美国教育政策英文.docx
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美国教育政策英文
UnitedStatesEducationalPolicy-TheBasicsofEducationalPolicy,ThePressureforReforminAmericanEducation,DefiningPolicy
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UnitedStatesEducationalPolicy-TheBasicsofEducationalPolicy,ThePressureforReforminAmericanEducation,DefiningPolicy-StateU
Educationisaninstrumentofthebroadersocialorder.Whensocietychanges,education,soonerorlater,alsochanges.Fewactivitiesoragencies,however,changeasslowly,orinsuchsmallincrements,asformaleducation–bothschoolsandcollegesaswellasbothpublicandprivateinstitutions.Education'srootsaredeepandwide,penetratingalmosteveryfacetofsociety.Hence,educationissubjecttovirtuallyeverypoliticalforce,includingthosethatwantchangeandthosethatwanttoprotectthestatusquo.
PublicK–12education–whichoperatesacrossfiftystates,14,000localschooldistricts,and100,000schools;involves5millionemployeesandmorethan48millionstudents;andcostsmorethan$2billioneachday–istoolarge,toocostly,andtooenmeshedinpoliticaldynamicstochangequickly.Postsecondaryinstitutions–collegesanduniversities–havebecomeequallyponderous.Withtheadventofpost–WorldWarIIenrollmentincreases;thesignificanceofuniversity-basedresearchforpreservingthenation'seconomic,medical,andmilitarypreeminence;andthesubstantialassumptionofstudentfinancialaidbygovernment,highereducationalsohasbecomeamajorfeatureofthepoliticallandscapeandbecomeengulfedbymuchoftheinertiathatimmobilizeslowerschools.
FormostofAmericanhistory,thenation'smostprestigiouselementaryandsecondaryschoolsandelitecollegeshavebeenfewinnumber,andtheirprivatechartersandreligiousaffiliationshaverenderedthemgenerallyindependentofgovernment.Butforcollegesanduniversities,nearlyallofwhich,intheearlytwenty-firstcentury,areacceptingstudentfinancial-aidsubsidiesfromgovernmentandengagingingovernment-sponsoredresearch,thissituationhaschanged.Governmentnowisamajorconstituentforhighereducation,bothpublicandprivate.
Evenforprivatepreparatoryandreligiouselementaryandsecondaryschools,theconditionofindependencefromgovernmentcouldchange.IftheU.S.SupremeCourtapprovesallocationofpublicfundsforprivateandreligiousinstitutions,privateschoolscouldcomeunderthefullumbrellaofpublicpolicyinthesamewayastheirpublicinstitutionalcounterparts.
Still,evenassubjectsofincreasingpoliticization,andevenifonlyataglacialpace,schoolsandcollegesdochange.Formaleducationattheonsetofthetwenty-firstcenturyexhibitedmanydifferencesfromthatofeventhirtyyearsprevious,anditcertainlywasdifferentfromwhatchildrenandparentsexperiencedintheearlypartofthetwentiethcentury.
TheBasicsofEducationalPolicy
Societiesrelyupontheinformalsocializationofyouthandimmigrantsandtheformaleducationofcitizenstopreservethepolityandfacilitatepursuitofindividuals'collectiveandpersonalpreferences.Becauseofthismediatingroleinmaintainingasociety,formaleducationsystems,andthosewhosteerthem,areunusuallysensitivetoalterationsincitizens'willorshiftsindecisionmakers'views.Whenasocietyperceivesitselfsubjectedtothreatorisengrossedinamajoreconomic,technological,demographic,orecologicaltransformation,theeducationsystemisaprincipalinstrumenttowhichitturnsinordertoadjusttochangeandseekanewsocialequilibrium.
Thelargerandmoredemocraticasociety,thelesslinearandlesstransparentitseducationsystemalterationswillbe.Inadictatorshipornarrowoligarchy,itisrelativelyeasytochangeaneducationsystem.Inthebooming,buzzingcacophonyoftheopen,moderninformationageandagloballyinterdependentsociety,educationreformisepisodic,conflictprone,inconsistent,and,sometimespainful.
Indeed,themoreporousanddynamicasociety,themoreinconsistentandconflictualitseffortstochangeitseducationsystemwillappear.Interestsdeeplyrootedinspheressuchaseconomics,religion,ideology,institutions,geography,race,andethnicitywillvietohavetheirworldviewrepresentedmostforcefullyinwhatevereducationsystememerges.Thesearethecentrifugalforcesthatthreatenthemomentumandunityofanysociety.Counteringthesearecentripetal(unifying)forces,mostlyinstitutions,ideologies,andinfluentialindividualsthatseekconsensusandcohesion.Itisthetensionbetweenthesedynamicsthateventuallyshapeschangestoademocracy'seducationsystem.
ThePressureforReforminAmericanEducation
Thetwentiethcentury,particularlyitslasttwodecades,representedaperiodofremarkablyintensechange.AbriefreviewofwhattookplacegloballyduringthisperiodsuggeststhereasonwhyAmerica'seducationsystemhasbeenundersuchintensepressuretoreform.
Thepost–WorldWarIIcoldwarrivalrybetweenEastandWestendedintheearly1990s.Democraticcapitalismgenerallysurmountedtotalitariansocialismtobecometheworld'sdominantpoliticaleconomy.Moderncommunicationandtransportationtechnologiescontributedtogloballyoriented,highlymobile,andrapidlypacedsocieties.Economicdevelopmentscreatedaheretofore-unknowndegreeofindividual,organizational,andinternationalinterdependence.TheUnitedStatesemergedastheleadingeconomicandpoliticalpowerintheworld.Thiscondition,coupledwithglobalization,generatedaddeddiplomatic,military,andhumanitarianresponsibilitiesforthenationanditscitizens.
TheUnitedStatesisfortunateinhavingvastresources.Ithasbecomeexpected,however,todeploytheserichesnotonlyfortheprotectionandpromotionofitscitizensbutalsoforthewell-beingoftheworld.IssuesofhealthinAfrica,overpopulationinAsia,politicalinstabilityinLatinAmerica,religiousconflictintheMiddleEast,traderestrictionsinEurope,ozonedepletioninAntarctica,overfishingintheNorthAtlantic,oricecapreductionsintheArcticarenolongerremoteissues.TheeventualoutcomeoftheseconditionsnowmattersasmuchforachildbeingraisedonaproductivefamilyfarminSouthDakotaastoanapartheid-liberatedfarmfamilyinSouthAfrica.
Thisnewandfast-pacedworldhasdampenedsomeoldissues.Widespreadfearsofnuclearannihilation,pestilence,andglobalfaminehavebecomeameliorated.Butage-oldconcernsregardingreligiousandracialintolerance,socialinjustice,economicinequality,anddiscouraginginstancesofinhumanityhavebynomeansbeeneliminated.Evenafewnewissueshaveevolved,forexample,fearofwidespreadenvironmentaldegradationanduneveneconomicdevelopmentbetweennationsinthenorthernandsouthernhemispheres.
Inmakingitsadjustmentstothenewglobalworld,Americaneducationpolicyismovingontwofrontssimultaneously.First,thenewworldordernecessitatesthateveryonebeeducated.Hence,issuesofaccessandequalityremainimportant.Second,itisnolongersufficientthatindividualssimplybeexposedtoschooling,itisincreasinglyimportantthattheyactuallylearn.Hence,theadditionalpolicypressureistorendereducationinstitutionseffective,bothinachievingtheirobjectivesandintheuseofthevastresourcestheycommand.Theupshotisthatbothequalityandefficiencyareparamountissuesontheeducationpolicyagenda.Whenpressuresemerge,however,formaximizationofthesetwoends,then,inevitably,counterforcesariseoutofreactiontoprotectandextendtheotherpolicyobjective,liberty.
DefiningPolicy
Policyisoneoftheprincipalvectorsthroughwhichinfluenceflowsbetweenthelargersocietyandeducationinstitutions.Thetermpolicyreferstothedecisionsandrulesenactedbythethreebranchesofgovernmentatalllevels–national,state,andlocal.Thepolicypipelineiscapableofreciprocaltransmission.Whereassociety'spreferencesshapeandcontinuallyreshapeeducation,theoutcomesofeducationcontinuallyinfluencethevaluesandpreferencesofthebroadersociety.
ThewordpolicyisderivedfromtheGreekpolis,referringtocityorcitizen.SubsequentRomanusageledtothetermpolity,meaninggovernment,governmentorganization,regime,ornation.Inmodernparlance,policyreferstoauniformdecisionrule,aregulation,orasetofprescriptionsthatappliesinallsimilarcircumstances.Thetermpublicpolicyreferstoagovernment-specifiedor-enacteddecisionrule.Ofcourse,whenpeoplespeakofeducationpolicy,oratleastpubliceducationpolicy,theyarereferringtogovernmentdecisionrulesregardingeducation,schools,colleges,orrelatedmatters.
Governmentrulesregardingschoolattendance,graduation,collegeentry,whatwillbestudied,whowillteach,whowillbepaid,andwhowillpayareallillustrationsofeducationpolicies.Policiesareenactedbyallthreebranchesofgovernmentintheformofexecutiveordersfromthepresident,governors,andmayors;statutesandordinancesenactedbylegislativebodiessuchastheU.S.Congress,statelegislatures,andcitycouncils;andjudicialdecisionsissuedbycourts.
ThePublicValuesUnderlyingEducationPolicy
Americanculturecontainsthreestronglyheldvaluesthatsignificantlyinfluencepublicpolicyingeneralandeducationpolicyspecifically.Theyareequality,efficiency,andliberty.Governmentactionsregardingnationaldefense,housing,taxation,antitrustregulation,racialdesegregation,andliterallyhundredsofotherpolicydimensions,includingeducation,aremotivatedandmoldedbyoneormoreofthesethreevalues.
Theoverwhelmi