How does education reformation make vocational high school transition possible? ─ A sociological policy analysis of comprehensive school
Date Issued
2012
Date
2012
Author(s)
Lin, Kai-Heng
Abstract
Education reform has been more than 15 years, many education reform policy has not been effectively researched yet. My approaches are historical institutionalism and education market. I used them to study the transition process from higher vocational school to comprehensive school, and stressed the importance of idea and symbolic struggle in this reform process. This paper examines three phenomenon: First, the higher vocational education’s historical legacy, including the external political and economic conditions, internal education policy idea, and the comprehensive high school predecessor ─ “the Experiment Electives of Vocational Curriculum”. Second, the education reform movement contributed to the critical conjuncture for comprehensive school policy, including the humanist idea, and the policy debate in the Education Reform Advisory Council（教育改革審議委員會）. Third, the comprehensive high school expanded and recessed in post-secondary education market.
This study shows many efforts: First, in the process of transition from higher vocational school to comprehensive high school, the idea is an important variable. From the idea which is emphasized vocational education, to humanist idea, is an important reason why comprehensive high school becomes a transition policy. Second, in the whole reform process, even the participants include officials of the Ministry of Education, education reform activists, educators, and school principals, officials of the Ministry of Education still plays a key influence. Third, when the comprehensive high school policy is started in education market, some schools involved in transition for competing and surviving in education market. However, due to the adjustment of the education policy, the low birth rate and more critical competition in the market. Finally makes many schools exit from comprehensive school, and the number of comprehensive school students is decreasing.
This paper emphasizes the importance of idea and symbolic struggle in reforming. The idea not only gives the policy legitimacy, and mixes with interest in practice. It especially reflects in education market competition. For school, different ideas are symbolic resource to get more students. It reminds us that many policies and ideas take normative viewpoint. It can’t properly take into account the reality of resistance and the logic of practice, and finally lead to the failure reform.
Subjects
technical and vocational education(TVE)
comprehensive school
historical institutionalism
education market
idea
symbolic struggle
SDGs
Type
thesis
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