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Welfare Reform on the Web (January 2008): Education - overseas

The emergence of marketing and communications strategy in South African further education and training colleges

S. McGrath and S. Akoojee

Education, Knowledge and Economy, vol. 1, no. 3, 2007, p. 301-321

South African further education and training colleges have been enjoined to become more responsive to their external environment, in keeping with international trends in public vocational education and training reform. One mechanism for achieving this goal is to market colleges and communicate more effectively to future students, future employers and the communities in which colleges are located. This article reports on key findings of the first case studies of marketing practices in four colleges, noting very considerable variations in strategies and practices across their marketing functions. Nonetheless, we identify a common tendency to prioritise external over internal and interactive marketing. We argue that the limited understanding by marketing staff and college leaders about the state of the art of marketing practice is the product of the broader challenges of the unfinished college transformation process. We note the inevitability that the new South African colleges will gradually adopt marketing approaches as part of their wider process of evolution, but propose that there are unlikely to be simple solutions to a number of key tensions that are both internal and external to the marketing function.

Leadership for learning in the context of social justice: an international perspective

A. H. Normore (editor)

Journal of Educational Administration, vol. 45, 2007, p. 649-741

Discussions about social justice in the field of education have typically framed the concept around several issues, including race, cultural diversity, marginalisation, equity, access, ethics/values, class, gender, spirituality, ability/disability, cultural politics, ageism and sexual orientation. This special issue features articles that offer research from an international perspective along with suggestions and implications for the fields of educational administration/leadership and teaching/learning, including:

  • Making all children winners: confronting social justice to redeem America’s soul
  • Educational administrators’ conceptions of whiteness, anti-racism and social justice
  • Leadership for social justice in Hong Kong schools: addressing mechanisms of inequality
  • Black leadership, white leadership: race and relations in an urban high school

Literacy for what? Literacy for whom? The politics of literacy education and neo-colonialism in Unesco- and World Bank-sponsored literacy programs

C.M. Wickens and J.M. Sandlin

Adult Education Quarterly, vol. 57, 2007, p. 275-291

Both Unesco and the World Bank sponsor adult literacy programmes in developing countries around the world. These programmes are underpinned by beliefs in the positive effects of literacy. Critical literacy researchers, however, challenge these beliefs argue that literacy education has often been used as a means of oppression and social control. The authors argue that literacy programmes can be viewed as a form of neo-colonialism. They support this hypothesis through a qualitative textual analysis of Unesco and World Bank-sponsored publicity and policy documents in which they examine two dimensions of literacy programmes a) the purposes of literacy and b) the funding of programmes.

Towards a better understanding of the effects of education: a review and re-evaluation

L. K. Haugen

Education, Knowledge and Economy, vol. 1, 2007, p. 261-278

From a review and analysis of 16 studies and 1 survey, 2 integrative models were developed of the complex relationships between education and key behavioural outcomes. Findings are that education has direct, interaction and relational impacts that create significant tradeoffs, especially in organisations pursuing innovation-based competitive advantage. Practical implications concern the need to balance benefits that accrue to organisations and economies from investments in workforce education with the corresponding individual costs. Organisational policies and programmes that relate to recruitment, retention and rewards as well as education policy that reflects local context and requirements must be created to translate larger, strategic goals into desired behavioural outcomes.

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