The Education Gap of China’s Migrant Children and Rural Counterparts

Rural residents in China today face at least two key decisions: a) where to live and work; and b) where to send their children to school. In this paper we study the second decision: should a rural parent send their child to a public rural school or have him or her attend a private migrant school in the city. While there is an existing literature on the impact of this decision on student academic performance, one of the main shortcomings of current studies is that the data that are used to analyse this issue are not fully comparable. To fill the gap, we collected data on the educational performance of both migrant students who were born in and come from specific source communities (prefecture) in rural China and students who are in rural public schools in the same source communities. Specifically, the dataset facilitates our effort to measure and identity the academic gap between the students in private migrant schools in Shanghai and Suzhou and those in the public rural schools in Anhui. We also seek to identify different sources of the gap, including selection effects and observable school quality effects. According to the results of the analysis, there is a large gap. Students in public rural schools outperform students in private migrant schools by more than one standard deviation (SD). We found that selection effects only account for a small part of this gap. Both school facility effects and teacher effects explain the achievement gap of the students from the two types of schools, although these effects occur in opposite directions.     

The Educational and Professional Goals of International Students in Public Service Degrees

International student enrollment in public service degrees such as Public Administration in the United States has grown rapidly. Harnessing this growth to improve the knowledge and expertise of employees in public service is a vital opportunity. However, our survey of public service schools shows that international students perceive an extensive lack of support with financial and linguistic challenges. Furthermore, schools practice little performance evaluation concerning international student experience. We conclude that schools collect more data on international students and communicate better information about programs to improve services and ensure that students know accurately what to expect from their overseas education.     

ADAPTIVE AND MALADAPTIVE RESPONSES OF MANAGERS TO CHANGING ENVIRONMENTS: A STUDY OF AUSTRALIAN PUBLIC SECTOR SENIOR EXECUTIVES

This paper examines data collected from senior executives in two Australian government agencies to identify patterns of adaptive and maladaptive responses to change in public sector environments. The conceptual categories of passive maladaptive, active maladaptive and active adaptive responses are all supported by the interview data, with half of the executives expressing predominantly active adaptive responses to external change and uncertainty and half displaying various kinds of passive and active maladaptive responses. The implications of the findings for managers as agents of organizational learning and adaptation in public sector environments are discussed.     

Moral integrity,organizational management,and public education

Today, three independently originated interests are led by their implications to converge upon needed reform of public education. One of these interests arises from the shift by employers from the “command and control” model of management to a model of managers as facilitators. Another arises from the demand for “more integrity” in business, public administration, and the professions, in response to repeated exposures of corruption over the past decade. The third is the autonomous interest of education in preserving and supporting, rather than extinguishing, the innate motivation to learn that is evident in infants and young children.

At a time when proposals for educational reform are coming from many quarters but differ widely on principles and aims, my argument is that the three national interests that are identified above can be shown to converge upon the direction educational reform should take. That direction is away from education as “jug to mug” knowledge transference (the educational equivalent of “command and control” management), and into participatory education in which the spontaneous interests of students have an important role in shaping the curriculum, and the initiatives of students are utilized in the conduct of their classrooms and their schools. Only in this way can schooling serve to develop the autonomous initiatives of individuals that are required alike by facilitative management, by the educational goal of lifelong learning, and for the acquisition by persons of the cardinal moral virtues whose backbone we term integrity.     

Tipping the scales: The causes and consequences of administrative spending

The public administration literature once devoted great effort to identify the determinants of administrative intensity in organizations. While this literature has received some renewed attention, there remain questions about what aspects of organizational environments generate growth in administrative intensity, particularly as related to political oversight and external accountability mechanisms. This article aims to expand current theory on the determinants of administrative personnel and costs using data on four‐year public universities in the United States from 1998 to 2011, as this setting has received considerable criticism for perceived administrative bloat. Findings suggest that which political party is in control substantially influences both administrative costs and total personnel. These administrative levels, in turn, have a curvilinear relationship with student outcomes.     

An education for peace model that centres on belief systems: the theory behind the model

The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as opportunities for growth, and schools are viewed as environments that provide opportunities and engender cultures for learning and conflict resolution. Teachers, drawn from the local community, are co-creators of these cultures, environments and opportunities and agents of effective change.     

Marketing-oriented planning in public administration: The case of the state development agency

Noting that concepts from marketing are not often found in the public management: literature, the authors present a multi-stage marketing-oriented planning model which can be used in the public sector. the mods1 is applied to the case of industrial development agencies, wit11 emphasis on the use of the model in recruiting foreign direct investment. The model includes the determination of organization mission, goals and objectives, resources, and growth strategies as elements of the management planning process. The marketing planning stage of the model includes opportunity analysis, positioning for target markets, marketing mix selection, and control. The two main stages of the process are mediated by factors in the internal and external environments of the organization.     

Make and Buy—An Alternative to Make or Buy? An Investigation of Four Theoretical Explanations in Danish Municipalities

The question of whether public organizations should provide services themselves or buy them from external suppliers has become increasingly relevant due to public-sector modernization. The literature has focused on it as a question of either make or buy. Contrarily, we focus on the reasons for public organizations to simultaneously produce and contract out similar services. The article investigates different theoretical explanations for concurrent make and buy. A survey of Danish municipalities shows that make and buy seems to be a steady choice. However, the results show little support for the theoretical explanations indicating the need for more public-oriented explanations.     

Information Reduces Corruption and Improves Enrolment (But Not Schooling): A Replication Study of a Newspaper Campaign in Uganda

In the mid-1990s, Ugandan primary schools received only one-fifth of intended government capitation grants. A seminal study shows that a grassroots newspaper campaign substantially reduced grant capture and improved educational outcomes. We replicate these results, confirming that the campaign reduced corruption and increased enrolment. The latter outcome is only robust with an improved enrolment measure introduced in later work by the authors of the original study. We cannot, however, support the authors’ conclusion that lower capture enhanced learning. Finally, we show that the newspaper campaign allowed for a fairer allocation of teachers across schools, a result absent in the original papers.     

Georgia in-between: religion in public schools

Based on ethnographic fieldwork in a Georgian village and supplemented by a range of interviews and observations from different parts of Georgia, this paper explores the creative presence of religion in public schools. In 2005 and in line with the strong secularization and modernization discourse, the Georgian parliament passed a new law on education, restricting the teaching of religion in public schools and separating religious organizations and public schools; nevertheless, mainstream Orthodox Christianity is widely practiced in schools. The paper aims to show how Georgians use religious spaces in secular institutions to practice their identity, to perform being “true Georgians.” At the same time, they are adopting a strong secularization and modernization discourse. By doing so they create a new space, a third space, marked by in-betweenness. The study uses the theoretical lens of Thirdspace for analyzing the hybridity, the in-betweenness of practices and attitudes inherent for politics, religion, and everyday life of Georgians.     

Empty schools and Silencios: pedagogical openings for memory-making in Colombia

This paper draws from Silencios – a photography series by the Colombian artist Juan Manuel Echavarría. Silencios comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de María, Colombia. Sharing Echeverría’s belief that ‘these chalkboards have lessons to tell us about war’, the author of this paper advocates for the pedagogical use of Silencios to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character.

Therefore, the pedagogical use of Silencios seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is currently emerging from conflict. In this paper, the abandoned schools are considered as memory sites, and as renewed learning spaces to stimulate reflections and debates upon the armed conflict. Silencios can contribute to peacebuilding efforts by bringing up the possibility to reconsider essentialist conceptions of peace, memory, and pedagogy, that might hinder potential venues for enduring peace in Colombia.     

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.     

Institutionalising ethics in the queensland public sector: Discussion of research into ethics education for public officials

This paper presents a case for a comprehensive approach to the institutionalisation of ethics in public sector organisational contexts. It argues that education and training have a central role in such strategies. The setting for this discussion is the State of Queensland, Australia, which is currently implementing a public sector ethics program. In particular, the author reports and analyses research conducted in the State of Queensland, Australia, in the latter half of 1993. The research explored the expectations of Queensland public sector managers as to the nature of ethics education programs. Analysis of the research supports the view that, with some reservations, public sector managers indicate significant support for the institutionalisation of public sector ethics in an educational framework.     

The rate of return on investment in education in Thailand

This paper summarizes the findings of a study carried out in 1970 by a small team of Thai and foreign research workers under the auspices of the National Education Council of Thailand. The study consisted essentially of (1) a statistical analysis of the structure of personal earnings in Greater Bangkok as revealed by a household survey specially conducted for the purpose; (2) an analysis of the costs of education in the entire country from data gathered by a mailed questionnaire to public and private schools; and (3) a calculation of private and social rates of return on educational investment in Thailand, making use oj (1) and (2).¹ An earlier paper reported on the statistical analysis of earnings (Blaug 1974). The present paper concentrates on the rate‐of‐return calculations, with a passing glance at the cost figures.     

Religious education in Romania

This article provides an overview of the Romanian post-communist legislation on religious education in public schools, examined against the background of the 1991 Constitution and international provisions protecting freedom of conscience, critically assesses the pre-university textbooks used in Orthodox and Roman Catholic religion courses, and discusses the churches attempts to ban evolutionary theory from schools and the efforts of the Orthodox Church to introduce religious symbols in public universities.     

Stability not change: Improving frontline employee motivation through organizational reform is harder than it looks

As evidence mounts about the positive effects of autonomous motivation such as public service motivation, there is a growing case for public organizations to design reforms to better support public employees’ inherent desire to help others. But how feasible is this in reality? Most experimental evidence on autonomous motivation stems from interventions at the individual level, possibly exaggerating what government reforms can achieve in reality. We present a longitudinal study that analyses a three-year trial in Danish hospitals in which incentives and autonomy were changed to encourage autonomous motivation. This set-up offers a rare opportunity to observe the potential malleability of intrinsic, public service, user and external motivation. The results show little observable change in motivation due to the reform. We explore the practical difficulties of translating evidence about motivation into reforms given implementation challenges, contextual factors and a recognition that motivation might be less malleable than implied by research.     

Civility and Subversion Revisited: Twenty-First Century Media Intellectuals as Ideologists and Anti-ideologists

A framework for understanding the roles of the intellectuals as they support and undermine democracy is presented. The framework is applied to an examination of the danger of intellectuals as ideologists and the potential of civil and subversive intellectuals as they open public discussion about difficult problems. The ways these roles are played in the present political and media environments are explored.     

AN EXPLORATION OF WHY PUBLIC ORGANIZATIONS ‘INGEST’ INNOVATIONS

Organizational change sometimes occurs as organizations ‘ingest’ innovations from without. This process represents a vital form of organizational learning and adaptation to the external environment. This study seeks to understand the factors that predict the adoption of Foreign Professional Specialty Occupation Visas, or H‐1B visas, by Texas public school districts. The use of H‐1B visas to hire foreign skilled workers is a staffing innovation that is growing in use among public and private organizations. Three sets of factors frequently used in studies of organizational innovation are considered: organizational size and slack; attitudes and dispositions of organizational leaders; and environmental influences. The findings contribute to our understanding of ingested innovations, indicating that slack resources, influences from the task and institutional environments, and the organizational leader's disposition and behaviour relating to change influence the probability of adopting this staffing innovation.     

Change leadership and change embeddedness in public organizations: Connecting macrolevel reform to microlevel implementation

Governments initiate major public sector reforms for various reasons. Although change leadership appears crucial, its role in implementing reforms in public organizations receives scant attention. Insights from public administration and change management literature help to bridge the gap between these macrolevel and microlevel perspectives. Our multilevel study of two youth care organizations addressing public sector reform explores how leadership behavior—and in interaction between top and middle managers—contributes to the concept of what we call change embeddedness among front-line employees. The use of leadership behaviors during the reform that are leader centric (shaping) appear to be associated with greater ambiguity and worse change embeddedness. However, leadership focused on engaging employees and boundary spanning with external organizations seems to support the embeddedness of the reform, especially when these behaviors are connected to a clear sense of purpose around the change.