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Transcript of Education policy
Education policy: key factors explaining policy dynamicsBy Darya Reshetnikova
Structure of presentation
Slides0 Intro: What is the education policy?......................................30 Education policy within education system…………………40 Educational outcomes and available resources: Facts
and figures……………………………………………………………5-80 Key factors explaining policy dynamics………………..9-130 Conclusion...………………………………………………………14-15
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What is the education policy?
Education policy is “a specification of
principles and actions, related to
educational issues, which are followed or
which should be followed and which are
designed to bring about desired goals”
Trowler, 2003, p. 95.
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The main goal of presentation is to identify the key factors explaining policy dynamics in the sphere of education
Education policy withineducation system individual
participants
instructional setting and learning environment
educational institutions and providers of educational services
education system as a whole
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Available resources?
Differences in policy?
Annual expenditure per student by educational institutions for all services, tertiary education (2009)
In equivalent USD converted using PPPs, based on full-time equivalents
Education at a Glance © OECD 2012, p. 219.
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Population that has attained tertiary education (2010) Percentage, by age group
Education at a Glance © OECD 2012, p.26.
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Educational achievement in relation to income inequality among rich countries
Wilkinson, R. G. et al. , 2007, p. 10.
Combined maths and literacy scores for 15- year olds taken from the Programme for International Student Assessment 2003
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How far can disparities in educational outcomes be related to the resources?
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HDI Public Data Explorer[online] Available at:
http://hdr.undp.org/en/data/explorer/
Key factors explaining policy dynamics
Available resources
Differences in policy
cultural
political
institutional
Human capital
GDP
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Inputs
Different educational outcomes
Economic explanations
Globalization
International economic competitionDramatic
demographic changes Changes in
science and technology
Challenges of societies in transition
New educational standards
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the growth and diversification of higher education,
the employability of graduates,
the shortage of skills in key areas,the expansion of private and transnational education, etc.
Example:The Bologna Declaration
reflects a search for a common European answer to common European problems:
Tempus IV. EACEA N° 25/2011
Key factors explaining policy dynamics
Political explanations
Institutional explanations
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0 Partisan control may affect education spending levels
0 Interest groups may affect on educational reform
0 Degree of centralization of political authority
0 Size and complexity of educational system
0 Inertia of education establishment
Adolino J.R. et al., 2001, pp. 284-285.
Cultural explanations Importance of public
attitudesPrevailing ideology in
the country
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Education systems were failing to prepare students to function
in a more competitive economic environment
Reforms
Focus on training students to serve more internationalized, high-technology, knowledge-
based economic systems
1930-1980 – equality and social justice
Shift in values in industrialized countries relative to education
1980-2000s – freedom and excellence (classic liberal ideology)
Culturally based educational traditions
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individualism and equality of opportunity
collectivism, social equality
freedom, quality, efficiency, equity
group identity, uniformity, hierarchy, centralization
0 The most desirable kind of knowledge0 The best ways of transmitting it
0 The means for deciding who will benefit fromAdolino J.R. et al., 2001, pp. 282-283.
Conclusion
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Educational outcomes
Resources
Policy
There is increasing recognition that many important features of the development, functioning and impact of education systems can only be assessed through an understanding of learning outcomes and their relationships to inputs and processes at the level of individuals and institutions (OECD, 2012, p. 18).
There are different groups of key factors that must be applied to the analysis of education policy:• the economic,• the political,• the institutional,• the cultural
Each dimension presentsa different agenda and helps to obtain a more complete picture of the ‘whole’, providing a more satisfactory interpretative framework
Relative earnings from employment among 25-64 year-olds, by level of educational attainment (2010)
Upper secondary and post-secondary non-tertiary education = 100
Education at a Glance © OECD 2012, p.140.
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References0 Adolino J.R., Blake C.H. (2010) Comparing public policies: issues and choices in six
industrialized countries, Congressional Quarterly: Washington, 412 p.0 Education at a Glance 2012 OECD indicators, 563 p.0 HDI Public Data Explorer [online] Available at: http://hdr.undp.org/en/data/explorer/ 0 Human Development Report 2011, Sustainability and Equity: A Better Future for All.
Explanatory note on 2011 HDR composite indices, 176 p.0 Mazurek K. (2000) Education in a Global Society: A Comparative Perspective, Allyn and
Bacon, 421 p. 0 Nikolaev D., Chugunov D. (2012) The Education System in the Russian Federation.
Education Brief 2012, a World bank study, 83 p.0 Riddell A.R. (1999). The need for a multidisciplinary framework for analysing educational
reform in developing countries, Int. J. of Educational Development, 19 (1999), pp. 207–217.0 Tempus IV. Reform of Higher Education through International University Cooperation. Fifth
call application guidelines EACEA N° 25/20110 The Bologna declaration on the European space for higher education: an explanation
[online] Available at: http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf 0 Trowler P. (2003) Education policy (2nd ed). London: Routledge.0 Wilkinson, R.G., Pickett, K.E. (2007). The problems of relative deprivation: Why some
societies do better than others. Social Science & Medicine, 65(9), pp. 1965-1978.14.11.12
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