitimation of the Dictatorship -- 7.1.2 Political Democracy vs. Educational Democracy -- 7.2 New Political Changes, New Educational Changes Ending in a Great Recession -- 7.3 Young Spaniards' Social Awareness of Education -- 7.3.1 Study Topics, Young People's Characteristics, and Family Backgrounds -- 7.3.2 Meritocracy as Motto: Faith in the School as a Means to Achieve Equality -- 7.3.3 Internationalization of Spain: Scepticism on the Advantages of the European Union -- 7.3.4 Self-Confidence for School Success and Obtaining Education Credentials -- 7.3.5 Myths about the Ideal Job in Time of Uncertainty: Job Stability and Remuneration -- 7.3.6 Exclusion and Integration: The Result of Personal Acts by the Individual, Not Family or Social Influence -- 7.3.7 Post-compulsory Studies: Differentiated Educational Expectations for Access to University or VET -- 7.4 Discussion: A Story of Light and Shade on Politics, Policy, and Educational Reforms for Young People in Spain -- 7.5 The Relevance of Educational Research in the Forming of a European Union Policy: By Way of Conclusion -- References -- Part III: Government, and Education Governance -- Chapter 8: Retrospect and Prospect: Overview of 30 Years of Education System Reform in China -- 8.1 Global Reconstruction of Public Education -- 8.1.1 Common Issues Faced by Different Countries. 8.1.2 Redefinition of Governmental Educational Functions -- 8.1.3 Means of Reforms in Marketization and Privatization -- 8.1.4 Major Measures to Reconstruct Public Education -- 8.2 China's Educational Reform Since the 1980s -- 8.2.1 The Emergence of Educational Reform in China -- 8.2.2 Three Phases of the Reform and Educational Institution -- 8.2.2.1 The First 10 Years -- 8.2.2.2 The Second 10 Years -- 8.2.2.3 The Post Reform Era -- 8.3 Several Conjectures on the Educational Future of China -- 8.3.1 How to Handle the Relations Between State and Government and Between Government and School -- 8.3.2 How to Uphold the Public Nature of Education -- 8.3.3 How to Handle the Relationship Between Education and Market -- 8.3.4 How to Design Future Educational Reform -- References -- Chapter 9: From Government to Governance: The Incorporation of Managerial Regulation at the Ministry of Education in Israel -- 9.1 Introduction -- 9.2 Theoretical Background -- 9.2.1 From Government to Governance: The Incorporation of NPM and NPG in Education -- 9.3 Methodology -- 9.3.1 Actor Network Approach (ANT) and Governance Network: Managerial Assemblage and Tri-Sector Assemblage -- 9.4 The Emergence of the Governance Network in the Israeli Public Administration: Governmental Governance Network -- 9.4.1 The Governmental Managerial Assemblage -- 9.4.2 Governmental Tri-Sector Cooperation Assemblage -- 9.5 The Governance Network in the Ministry of Education -- 9.5.1 The Managerial Assemblage -- 9.5.1.1 The Establishment of the Planning and Strategy Department and the Incorporation of a Managerial Culture -- 9.5.1.2 Main Actors: "Education Picture," "Present," "Work Plan," and "Strategic Plan" -- 9.5.1.3 Young Officials with Public Policy Background, Forum of Planning Appointees, and Consulting Firms -- 9.5.2 The Tri-Sector Assemblage. 9.5.2.1 External Programs: Unregulated and Uncontrolled Nonprofit and For-profit Organizations' Educational Activities -- 9.5.2.2 Cross-Sector Programs and Cooperation Unit: Consultation, Roundtable, and Wisdom of the Masses -- 9.6 "Who Manages Whom?": "NGOization" and "Consultization" of Policy-Making -- 9.7 Conclusions: The Post-bureaucratic NGOization Regulation Model -- References -- Chapter 10: Governmentality: The Notion of Progress in the Brazilian Political Educational Discourse -- 10.1 Introduction -- 10.2 Theoretical Background -- 10.2.1 Liberalism and Progress as Discourses -- 10.2.2 Subject and Object: Discursive Construction -- 10.2.3 Power and Governmentality -- 10.3 Methodology and Conditions of Production -- 10.4 Micro-Analysis -- 10.5 Final Remarks -- References -- Chapter 11: The Logic and Practices of Governments Providing Financial Support for Non-government Education -- 11.1 The Rationale of Government Financial Support for Non-government Education -- 11.2 Policy Logic of Public Finance Support for Non-government Education: Public Interest -- 11.3 Case Studies on the Public Financial Support for Non-government Education: Zhejiang Province, China -- 11.4 International Experience of Financial Support for Non-government Education: The US, Australia, and The Netherlands -- 11.4.1 Policy Logic of Public Finance Support for Non-government Education on a Global Scale -- 11.4.2 International Policy Practices and Guidelines for Public Funding to Support Non-government Education -- 11.4.2.1 The United States -- 11.4.2.2 Australia -- 11.4.2.3 The Netherlands -- 11.5 Conclusion -- References -- Chapter 12: The Transformation of Government Responsibility and the Development of Educational Policies for Early Childhood Education Reform in China. 12.1 Background and Focus: The Responsibility Shift of the Government Based on the Status Quo of ECE Development in China.
9789811383472
Electronic books.
LC71-188