Tertium Comparationis, Vol. 4 (1998), No. 2
Editor: Jürgen HenzeContents
- Editorial
- John C. Weidman, John L. Yeager, Regsurengiin Bat-Erdene, Javzan Sukhbaatar, Tsendjav Jargalmaa und Suren Davaa: Mongolian Higher Education in Transition: Planning and Responding under Conditions of Rapid Change
- Ursula Nguyen: Transformationsprozesse im Hochschulsystem der Sozialistischen Republik Vietnam seit Einführung marktwirtschaftlich orientierter Reformen im Jahre 1987
- Botho von Kopp: Von der nationalen Massenuniversität zum internationalisierten Regelschulbereich? Japans Hochschulsektor auf dem Weg in die globale Postmoderne
- Jason Tan: Independent Schools and Autonomous Schools in Singapore: Experiment in Increased School Autonomy
- Verzeichnis der Beitragenden
- Rezensionen
John C. Weidman, John L. Yeager, Regsurengiin Bat-Erdene, Javzan Sukhbaatar, Tsendjav Jargalmaa und Suren Davaa
Mongolian Higher Education in Transition: Planning and Responding under Conditions of Rapid Change
This article provides an overview on higher education reform in Mongolia since the fall of the Soviet Union in 1991. Drawing upon the main elements of the most recent World Bank higher education policy statement the authors present their analysis along the four dimensions of institutional and financial diversification, the redefinition of the role of government and the intended improvement of quality, access and equity. By contrasting the World Bank's policy recommendations with reform initiatives and results of the Mongolian government the article identifies the Mongolian experience as a successful case of adapting and modifying donor orientations according to the recipients' particular circumstances.
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Ursula Nguyen
Transformationsprozesse im Hochschulsystem der Sozialistischen Republik Vietnam seit Einführung marktwirtschaftlich orientierter Reformen im Jahre 1987
Recently transformation processes in the education systems of various societies in transition from plan to market principles have received more attention among comparative educationists. However, besides detailed descriptions of specific national reform programs mainly in Eastern Europe, only few research papers have focussed on the similarities of such transformation processes and related them to the change in other relevant subsystems such as the economy, the socioculture and politics. Based on approaches of the political sciences and system theory the article verifies similarities of the transformations in the higher education system of Vietnam with those mentioned in the literature and places them into the societal context of economic and political change in the country since 1986.
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Botho von Kopp
Von der nationalen Massenuniversität zum internationalisierten Regelschulbereich? Japans Hochschulsektor auf dem Weg in die globale Postmoderne
Superficially seen are present changes of today's Japanese higher education system initiated and con-trolled by extensive reform activities which tend to be seen as most important in administration circles. Educational reform should, however, not be merely analyzed as a technical problem as if simply the right measures would lead automatically to an expected (proclaimed) goal. Reforms have their technical aspects, but also they react on challenges, they set utopian visions, and they serve as legitimization for the work and existence of the whole administrative body. System change is conditioned also (perhaps mainly) by factors out of reach of educational reform planing. In addition, more often than not does edu-cational planing lead to unexpected outcomes. Most important factors of present changes are functional problems of a petrified educational system, and specific societal, economic, and population develop-ments. Especially current globalization - taking shape in the tertiary educational sector as internation-alization of the university - could become a catalyst for new developments.
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Jason Tan
Independent Schools and Autonomous Schools in Singapore: Experiment in Increased School Autonomy
This article examines two recent policy initiatives in Singapore: the independent schools scheme and the autonomous schools scheme. The Singapore government has claimed that these reform initiatives, both of which are aimed at promoting greater school operating autonomy, will help attain greater choice and diversity for parents and students as well as promote excellence in education. The author examines the operating framework of both schemes and concludes that even while these schemes purport to offer school heads increased autonomy, the government continues to exert a great deal of influence over all schools. In addition, the author is critical of the extent to which the policy objectives of these two schemes will be attained.
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