Search results

This paper aims to provide an overview of education system reform in China since 1978, and its practical implications.

Data were collected from literature review and interview. An overview of education system reform and its practical implications was found through data analysis.

There has been two types of education system reforms in China since 1978. The first type is school education system reform, and the second is education management system reform.

A point arising is how to reform the education system at the national level.

This is the first time the researcher has studied education system reform and its characteristics in China since 1978, and it can help people to understand education system reform in China systematically.

This paper aims to provide useful insights into educational under‐achievement among Palestinian Arab citizens of Israel (PAI), investigating the perceptions of local educational administrators (LEAs) towards the education system and its modus vivendi, to uncover difficulties and suggest directions to improve the processes and achievements of the PAI education system.

Qualitative interviews were conducted with 16 stakeholders in local education (mayors, education department managers; school principals and parents’ representatives) in four Arab local governments in Israel to elucidate attitudes toward education.

The small random sample cannot claim to be representative however worrying problems were revealed: deficient resources in comparison to the Jewish education system; an ineffective political culture in local government; inferior status and problematic functioning of Arab education department heads and lack of inclusion of professionals and parents in decision‐making. These factors negatively impact the education system and its products.

The paper suggests local government should determine appropriate local policy, positioning education as a high priority with efficient education departments, more professional staff, and suitable education programs. Additionally state government should provide equal resources for the Arab education system, to lever Arab education in Israel.

This paper aims to understand the differing impacts of wealth distribution on human capital accumulation and skilled-unskilled labour generation under three educational paradigms as follows: private, public and a system of mixed education.

The authors use an overlapping generations model.

The wealth dynamics show that both in the private education system and public education system, there are two possible outcomes- stagnation and steady growth depending on the efficiency of the education system, skill premium and other parameters. The choice of the education system through voting is discussed. It is found that skilled workers would always vote for private education whilst unskilled workers vote for private education if public education expenditure of the economy is low.

The study is subject to several limitations. This paper considers the rate of interest and wage rate to be exogenously given, and thus ignores the general equilibrium effects. The authors do not consider the labour-leisure choice. The introduction of labour leisure choice in the model would alter many of the results. The authors do not consider heterogeneous ability across individuals. The analysis of the differential efficiency of the different education systems needs further, rigorous research. Also, this paper does not consider other occupations such as entrepreneurship and self-employment. This paper considers the labour demand function to be perfectly elastic, and hence, does not consider any demand constraint. What happens if bequests are taxed? What happens if parents are not altruistic? These questions may be addressed in future research.

If the proportion of tax paying skilled labour is low in any country, pure public education may not be able to generate sustained human capital growth. For countries with a sufficiently large proportion of skilled labour, the public education system would be successful. On the other hand, if skill premium is low or the education system is poorly managed private education system may fail too.

Whilst investigating the effects of public vs private education on growth and development in the presence of unequal wealth distribution, The authors have tried to address a few questions. First, why the public education system has been successful in skill accumulation in developed countries whilst it has failed to do so in less developed countries? Second, why do some countries with mostly privately run educational institutions perform much better in human capital production whilst others do not? Third, in an economy with unequal wealth distribution, what are the factors that result in public or private education as a voting equilibrium outcome?

The purpose of this paper is to present a model for the analysis of the competitiveness of the higher education system based on the application of M. E. Porter’s diamond model for researching the competitiveness of the national higher education system.

For the research that is presented in the paper, several methods of theoretical research were used: induction, deduction and comparison.

Application of the selected model provided factors for assessment of the performance of higher education institutions and their performance, as well as the ability of higher education institutions to monitor the environment and, depending on the changes in the environment, to introduce internal changes.

The paper proposes a model for examining of the factors of competitiveness in the higher education system.

The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study.

This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government.

This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs.

This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.

Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system.

Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system.

The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks.

The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system.

The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training.

The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity.

The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

Attempts to propose a simplified framework from an economic perspective for analyzing education policy. The framework takes into account the demand for and supply of education, the education system structure, the economic effects and consequences, and their interrelations. Maps out some key economic areas, issues and concerns in analysis and discussions of education policy. The framework will serve to facilitate economic considerations and analyses in current education policy debate in different parts of the world.

The purpose of this paper is to discuss the implementation and developments of the Bologna Process in the Higher Education Institutions (HEIs) as a new paradigm of the European system of higher education, in general, and of the Portuguese system, in particular.

The paper uses firstly, higher education system statistics; secondly, Government and European Union documents; and thirdly, academic papers that conceptual frame the issues under discussion.

Portuguese HEIs are engaged in the Bologna process, but it shows some contradictions within the higher education system. One of these contradictions is the restructuring of the degrees and cycles had led to the apparently destruction of the binary system (universities and polytechnics) which existed in for more than 30 years. Another contradiction is carry out common European priorities and, at the same time, maintaining the national culture, language, education systems and HEIs autonomy. Although, the system promotes the cooperation between HEIs and increases the research, the innovation and the sustainable development, at a national level, as well as, an international level.

HEIs need to promote the strategic function of higher education and it demands a constant adaptation of the conceptual field, especially, in the social, economic and technological perspectives. These perspectives will assurance the enhancement and the preservation of quality of teaching/learning. These will improve the education for sustainable development that it develops higher growth and better educational performance.

Provides empirical evidence about the social dimension of the higher education system and analyse the Bologna Process in the HEIs.

Suggests that institutions of higher education in the USA encounter problems that are unique to the market environment. These problems include competition for resources, escalating costs, and resource constraints. In response to these problems, higher education systems within this kind of environment tend to borrow strategies from organizations operating under the most competitive environment ‐ the business sector. Discusses specific strategies adopted by institutions of higher education in North America. Examines how these strategies have affected the culture of higher education. Discusses the shift occurring between the consumerism‐ professorialism continuum. Calls for the need to understand the dual nature of higher education so that strategies can be selectively adapted.

The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims to analyse the structure of several educational indicators and indicator systems and answer the question “What can educational indicators achieve?”

Starting with a general consideration of the term “indicator” the findings are applied to the educational area and the development of educational indicators is analysed critically.

Indicators allow for the illustration of outcomes and of system processes. Beginning in the 1950s, following the empirical turn in research methods, and the growing significance of approaches from economics of education, indicators are now applied in national and international settings. The findings show that the combination of the quantitative and qualitative approach is more successful as the isolated research.

The research is based on secondary analysis. A combination of quantitative and qualitative research methodology should be undertaken in following the progress of educational systems.

The findings of quantitative research based on educational indicators determine the general public and political discussion and often the discourse in the scientific community. The analysis shows that a critical distance especially when preparing political decisions is a necessary attitude.