On the Threshold of a New Area in Higher Education Policy in the Netherlands: the First Steps Towards a Consumer-Oriented Public Higher Education System.

Autor/in	Mc-Daniel, Olaf C.
Institution	Netherlands Ministry of Education and Sciences, The Hague.
Titel	On the Threshold of a New Area in Higher Education Policy in the Netherlands: the First Steps Towards a Consumer-Oriented Public Higher Education System.
Quelle	(1990), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competition; Consumer Economics; Delphi Technique; Educational Legislation; Educational Policy; Educational Quality; Financial Support; Foreign Countries; Government Role; Government School Relationship; Higher Education; Institutional Autonomy; Political Influences; Public Education; Netherlands + Suchen Sie Ihr Suchwort? Wettkampf; Konsumökonomie; Delphi-Methode; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Finanzielle Förderung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Autonomie; Political influence; Politischer Einfluss; Öffentliche Erziehung; Niederlande
Abstract	One of a series of studies related to the Delphi research project: "Policy Instruments for Higher Education in the Western Europe of the Future", this paper describes the beginnings of a consumer-oriented public higher education system in the Netherlands. It first examines the start of public debate with the publication of two political documents each entitled "Higher Education: Autonomy and Quality", a draft proposal for a higher education and research act and a bill to the Parliament in 1989 based on that draft. Two sections describe the Higher Education and Research Bill, its basic assumption that neither central government nor any intermediate organization can effectively govern the higher education system, and specific issues including division of labor in the system, public funding, autonomy, regulations regarding teaching and students, admissions, planning and financing, quality assessment, a formula funding system, institutional powers for personnel policy, and the allocation of money for building and maintenance. A final section outlines a view of the best relationship betwen government and higher education; describes the five forces which shape the higher education system: competition, multiplicity of funds, serving different constituencies, consumer power, and public view on quality; and the author's opinion that the Dutch case offers a chance to combine a necessary government withdrawal with the introduction of some of the real forces that make the system work. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC