Imagining School Autonomy in High-Performing Education Systems: East Asia as a Source of Policy Referencing in England

Autor/inn/en	You, Yun; Morris, Paul
Titel	Imagining School Autonomy in High-Performing Education Systems: East Asia as a Source of Policy Referencing in England
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 6, S.882-905 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1080115
Schlagwörter	Foreign Countries; Educational Change; Institutional Autonomy; Educational Policy; Cultural Differences; Governance; Curriculum; School Schedules; Teacher Qualifications; Asia; China (Shanghai); Hong Kong; Singapore; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Institutionelle Autonomie; Politics of education; Bildungspolitik; Kultureller Unterschied; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Curricula; Lehrplan; Rahmenplan; Schulzeiteinteilung; Lehrqualifikation; Asien; Hongkong; Singapur
Abstract	Education reform is increasingly based on emulating the features of "world-class" systems that top international attainment surveys and, in England specifically, East Asia is referenced as the "inspiration" for their education reforms. However, the extent to which the features identified by the UK Government accord with the situation within East Asia is problematic. This paper examines the relationship between the English representation and the "reality" of East Asian education systems, using school autonomy as an illustrative example. We focus on Singapore, Hong Kong and Shanghai, which are cited extensively to legitimate policies providing greater autonomy for schools in England. We argue firstly that the English representation has been largely discursive and inaccurate; has failed to recognise the variations across the region; and has been selected to endorse the Government's ideological preferences. Secondly, the scope, form and nature of school autonomy vary markedly, and are operationalised in each society in ways reflecting the prevailing sociopolitical priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01