Apuntes de Educational policy asignatura de cuarto de sociologia PDF

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Política Educativa, curso 2021, Universidad Autonoma de Barcelona. Apuntes completos de clase....

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Education Policy EXAMEN: Dos lecturas, antoni verger, clara EDUCATION POLICY: - The money that the government invest in educational policy - Compare the differences between the universities in different states than Spain. ED. Policy that caught E.g., - Get started earlier - Education reform (teacher policy) - PIN PARENTAL - BAN ON RECOVERY EXAMS

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FINANCING OWNERSHIP PROVIDE REGULATION (“about teacher salaries”, “the ratios”, “curriculum”, “calendar”,”tacking (comprehensive)”)

21/09/21 Introduction to Education Policy: Sociological perspectives. Web: sci-hub.tw (articles) Politics  políticos que ejecutan las políticas Policy  políticas en proceso Guiding questions for discussion Through These Eyes: The Politics of Education. The Value of Culture, by Charles Laird 2004 

Why was the policy terminated? Children were expose to violence, instead of spending time better we can make another program of education.

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What were the forbidden/taboos that the policy touched upon? Empathy of others way of living. Expose children to this way of life.

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What were the competing views at play? Science mathematics to fight against our enemies, Because of the Sputnik and the competition in the space.

 How does power manifests itself? Soft power diplomacy, cultural, persuasion Hard power money, army, lend banks, politics

Education Policy S. Lukes Different faces of power. Education policy vs politics  “There are different and competing views about what constitutes the good life, about human nature, about justice and equality, about what is worth and why, and about the purpose of education in relation to these” (Smith, 2013, 9) 

“The politics of education refers to the educational agenda and the processes, problems and structures through which the educational agenda is created” (Dale 1994).

This education agenda is become more global and international. What are the prefers solutions. OVERVIEW 1. What is policy? Approaching policy problems and solutions 2. Why study public policy? Why study education policy? 3. How do we study public policy? Traditional approaches Power, agenda-setting & public policy 4. Governance & the changing role of the state in the global era 5. Enacting Education Policy: Beyond implementation.

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What is policy? How do we approach policy problems?

Ball (1994, p10): “Policy is both text and action, words and deeds, it is what is enacted as well as what is intended. Policies are always incomplete insofar as they relate to or map on to the “wild profusion” of local practice” Taylor, Rizvi, Lingard and Henry (1997, pp.24-15): “Policy is much more than a specific policy document or text. Rather, policy is both process and product. In such a conceptualisation, policy involves the production of the text, the text, itself, ongoing modifications to the text and processes of implementation into practice” Hall: “Combination of goals and instruments”  Governments and International governation promote goals as a instrument to achieve it. Types of policy instruments  Traditional: Legislative Funding (influence people, money)  “New instruments”:

Education Policy Incentivistic (promoting competition) Data intensive Standards and good practice definition. (achieve these standards)

WEEK 3: Objective of the session  Understand how education policy can make (apparently similar) education systems to be really different, in terms of form, processes and outcomes - Quality & Equality Understanding Education Systems Through Comparisons  Education systems share some striking similarities across the globe  However, they may be actually very different according: - Curriculum policy - Dominant pedagogies - School organization and level of autonomy - Teacher training and another teacher related policies - Freedom to choose school by families - Evaluation policies - Presence and role of the private sector - Funding policies Case Study 1: Chile: Studying mobilisations, process to make education system more public Case Study 2 Finland: Well finding Educational systems. 1980’s Market Reform: 3 rationales (chile) 1. Private efficiency  The smaller the state, the better  The higher the private participation, the higher the competition and efficiency (private actors compete which others)  People have better information at local level 2. Diversity of school options to promote freedom in society  Importance of free choice by families (political intentions, 3. Political and ideological battle: “Battle: “Divide and Coquer”  1973-90: military dictatorship, Augusto Pinochet; influenced by US economist Milton Friedman (Father of neo-liberalism to monetarism (al lot of invest in military regime that’s why their reforms were radical)  Individualising the educational system (school administration and universities) Weakening of Teacher Unions Making education dependent on private capital.

School Voucher System

Education Policy   

Universal school voucher system introduced in 1981 Parents can use government-provided vouchers either to pay for a year of education at a public school or to contribute to the tuition charged by a private not-for-profit or profit-seeking school Vouchers were not dependent on family income (until reform in 2008)

(giving the money to the families with kids and they will pay to go to any school they want private or not) Highest level of private funding Share of private expenditure on educational institutions (2007) SIMCE test: education quality information & measurement system Main features: - It is the oldest national assessment system in Latin America -

National test (census): every student at several stages of schooling

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Results communicated publicly at school level, since 1995: provides average score of school and % of students in each “Achievement level”

- Contest surveys: students, parents, and teachers. (Pinochet implemented in Chile) Traffic lights or education results? The government thought that it’s a good idea to have traffic lights to share the best school according to the results of the test. This shows paradoxically one of the limitations of this type of market mechanism, because of the distance, the price of the school, families can be worry about the well-being of their children’s, the security, this schools are usually selected. Socio-economic differences Conocimiento resultados del establecimiento en pruebas SIMCE anteriores por grupo socioeconómico Student Selection  Selection is such a common and accepted practice that, beyond a way to select the “best students”, is also used as a marketing strategy  Interview with private school provider: “I think that next year we are going to introduce selective tests. Why? Families to some extent … this circulates by word of mouth, and they would say “not everyone can go to this school, you need something else ...” You see? It’s a bit like marketing” 

Expelling students “who do not fit into the school” is also common practice, independently of the school typology (although some public school are pure recipients of expelled students).

Education Policy

Teaching in Chile  Non-qualified teachers are allowed to work as teachers  Precarious teaching profession - Salaries 40% lower than for other equally- qualified professionals - Highly unstable working conditions  Lack of public resources to meet pre-service and in-service teacher training (teachers must pay for their own learning and development). Case Study 2: Finland OECD create PISA (to compare countries and economies performance) Resources is what neoliberals need to create reforms Finland become a referent of education with PISA, in the ranking about 60 countries Finland is the number 3. The teaching Profession is very demanded in Finland, but is very difficult owing to the high demand and the high standards required. High level of professionalism among teachers. Policies:  They have forums in which to resolve their pupils learning difficulties.  The teachers have the same group of students two and five years in a row Schools are autonomous to defining the curriculum and the system of pupil evaluation (Confidence that the Finish government and society have in their teachers)  A highly comprehensive education system (the same itinerary up to 16 years of age.)

School choice & competition  Choice of school is permitted, but it doesn’t really affect the inequalities of the students because they don’t have to compete to each other’s, the schools are obliged to accepts pupils regardless of their socio-economic background  There are not standard evaluation or ranking systems. The evaluation is only needed to detect emerging problems.  Schools do not compete for students or resources. Other key features  Education is free at every level, from nursery school to higher education - 98% if the schools are public - State also covers indirect education costs such as school diners, books and school materials  Class sizes are very small - Between 15 and 19 pupils for teacher in primary school - There are a large number of teachers and support staff for the least able students.

Education Policy

“Finland’s experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity” Pasi Salhberg

Diversity of educational paradigms: Many of these differences rooted in social, historic, economic, cultural, etc., contextual differences. A Policy paradigm is an ideational framework that specifies the goals of policy. Keynesianism: The opposite of austerities policies  public investment to address crisis. Neoliberalism: Pro-market and open regulation Knowledge economy paradigm Keynesian

Neoliberal

Conception of equity  Access

Conception of quality  Salaries resources inputs

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Equality of process

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Collegial work process

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Equality of results and goals

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Consistency comprehensives

(graduation rates, performance)

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Access as human right

 Equality of opportunities  Equality of formation / choice

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Cost-efficiency

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Equality of treatment

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Competition

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Basic skills in math and language

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Segmentation

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Private provision inherently

Knowledge

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Access to technology

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superior Economic competition

economy

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Equality of opportunities without

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Access for all to improve human

so much emphasis on goals

capital

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Equality of treatment/ choice

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Vocational training

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Beyond basic skills

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Learning outcomes

WEEK 4 The context of globalization

Cultural

Economic

Political

Education Policy

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Used to describe the growing interdependence of the world’s economies, cultures, and populations, brought about by crossborder trade in goods and services, technology, and flows of investment, people, and information The intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa (Giddens 1990) Characterized as hyper-liberalism in the economic domain, “governance without government” in the political domain, and commodification and consumerism in the cultural one.

Manifestations of globalization           

Trade: treatis, interdependence Currency: euro Language patterns Technology Disease Social movements Culture: food, religion Immigration Employment Global security issues Social media: distance and time

Old wine in new bottles? 

Robinson: globalization began with the creation of the capitalist economy, forming connections between distant parts of the world E.g Eurioean and colonial powers, US imperialism 

Intensification of globalization

The case for globalization 

Robertson (1995): a process wich reflects the interpenetration of the world and the local  Globalization does not involve a linear, simplistic expansion across the globe… It rather involves interactions with local and regional cultures, societies, politics, etc  More nuanced theories of interaction between local and global: policy enactment (ball et al. 2012) Police transition Globalization and education Why does globalization matter for education? (verger et al 2018) 

Globalization generates new problems that education policy needs to address.

Education Policy 

Globalization alters the capacity of welfare states to address education

Do policy ideas travel? Some education policies appear to be present in an increasingly diverse number of countries…  Privatization policies: public-private partnerships  School choice policies  Student-centered pedagogies  Dual TVET  School autonomy  National standards and national standardized tests… What explains all this policy travelling?  World Culture Theory  International Political Economy

World Culture Theory Key ideas:  A single global model of schooling has spread around the world as part of the diffusion of a more general culturally-embedded model of the modern nationstate  Focus on the existence and nature of a universal set of norms, ideas and values that shape the nature of the state and their policies  The world polity is a reflection of the Western cultural account based on a particular set of values. Globalization refers to a common set of ideas, norms and values  Externalization: policy makers argue for the necessity of education reform based on external models. Key examples:  Curriculum convergence  “Homogenization” of higher education models. International political economy Key ideas:  The changing nature of the world capitalist economy is the driving force of globalization  “Neo-liberalism is a form of accumulation that contains imperatives for all areas of social life, with education particularly affected in its multiple roles of support for accumulation, maintaining cohesion and identity and legitimating the system as a whole” (Dale, 2005, p.123)  Globally structured educational agenda: Global Agenda is being structured by a set of actors and interests (IO’s, State, TNC) surrounding a dominant conception of the knowledge economy towards a global project of neo-liberalization Key examples:  World Bank/ IMF sponsored Structural Adjustment Programmes (SAPS) implemented in Latin American and African countries in the 1980s and 1990s.

Education Policy

Globalization effects on national education policy Dale’s mechanisms (1999) Imposition Dissemination

Standardization

Interdependence

Harmonization

IOs force countries to adopt certain policies Countries are persuaded on the urgency of certain problems or potential of certain policies Promotion of standards conditioning the behaviour of countries Global processes of agenda-setting on policy goals Common agreement to establish a common framework (under the auspices y IOs)

Loans from the World Bank Best practices compiled by the OECD

PISA-induced curriculum standardization; UNESCO declarations Sustainable Development goals Bologna process

Key take-aways Change in the unit of analysis: need to go beyond  Methodological nationalism  Methodological statism  Methodological educationism Need to transcend the global-local dualism Theoretical approaches to the study of IOs Constructivism  Beyond the sum of States: normative frameworks guide the agendas and actions of IOs  Beyond material interests: ideas and values as coalitional glue and as a driving force  Beyond power (capacity to influence the conduct of others): authority (source of power that is accepted as legitimate rather than coercive) a central concepts  Focus on the role of ideas and actors without formal power (bourocracies in IOs)  Barterr & Finnemore (2004): IOs exerting influence via apparently political action (ppt) Understanding the influence of IOs Imposition:  Forcing countries to have certain behaviour/implement certain policies  “Hard power”  E.g. World Bank Ioans associated to policy conditionalities

Education Policy

Imposition  Dissemination of ideas and knowledge: persuade and convince countries about the “best” ideas/ policies  Soft power  E.g Publication of reports, international comparison statistics The case of the World Bank Basic features  Established in 1944 by a conference of 44 governments in Bretton Woods (New Hampshire) Initially, education does not feature prominently in a first moment  Mission: reduce poverty in the globe and improve living standards  Current membership: 189 countries operating as shareholders (cooperative structure)  The World Bank bureaucracy: about 7.000 employees in Washington, DC (HQ) + 3.000 employees across the globe About 400 in the education (Global Practice) One Bank, many souls - Internation Bank for Reconstruction and Development - International Development Association - International Finance Corporation - Ppt Running the World Bank A democratic institution? Not quite The Board of Governors, where the 189 countries are represented (typically, by the minister of development, or the governor of the central bank)  Senior decision- making body, although in practice all powers are delegated to 25 Executive Directors organized in four different boards (IBRD, IFC, IDA, MIGA)  France, Germany, Japan, Saudi Arabia, China, Russia the UK and the US appoint their own Executive Director. The other members “share” operate as (very heterogeneous) constituencies electing Ppt Voting power is directly related to financial participation (funding level)  dominance of Western countries;; contrast with UN system (one country, one vote) (undemocratic) The World Bank in the 60s building schools, and level force. Influence in education and other parts of the politics in education. An evolving agenda  1970: concern with manpower planning (first loan: 1968)  1980s: the short education policy menu and the primacy of rates of return

Education Policy  

2000s: a new role within the development compact and the new centrality of primary education (EFA as a turning point) 2010s: towards a learning agenda

The education policy short menu (World Bank) Context: the Washington Consensus  Fiscal policy discipline  Redirection /optimisation of public spending  Tax reform  Free trade – liberalization of imports  Liberalization of inward foreign direct investment  Privatization of state enterprises  Deregulation Structural Adjustment Programmes (SAPS)  Contraction of public expenditure  Privatization  Decentralization  Private financing (fees) Leading to…  Contraction of access  Magnified inequalities  .. Leaving behind the education policy short menu? The World Bank’s mechanisms of influence Hard power  Lending activity (grants, loans)  Material influence  See imposition (Dale, 1999) Soft power  Transition into the “knowledge bank”: production and circulation of reports, policy briefs,  Ideational influence  See dissemination (Dale, 1999)

The case of the OECD 1948. was created in as an economic counterpart to NATO and took over from OEEC in 1961. Was set-up to co-ordinate the Marshall Plan for the reconstruction of Europe after WWII Soft power can go a long way unlike other IOs, the OECD does not operate as a funder but relies exclusivel...