scholarly journals Education Reform: What Is Really Achieved by Trying to Close Achievement Gaps?

2021 ◽  
Vol 121 ◽  
pp. 77-84
Author(s):  
John Schlueter
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Economic Reform ◽  
Educational Achievement ◽  
Economic Status ◽  
Economic Inequality ◽  
Economic Opportunity ◽  
Cause And Effect ◽  
History Of

In this article, I trace the history of the substitution of education reform for economic reform in order to ask, and answer, this question: why do we continue to imagine that (higher) education is where we, finally, achieve equality?  The substitution of education reform for economic reform begins in the early 1960’s with the landmark “Coleman Report.”  I argue that this report, and others that followed, show conclusively that economic inequality simply reproduces itself, and no amount of educational reform can make up for its devastating effects.  However, at this very same time, education reformers begin to believe that educational “achievement” is the cause of increased economic opportunity and equality, rather than an effect of (un)equal economic status.  This confusion of cause and effect not only distracts us from meaningful economic reform, it also puts tremendous pressure on teachers and institutions. Finally, and fatally, substituting educational reform for economic reform remakes equality itself into something that is earned rather than given. 

scholarly journals Continuing Education Reform in Hong Kong

2003 ◽  
Vol 11 ◽  
pp. 5
Author(s):  
Chris Dowson
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Education Reform ◽  
Continuing Education ◽  
Educational Reform ◽  
English Language ◽  
Learning Difficulties ◽  
Education Reforms ◽  
Professional Control ◽  
Considerable Pressure

Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.

Perceptions of higher education reform in Hong Kong: a glocalisation perspective

2016 ◽  
Vol 18 (3) ◽  
pp. 184-204 ◽  
Author(s):  
Michael Lanford
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Hong Kong ◽  
Education Reform ◽  
Educational Reform ◽  
Liberal Arts ◽  
Higher Education Reform ◽  
Value Systems ◽  
Educational Reforms ◽  
Content Type

Purpose – In 2012, the eight UGC-funded higher education institutions in Hong Kong completed a multi-year process in which the majority of academic programmes were transformed from three-year to four-year undergraduate curricula to accommodate liberal arts education. The purpose of this paper is to discuss why stakeholders in Hong Kong felt that reforms were necessary and summarizes the implementation of these reforms. Afterwards, recent literature that has similarly addressed higher education reforms is reviewed. Finally, the results of a qualitative research study, grounded in glocalization theory, are presented and contextualized. Design/methodology/approach – This paper first draws upon policy documents, newspaper accounts, and other published primary sources for the review of Hong Kong’s educational reforms. Subsequently, an exploratory qualitative research design consisting of semi-structured interviews with 23 administrators and professors in Hong Kong is presented. These individuals are designated as “key informants”, as they gave presentations, made speeches, or were otherwise active in conceptualizing Hong Kong’s undergraduate educational reform on macro- and micro-levels. Findings – Four primary findings concerning educational reform in Hong Kong are highlighted. They include tensions between international benchmarking and internal value systems; confusion over multiple educational paradigms; the limited efficacy of outside speakers and leadership; and controversy over outcome-based assessment. Originality/value – First, recent educational reforms in Hong Kong’s higher education sector are summarized. Second, the implications of educational reforms for Hong Kong and glocalization theory are discussed. Third, conclusions that may resonate with educational reform processes in other international contexts are drawn.

scholarly journals A Review of Recent Research on the History of Universities and Students in France = Un repaso a las recientes investigaciones en Historia de las Universidades y sus estudiantes en Francia

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Pierre Moulinier
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Educación Superior ◽  
Early 19Th Century ◽  
Educacion Superior ◽  
Elementary Schooling ◽  
History Of ◽  
Siglo Xix ◽  
History Of Universities

Abstract: In France, the active community of researchers studying education and young people usually focus their research on children and adolescents while research on education is limited to elementary schooling. Yet research on the history of French universities and the student population does exist. The higher education reform introduced after the 1968 student revolt swept away the early 19th century Napoleonic model of a university based on the primacy of specialized faculties (the humanities, science, medicine, law, pharmacy) but endowed with little power, a transformation that inspired some important research on the general history of French universities and also on the history of certain provincial universities. Numerous monographs describe the new, post-1968 establishments or mark the anniversary of an older, even medieval institution. Some promising research has also been undertaken on the history of students, a relatively new topic and one that will benefit from the creativity of dedicated research organizations.Resumen: En Francia, la comunidad activa de investigadores que estudian la educación y sus jóvenes suele centrar su investigación en niños y adolescentes, mientras que la investigación en educación se limita a la enseñanza primaria. Sin embargo, existen investigaciones sobre la historia de las universidades francesas y la población estudiantil. La reforma de la educación superior introducida después de la revuelta estudiantil de 1968 barrió el modelo napoleónico del siglo XIX de una universidad basada en la primacía de las facultades especializadas (las humanidades, la ciencia, la medicina, el derecho, la farmacia) pero dotada de poco poder, una transformación que inspiró algunas investigaciones importantes sobre la historia general de las universidades francesas y también sobre la historia de ciertas universidades provinciales. Numerosas monografías describen los nuevos establecimientos posteriores a 1968 o marcan el aniversario de una institución medieval más antigua. También se han realizado algunas investigaciones prometedoras sobre la historia de los estudiantes, un tema relativamente nuevo y que se beneficiará de la creatividad de las organizaciones dedicadas a la investigación.Keywords: history of faculties, history of universities, history of students, students’ associations, the higher education reform.Palabras clave: Historia de las facultades, historia de las universidades, historia de los estudiantes, asociaciones de estudiantes, la reforma de la educación superior. 

scholarly journals The position of teacher training in UK higher education - unification of higher education and "quality assurance"

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 13-15
Author(s):  
Kazuko Takano
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teacher Training ◽  
Education Reform ◽  
Training Model ◽  
Higher Education Act ◽  
History Of ◽  
Education Act ◽  
Post War ◽  
Training Programmes

Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher training in higher education during the Thatcher-Major educational reforms when the quality assurance system was being developed. Importantly, Takano is looking at both professional and academic aspects of teacher training. The Education Reform Act 1988 was introduced under the Thatcher government and the Further and Higher Education Act 1992 was brought in by the Major government. Teacher training courses were largely provided by polytechnics and higher education colleges, which were public sector institutions and after higher education was unified by the 1992 Act, polytechnics and higher education colleges meeting the standards of scale and quality were promoted to university status. With the introduction of further acts, it started to become clear that the administration of teacher training was positioned not in the higher education series but the primary and secondary education series. This was one of the milestones in the history of teacher training in the post-war period.

scholarly journals SEJARAH DAN DAKWAH INSTITUSI PENDIDIKAN TINGGI ISLAM AWAM (IPTA) DI PATTANI THAILAND SELATAN

Wardah ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Abdulrasyid Abdulrasyid ◽  
Mahsidi Salae ◽  
Muhammad Azhar Zailani ◽  
Ghazali Darusalam
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Economic Reform ◽  
Education Institution ◽  
Islamic Education ◽  
Mutual Understanding ◽  
Higher Education Institution ◽  
Southern Thailand ◽  
History Of ◽  
High Institution

This paper attempts to look at the history of the establishment of an Islamic high institution based on the spirit of mutual understanding, unification, and cooperation in the process of strategic planning of Muslims in Southern Thailand. This paper is also to show that the teachings of Islam and its colleges are comprehensive (syumul) and not all that brought by modernized currents are rejected by Islam. The purpose of this study in addition to analyzing the history of the establishment of Islamic university institutions in Southern Thailand, the author tries to read the history of the establishment of an Islamic higher education institution in Pattani, to impact the history of manifestation and development in the field of Islamic universities that became the basic for the construction of  muslims realized in the program and aspect of socio-economic reform of the ummah which is also part of Islamic dakwah. This review will examine the history of Islamic education grow that occurred at the Islamic University of Islamic College Songkla Nakharin University Pattani  South Thailand. As such, this review will be an important guide and reference for colleges, Islamic college centers and institutions of  Islamic universities in Thailand and especially the Islamic College of  Islamic University of Songkla Nakharin University Pattani campus, Thailand.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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