HKIER

Abstract

Throughout the industrialized world, governments are seeking effective policies for enhancing economic productivity through education, employing economic incentives to promote the productivity of schooling, and searching for additional resources to meet increasing demands for education.

Policy priorities and pedagogical practicalities presently differ among nations and groups of nations and they assuredly will continue to do so. Nevertheless, as the purposes of education are becoming economically more determined, the policies which guide pedagogy will likely become increasingly more predictable. The result, at least in Western Bloc nations, may well be a remarkable international convergence among many of the systemic components of schooling, both higher and lower education.

The purpose of this essay is to (1) describe the economic dynamics propelling education policy reform internationally, (2) suggest the probable nature of future higher and lower education system commonalties, (3) analyze the connection between these convergent education components and economic productivity, and (4) speculate regarding the consequences of these changes for professional educators.

摘要

所有工業化國家的政府現正尋求有效之各項政策，包括通過教育去增加經濟效益，利用經濟刺激以提高學校里程之體驗及獲益，及發掘額外資源來滿足不斷增長之教育需求。

目前有關政策實施之先後次序和教學之具體實行皆因國家，及國家類別不同而有差異；這種差異狀況在未來歲月難免繼續存在。無論如何，隨着教育目標變得更為經濟取向，指引教學之政策便會變得更具預測性。最低限度，對西方集團國家而言，這些發展將形成一個顯著的國際凝聚點，把高等及初等教育之學校里程各階段有系統地聯貫起來。

本論文之目的共有四項：（一）描述國際上驅使教學政策改革之經濟動力；（二）提出未來高等及初等教育組織共同體之特性；（三）分析此等凝聚教育成份與經濟效益之聯系；（四）推測此等改變對專業教育家所帶來之各種影響。