Guy Burton Lape Presentation
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1. The document summarizes Guy Burton's PhD dissertation from 2005-2009 on social democracy and education reform in Brazil and Chile. 2. It examines key education policy parameters like the role of the state, curriculum, expenditures, and participation. It also analyzes three social democratic governments - Concertacion in Chile, Cardoso in Brazil, and Lula in Brazil. 3. The main findings were that the education policies of these governments were broadly similar, but they differed in their cooperative or confrontational relationships with education actors, which the author attributes to differences in government leadership and the structure of the educational system.
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Running head HIGHER EDUCATION POLICY1HIGHER EDUCATION POLICY.docx
Running head: HIGHER EDUCATION POLICY 1
HIGHER EDUCATION POLICY 3
Higher Education Policy
Student’s Name
Institutional Affiliation
Higher Education Policy
Affordable higher education is a public policy that raises issues in any state with some states performing better than others. The affordable higher education policy enables families to meet education prices through lowering of tuition prices. The policy focuses on educational expenses such as tuition and educational options to ensure lower income families can afford to give their children education. The affordability policy provides for state financial aid and Pell grants which greatly reduces the price of higher education (Hillman et al., 2015). The affordability policy provides for low-priced colleges and universities which is made available to applicants who are motivated. Low priced community college is as a result of the policy.
The current status of the affordable higher education is that it is declining resulting in a public issue. Rising costs have been experienced over the past couple of years affecting people from different classes of the economy. Public colleges are increasing tuition fees in order to recapture funds resulting in higher costs of higher education. The erosion of affordability is brought about by increasing costs and leading to many students missing out. Focus on this policy is due to low income families missing out on the opportunity to get higher education. The families are faced with unplanned tuition hikes when they are considering enrolling in the institutions.
Stakeholders influencing the affordability policy include the states and federal government which provide for funding. The funding streams by the federal and state governments are almost equal in size. The federal government provides financial assistance to individual students while the state provides finances for the operations that occur in the public institutions. The research projects in the public institutions are financed by the federal governments. The public is a stakeholder also where they engage the federal government in the issues which affect them such as raised fees. The public relies on the government and regulate the policy ensuring deserving students enroll and meet the costs of education.
Reference
Hillman, N. W., Tandberg, D. A., & Sponsler, B. A. (2015). Public policy and higher education: Strategies for framing a research agenda. San Francisco, California: Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass.
CHAPTER 1
Incorporating Political Indicators
into Comparative State Study of
Higher Education Policy
Michael K. McLendon and James C. Hearn
Traditionally, the state policy literature on higher education has exhibited
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education. A substantial empirical literature exists on the effects of state
polic.
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Running head HIGHER EDUCATION POLICY1HIGHER EDUCATION POLICY.docx
Running head: HIGHER EDUCATION POLICY 1
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Reference
Hillman, N. W., Tandberg, D. A., & Sponsler, B. A. (2015). Public policy and higher education: Strategies for framing a research agenda. San Francisco, California: Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass.
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Traditionally, the state policy literature on higher education has exhibited
a major blind spot: Research has focused nearly exclusively on policy ef-
fects, ignoring consideration of the determinants of state policy for higher
education. A substantial empirical literature exists on the effects of state
polic.
ECER 2010 Keynote by Marie Verhoeven
Marie Verhoeven is Professor at the Université catholique de Louvain. At ECER 2010, she will analyse how cultural domination through schooling process has to be rethought, in a context which combines cultural and normative pluralism, globalized international policies and normative discourses, and “post-massification” equality of opportunity policies (often articulated with educational “quasi-market” mechanisms).
More details here: http://www.eera-ecer.eu/ecer/ecer2010/keynote-speakers/marie-verhoeven/
The recording of the keynote is here:
http://www.eera-ecer.eu/ecer/ecer2010/channel-2/
Comparative political system
This document provides an introduction to the study guide for the course "Comparative Political Systems" for MA Political Science students at the University of Calicut School of Distance Education. It outlines the 7 modules that will be covered in the course, including the Nature, Evolution and Scope of Comparative Politics, Theories of Comparative Politics, Federalism and Constitutionalism, functions of government, interest groups and party systems, bureaucracy, and a comparative analysis of political systems in the UK, USA, France, Russia, and China. It also lists the authors who prepared and reviewed the material. The course uses a comparative approach to analyze different countries' political institutions and processes.
Education
This document provides an overview of structuralist perspectives on the role and purpose of education in contemporary society. It discusses functionalism, Marxism, and feminism. Functionalism views education as preparing students for social roles and maintaining social stability. Marxism sees education as reproducing social class through cultural reproduction and a hidden curriculum. Feminism examines how gender socialization influences subject choices and career opportunities for males and females. The document explores key concepts from each perspective, such as meritocracy, correspondence theory, and differential socialization.
Principles Of Critical Discourse Analysis
This document discusses principles of critical discourse analysis (CDA). CDA aims to analyze how power and dominance are enacted and reproduced through discourse. It focuses on how elite groups and institutions maintain dominance and social inequality through patterns of access to public discourse. CDA takes an explicit sociopolitical stance and focuses on the perspectives of dominated groups. It examines how social cognition and representations in people's minds provide the link between discourse and the reproduction of dominance at the societal level.
8611unit2-211228063443.pdf
This document discusses several concepts related to critical theory and pedagogy. It begins by explaining critical theory and some of its major theorists who critique social structures based on class, wealth, and power distributions. It then discusses politics in education and how decision-making power is distributed. Several philosophers who critique power structures in education are mentioned, including Freire, Foucault, and Bourdieu. The document also covers social class theory, social reproduction, social exclusion, and factors that can generate marginalization. Finally, it discusses critical pedagogy and the roles of teachers and students in transforming education for social justice through techniques like praxis, dialogism, and questioning.
Critical Theory and Pedagogy-8611-UNIT 2
This document discusses several concepts related to critical theory and pedagogy. It begins by explaining critical theory and how various 20th century theorists critiqued social structures and inequality. It then discusses the politics of education and how power and decision-making influence education systems. Several philosophers who critique power structures in education are mentioned, including Freire, Foucault, and Bourdieu. The document also covers social class theory, social reproduction, social exclusion, and factors that can generate marginalization. It concludes by discussing critical pedagogy, the roles of teachers and students, and effective pedagogical approaches like praxis, dialogism, and questioning.
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Guy Burton Lape Presentation
- 1. Social Democracy in Latin America: Policymakers and education reform in Brazil and Chile Guy Burton guyburton@gmail.com
- 2. Background PhD project and dissertation, 2005-09 Drew on MSc dissertation (2004-05) Two dimensions relevant for discussion: 1. Parameters of education policy 2. Experience of governments in education policy
- 3. Parameters of education policy Drawn from scholarly literature and empirical evidence Individual chapters address each education policy theme Different perspectives (LSE v IoE)
- 4. Education themes Government/Political elites (study later) Role of State Curriculum Expenditure Assessment and Evaluation Participation (theories/approaches) Relations with private sector, teachers and students
- 5. Role of the State Institutional arrangements (centralisation/decentralisation) Role of globalisation (levelling effect?) History (public provision v market role) Washington Consensus (first v second generation)
- 6. Curriculum Ideology (left equality v right ‘difference’) Capital development? Social values/mores? Vocational/technical v academic/general Educational stages (primary, secondary) Disciplines (history v maths) Globalisation (‘flexibility’, general knowledge) Role of state v other education providers
- 7. Expenditure More/Less? (1960s v 1980s v 2000s) Public v private State centralisation/decentralisation Relative costs of primary, secondary, tertiary Wider budgetary constraints/opportunities
- 8. Assessment and Evaluation Quantity v quality Challenged concept Uncertainty regarding delivery Trade-offs of inclusion/exclusion (e.g. more students, more stakeholders/consultation) Ideological drivers (e.g. neo-conservative v neo-liberal) Stakeholder expectations (managers’ efficiency v teachers’ professionalism) Level of evaluation (Student? School? System?) International dimension (PISA, TIMMS)
- 9. Participation (theories/approaches) ‘Good thing’ Who to include? Ambiguity (representative, deliberative, rational choice/market) Open or closed? Normative tones of terms used (‘community’, ‘corporate’)
- 10. Relations with private sector, teachers and students Private sector Size and funds Challenge to state and democracy Organisational capacity Variation (for-profit, religious, ‘community’-based) Teachers Labour (traditional trade union) or professionals? For or against status quo? Knights or knaves? (Le Grand 2003) Organisational strength/weakness Students Pawns or queens? (Le Grand 2003) Interests (narrow materialism v broader democratic substance) Influence (historic strength/homogeneity v contemporary weakness/heterogeneity) (Central to discussion – ideological perspectives, inc. social democratic, Marxist, neo-liberal, neo-conservative)
- 11. Experience of governments in education policy Three ‘social democratic’ case studies: Concertacion, Chile (1990-2007) Cardoso, Brazil (1995-2002) Lula, Brazil (2003-07) Comparative historical approach (inc details of education policy prior to case studies) 39 interviews (ex-president, 3 ministers, ministerial advisors, bureaucrats, interest groups) and archival research in Brazil, Chile and US
- 12. Assumptions: Two types of social democracy (Third Way and Participatory Left) Technocratic/Elitist Third Way (Concertacion, Cardoso) Socially-oriented Participatory Left (Lula) Findings: Broadly similar education policies Differences in cooperative/confrontational relations between governments and actors Explanation for findings: 1. Role of leadership/policymaking elites within governments Social roots and connections of Concertacion, pre-1995; disconnection post-1995 Absent social roots of Cardoso government Leadership v social base of PT (and Lula government) 2. Educational structure and power asymmetry State (education ministry, public funds, private sector provision) Non-state (political parties, teacher and student movements)
- 13. Social democratic governments and education policy in Latin America
- 14. ‘Si no hay education pa los pobres, no habrapaz pa los ricos’(If there’s no education for the poor, there won’t be peace for the rich)Graffiti on a wall near the Colegio de Profesores, Santiago (national teachers’ union in Chile)