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Welfare Reform on the Web (September 2005): Education - Overseas

Basic needs: a year with street kids in a city school. 2nd ed.

J. Landsman Lanham, Md

Scarecrow Education, 2004

This book chronicles one year as a teacher in a Minneapolis programme for students in such serious trouble they were asked to leave their middle schools and attend a special school for disruptive students.

Borderless education: some implications for management

B.J.G Wood, S.M. Tapsall and G.N. Soutar

International Journal of Educational Management, vol.19, 2005, p.428-436

There is considerable competition within the global education marketplace. Significant developments in information and communication technologies (ICTs) have increased opportunities for distance learning. This change, combined with growing demand for continuing professional education and strengthened demands from employers for tailored training has caused significant shifts in higher education. Based on a literature review, the paper discusses the implications of these trends for curriculum, teaching and administration in management education.

Corporate universities: the driving force of knowledge innovation

M. Rademakers

Journal of Workplace Learning, vol.17, 2005, p.130-136

Corporate universities have emerged in response to the development over the past 20 years of the knowledge economy. They can act as mechanisms for ongoing knowledge transfer and creation processes within and between organisations, and are key to helping corporations keep ahead of their competitors.

The cost of excellence: the financial implications of institutional rankings

S.O. Michael

International Journal of Educational Management, vol.19, 2005, p.365-382

In the USA, college costs are rising more than income per student from fees, etc. Institutions are relying more heavily on income from endowment funds to meet their costs. Paper argues that while it is possible for wealthy institutions to offer shoddy courses, it is practically impossible for poorly financially endowed institutions to gain elite status. It describes several agencies whose role is to rate and rank higher education institutions, examines the criteria that they use, and discusses the financial implications of each criterion employed.

Designing and managing a strategic academic alliance: an Australian university experience

L. Ryan and R. Morriss

Journal of Workplace Learning, vol.17, 2005, p.79-87

Describes how the University of South Australia established a specialist Strategic Partnerships Unit to manage the customisation and delivery of postgraduate courses and executive education to industry.

Doing things the 'right way': legitimating educational inequalities in conservative times

M.W. Apple

Educational Review, vol.57, 2005, p.271-293

Article explores the right wing values and beliefs currently pervading education systems in the USA. Neo-liberal values manifest themselves in: 1) the movement towards parental choice and the marketization of schools; and 2) making it education's top priority to produce workers tailored to the requirements of local business. Alongside neo-liberals, neo-conservatives impose on education standardised curricula, an emphasis on raising attainment through national and state-wide testing, and a return to traditional values and morality. The imposition of these right wing values is strongly supported in the US by the Christian Right and the new managerial middle class.

Education and social policy in central Asia: the next stage of the transition

K.H. Anderson and S.P. Heyneman

Social Policy and Administration, vol.39, 2005, p.361-380

The emergence of the five central Asian nations as independent countries after the collapse of the Soviet Union led to challenges in the reform of education to meet the demands of ethnic nationalism, a globalised economy and a labour market freed from administrative control. Paper evaluates how these challenges to the education systems in Central Asia were addressed in the market economy. It first reviews the evidence on the economic return to education and determines how the rewards of different levels of education changed during the transition. It then examines trends in school enrolment and evaluates whether changes in supply or demand explain the enrolment trends observed. Finally, it evaluates the efficiency of delivery of education and investigates whether market forces have improved the management of schools.

The EU Memorandum on Lifelong Learning: old wine in new bottles?

C. Borg and P. Mayo

Globalisation, Societies and Education, vol.3, 2005, p.203-225

Authors argue that the EU Memorandum on Lifelong Learning and the projects that it has inspired distort the humanistic concept of lifelong education as propounded by Unesco. Humanistic considerations were used to provide a facade for a neo-liberal set of guidelines designed to cater to the needs of contemporary capitalism.

Kindergarten educational reform during the past two decades in mainland China: achievements and problems

Liu-Yan and Feng-Xiaoxia

International Journal of Early Years Education, vol.13, 2005, p.93-99

Educational reforms in Chinese kindergartens over the past 20 years have led to the introduction of modern educational ideas amongst practitioners, including "respecting children", "active learning", "play-based teaching and learning" and "teaching and learning through daily life at school". The articles in this special issue show how these ideas have beem applied in practice.

(See also International Journal of Early Years Educational, vol.13, 2005, p.101-192

Managing relationships between the republic of science and the kingdom of industry

J.F.S. Gomes and others

Journal of Workplace Learning, vol.17, 2005, p.88-98

Paper aims to understand the motives for, and barriers to, collaboration from the point of view of those working in industry and academia. It explores the views and attitudes of managers and academics to collaboration based on a survey of staff working for several universities and companies in Portugal and Finland.

Money for our people? Decentralisation and corruption in Romania: the cases of equalisation, infrastructure and pre-university education funds

S. Ionita

Public Administration and Development, vol.25, 2005, p.251-267

In recent years in Romania a series of fiscal reforms has sought to expand local government control over revenues, expenditure and the budget process and to bring provision of local services closer to the citizens. However, this decentralisation been only partially successful in bringing more transparency and accountability to the political process. Empirical data presented in this article show that some local government units, particularly at the intermediate level (counties) have managed to secure preferential treatment from the centre, sometimes by exploiting legislative gaps and sometimes by openly breaking the law. They also tend to encourage this type of behaviour one level below. These administrative irregularities go hand in hand with a strong politicisation of the public administration, reflected in the migration of local officials towards the political party controlling the immediately superior unit of government. There are however variations in the extent of rent-seeking and political clientelism, which is more prevalent in the allocation of funds for infrastructure development than in the case of pre-university education.

Operationalization of strategic change in continuing education in Hong Kong

E.O.W. Wong

International Journal of Educational Management, vol.19, 2005, p.383-395

Hong Kong continuing education institutions have been under intense pressure since the late 1990s due to government funding cuts and the entry of foreign universities into the market. Article discusses the challenges facing strategic leaders confronting this situation. It presents a case study of the strategic change process developed by the leader of the Built Environment Unit of the School of Professional and Continuing Education at the University of Hong Kong. It is hoped that this model will provide a framework for other institutions to use when confronting the same market conditions.

An overview of strategic alliances between universities and corporations

D. Elmuti, M. Abebe and M. Nicolosi

Journal of Workplace Learning, vol.17, 2005, p.115-129

Article discusses strategic alliances between corporations and universities, the underlying motives for creating these alliances and factors critical to their success. Major advantages for the academic community include funding for research and practical learning opportunities for students. Industry benefits from lower research and development costs and technology transfer opportunities that improve competitiveness. Drawbacks may include the partners' different working cultures and values. Alliances must be supported by continuous learning and restructuring processes to overcome the differences.

Postgraduate education in Europe: an intersection of conflicting paradigms and goals

J.P. Ulhi

International Journal of Educational Management, vol.19, 2005, p.347-358

During the past two decades postgraduate education in Europe has moved towards:

  • Enrolling more students
  • Increasing formalisation, i.e. the establishment of administrative arrangements and introduction of coursework
  • Being more in line with the North American course based model
  • Increasing concern about the efficiency and quality of doctoral education, i.e. concern about poor completion rates and lack of international comparability
  • Growing concern about the degree of specialisation
  • A growing focus on market value.

The increasingly structured and market-driven features of doctoral research programmes mark a move away from knowledge creation towards a focus on employability. The article discusses, on the basis of a literature review, the four main dilemmas related to this process of change: 1) the old informal training model in which the supervisor imparted research skills to the candidate vs formalised training in research methods; 2) the dilemma of creation of original knowledge vs training of employable researchers; 3) the dilemma of individual vs team-based approaches; and 4) the dilemma of elite vs mass education.

UPE in Tanzania: SWAP-ing quality for quantity again?

J. Kuder

Globalisation, Societies and Education, vol.3, 2005, p.165-181

In 2002 Tanzania renewed its 1974 commitment to achieving universal primary education through its new Primary Education Development Plan. Implementation of the new plan has run into difficulties because:

  • It was not fully funded
  • Its development was heavily influenced by aid agencies and bureaucrats and it was not subject to democratic scrutiny in Parliament
  • Plans were rushed to meet donors' fiscal deadlines
  • Performance was evaluated via donor-generated, quantitative indicators that made little sense in the light of conditions on the ground.
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