Title: |
The marginalization of higher learning: an interpretation of current tertiary reform policy in New Zealand . |
Authors: |
Curzon-Hobson, Aidan 1 aidanh@etito.co.nz |
Source: |
Teaching in Higher Education; Apr2004, Vol. 9 Issue 2, p0, 14p |
Document Type: |
Article |
Subject Terms: |
* EDUCATION, Higher
* EDUCATIONAL change
* EDUCATIONAL planning
* TEACHING
* UNIVERSITIES & colleges |
Geographic Terms: |
NEW Zealand |
NAICS/Industry Codes: |
6113 Colleges, Universities, and Professional Schools |
Abstract: |
This article analyses current educational reform documents pertaining to the role, nature and scope of tertiary education in New Zealand . The argument posited here is that these reform proposals, while signaling a welcome paradigm shift in the values that underpin higher education policy, risk marginalizing the notion and the pursuit of higher learning in the university sector. This claim is based on an analysis of how teaching in higher education is conceptualized in the reform documents, the import and status given to such an ideal, and how its realization is provided for in the practical implications of the espoused policy. [ABSTRACT FROM AUTHOR] |
Author Affiliations: |
1 Electrotechnology Industry Training Organisation, New Zealand |
ISSN: |
1356-2517 |
Accession Number: |
13306238 |
Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=afh&an=13306238&loginpage=login.asp |
Database: |
Academic Search Elite |
Title: |
School Choice and Diversity -- International Perspectives a Decade on. |
Authors: |
Glatter, Ron 1
Hirsch, Donald
Watson, Susan |
Source: |
International Studies in Educational Administration; 2004, Vol. 32 Issue 1, p50, 22p |
Document Type: |
Article |
Subject Terms: |
* EDUCATION
* EDUCATIONAL change
* EDUCATIONAL planning
* SCHOOL choice |
Geographic Terms: |
GREAT Britain |
NAICS/Industry Codes: |
61 Educational Services |
Abstract: |
In the late 1980s and early 1990s various countries implemented market-inspired policies to increase school choice. This article selectively reviews evidence of the effects of these changes, concentrating on experiences in two countries with wide-ranging reforms - the UK and New Zealand . Direct evidence of the effect of choice on educational outcomes is sparse. Identifiable benefits to student performance tend to be at the margin, and strongest when choice is combined with other aspects of educationalchange. - Iits separate influence is hard to disentangle. Segregation effects can also be traced in particular circumstances, yet not as generalised consequences. Overall, effects on outcomes are most often particular to different contexts of geography, national culture and time. Choice has also been associated with greater diversity across schools. In practice, the main effect has not been to offer consumers a range of qualitatively different educational brands within each community: this was never realistic. Rather, choice is one of several factors driving greater diversity in pluralistic societies. The future of such changes depends on factors other than whether they create contestability. Thise article concludes that choice can have greatest impact on school change by making reforms sensitive to consumer views, rather than by maximising competition. [ABSTRACT FROM AUTHOR] |
Author Affiliations: |
1 Centre for Educational Policy & Management, Offices 9 Level 2, The Open University, Walton Hall, Milton Keynes, Bucks MK7 6AA |
ISSN: |
1324-1702 |
Accession Number: |
15109232 |
Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=afh&an=15109232&loginpage=login.asp |
Database: |
Academic Search Elite |
Title: |
Educational restructuring from a community viewpoint: a case study of school closure from Invercargill , New Zealand . |
Authors: |
Witten, Karen
Kearns, Robin
Lewis, Nick
Coster, Heather
McCreanor, Tim |
Source: |
Environment & Planning C: Government & Policy; Apr2003, Vol. 21 Issue 2, p203, 21p, 1 diagram |
Document Type: |
Article |
Subject Terms: |
* COMMUNITY life
* EDUCATIONAL change |
Geographic Terms: |
NEW Zealand |
Abstract: |
Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill , New Zealand . We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School . Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to 'community' within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children. [ABSTRACT FROM AUTHOR] |
ISSN: |
0263-774X |
Accession Number: |
9609689 |
Persistent link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=afh&an=9609689&loginpage=login.asp |
Database: |
Academic Search Elite |
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