Education and Development

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Education and Development

• Globalization Education
• The Coming of the Global-Competition State its
  Educational Consequences

Wing-kwong Tsang Ho Tim Bldg. Room 416 Ext.
6922 wktsang_at_cuhk.edu.hk www.fed.cuhk.edu.hk/wk
tsang
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Globalization and the Advent of the Empire A
Historical Account

• The constitution of the United Nations in 1945
• The constitution of the bipolar world system
  between the Free World and the Communist Bloc
  in post-war era
• The International Monetary and Financial
  Conference was held in Bretton Woods, New
  Hampshire, July 1944
• International Monetary Fund (IMF) held its
  inaugural meeting in 1946
• World Bank formally began operations in 1946
• General Agreement for Trade and Tariff (GATT) was
  established in 1948. In 1995, it transformed to
  World Trade Organization (WTO)
• North Atlantic Treaty Organization (NATO) was
  established in 1950

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Globalization and the Advent of the Empire A
Historical Account

• The emergence of the Third World and the
  tri-polar world system in the 1970s
• The first meeting of the Organization of the
  Petroleum Exporting Countries (OPEC) was held in
  1960. The oil crisis in the 1970s triggered by
  the Arab oil embargo in 1973 and the outbreak of
  the Iranian Revolution in 1979.
• The liberalization of the authoritarian regimes
  among socialist states in the 1980s
• The collapses of the soviet bloc in 1989

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Globalization and the Advent of the Empire A
Historical Account

• The USs just wars in the 1990s
• The first Gulf War in 1990-91
• Civil War in Somali in 1993
• War in Bosnia in 1993
• War in Afghan in 2001
• The second Gulf War in 2003
• The constitution of the Capitalist Empire in the
  21st century

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The Nature of the Empire of the 21st century

• Empire refers to a new form of sovereignty that
  has succeeded the sovereignty of the
  nation-state, an unlimited form of sovereignty
  that knows no boundaries or, rather, knows only
  flexible, mobile boundaries. (Hardt and Negri,
  2003, p. 109)
• Perhaps the most significant symptom of this
  transformation is the development of the
  so-called right to intervention. What stands
  behind this intervention is not just a permanent
  state of emergence and exception, but a permanent
  state emergency and exception justified by the
  appeal to essential value of justuice. (Hardt
  and Negri, 2000, p. 18)

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The Nature of the Empire of the 21st century

• The constitution of the Empire has embodied three
  classic forms of government monarchy,
  aristocracy, and democracy
• Monarchical constituents the US Government and
  in particular the Pentagon, the WTO, the World
  Bank, and the IMF.
• Aristocratic constituents the G8, the Security
  Council of the UN, and major transnational
  corporations
• Democratic constituents General Assembly of the
  UN and various forms of Non-Government
  Organization (NGO)

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Political Consequence of the Advent of the Empire
I The Crises and Opportunities of Democratic
Counter-power Movement

• Erosion of the basis of national democracy
• Democracy as unity of identity of the people
• Democracy as representation of the people
• Democracy as measure of democratic rule of the
  people
• The limitations of national counter-power
  movement
• The separation of resistance, insurrection and
  constituent power
• The paradox of national insurrection in the
  international context of the Cold war

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Political Consequence of the Advent of the Empire
I The Crises and Opportunities of Democratic
Counter-power Movement

• Hardt and Negris proposal of democratic
  counterpower of the multitude
• The multitude is an active social agent a
  multiplicity that acts. The multitude is not a
  unity, as is the people, but in contrast to the
  masses and the mob we can see that it is
  organized. It is an active, self-organizing
  agent. (Hardt and Negri, 2003, p.114)
• The advent of the Empire spawns crisis to
  national insurrection but opportunity to global
  counter-power movement of the multitude

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Political Consequence of the Advent of the Empire
II Retreat of the Welfare State the Coming of
the Global-Competition State

• The crisis of external governance of the
  nation-state
• The dominance of international institutions, e.g.
  WTO, MIF, World Bank, etc.
• The constitution of the Washington Consensus

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Political Consequence of the Advent of the Empire
II Retreat of the Welfare State the Coming of
the Global-Competition State

• The constitution of the Washington Consensus
• Fiscal discipline
• Public expenditure priority
• Tax reform
• Financial liberalization
• Exchange rates
• Trade liberalization
• Foreign direct investment
• Privatization
• Deregulation
• Property rights

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Political Consequence of the Advent of the Empire
II Retreat of the Welfare State the Coming of
the Global-Competition State

• The crisis of internal governance of the
  sovereignty of the nation-state
• Fiscal crisis of the post-war welfare state in
  the 1980s
• The collapse of the state corporatism between
  union and corporation
• The retreat of economic nationalism and the rise
  of the competition state
• The coming to power of the New-Right government
  in the US and UK in the 1980s

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Political Consequence of the Advent of the Empire
II Retreat of the Welfare State the Coming of
the Global-Competition State

• The crisis of internal governance of the
  sovereignty of the nation-state
• The Neo-Classical Public Sector Reform movement
• Deregulation
• Privatization
• Marketization

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Is Education Reform as the Panacea for the
Global-Competition State?

• Assault on public-sector education The rhetoric
  of falling standard and mediocracy
• In the UK, publications of the Black Papers
  (1969-1977) and the Parent Charters (1974-1984)
  in the 1970s
• In the US, publication of the A Nation at Risk in
  1983
• Berliner Biddle (1995) The Manufactured Crisis
  Myths, Fraud, and the Attack on Americas Public
  Schools.

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Is Education Reform as the Panacea for the
Global-Competition State?

• Education reform as panacea for
  global-competition state in the
  global-informational context
• Education reform in the UK
• Education Reform Act, 1988
• The Learning Age, 1998
• Education reform in the US
• Goal 2000 Act, 1994
• No Child Left Behind Act, 2001
• Education Reform in South Korea
• Lifelong Learning
• Education in the information age

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Is Education Reform as the Panacea for the
Global-Competition State?

• Education reform as panacea for
  global-competition state in the
  global-informational context
• Education Reform in Singapore
• Education for Learning Society in the 21st
  Century (2000)
• Education Reform in Taiwan
• ????????, 1998
• Education Reform in HKSAR
• EC (Sept. 1997) Quality School Education ECR7
• EC (Sept. 2000) Education for Life and Education
  through Life
• CDC (June 2001) Learning to Learn

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The Paradigm X in Global Education Reforms
Education Policy of the Competition State

• Instrumental Economicism The underlying
  principle of the Paradigm X
• Dominance of instrumental rationality Extrinsic
  and instrumental value of competitiveness
  replaces intrinsic and substantive value of
  education
• Economicism Education is subject to the
  prescription of economicism in all aspect

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The Paradigm X in Global Education Reforms

• Quasi-market restructuring The operational
  mechanism of the Paradigm X
• The quasi-market restructuring Restructuring
  project of education system by transforming state
  controlled and professional-led schooling
  structure into consumer-led schooling system
  which resembles as much as possible the
  neo-liberal free market
• Demand-side of the quasi market Enhancing choice
• Amalgamation of public and private
  school-sectors, e.g. voucher system
• Public schools Privatization, e.g. opting-out or
  charter schools
• Private schools Incorporation into the public
  scheme of school-place allocation

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The Paradigm X in Global Education Reforms

• Quasi-market restructuring The operational
  mechanism of the Paradigm X
• Supply side of the quasi market
• Devolution and de-regulation of public schools
• Re-regulation of incorporated private schools
• Establishing the medium of exchange in
  quasi-market Hegemony of performativity
• Standardization according to the imperatives of
  the economic system
• Standardization according to the imperative of
  the administrative system

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The Paradigm X in Global Education Reforms

• Quasi-market restructuring The operational
  mechanism of the Paradigm X
• The quality-assurance hegemony The
  big-market--great-government education system
• Manufacturing measures of quality Performance
  indicators, targets, tasks, criteria, benchmarks,
  etc.
• Constituting mechanism of auditing Quality
  assurance inspection, school-self evaluation
  scheme, target-related assessment,
  criterion-referenced test, benchmark assessment,
  etc.
• Building accountability mechanism awards to
  students, teachers and schools, and penalty to
  students, teachers and schools
• Constructing systemic and global normalization
  mechanism School league tables, international
  comparisons, etc.

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The Paradigm X in Global Education Reforms

• Quasi-market restructuring The operational
  mechanism of the Paradigm X
• Individualization in education and destruction of
  the social
• Individualization of the educated Education as
  zero-sum game of separating the educable from the
  uneducable (Wexlers thesis of education as
  social destruction process)
• Individualization of the civil society (parents
  and families) Education as zero-sum game
  dominated by the parentocracy and that
  differentiating those parents with wealth and
  wish and those without (Whittys thesis of
  education of consumerism and Browns thesis of
  parentocracy)
• Individualization of the teaching profession
  Education as rat race among teachers for
  benchmarking and/or stratifying qualifications

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The Paradigm X in Global Education Reforms

• Quasi-market restructuring The operational
  mechanism of the Paradigm X
• Individualization in education and destruction of
  the social
• Individualization of the school system Education
  as zero-sum game among schools
• Zero-sum game of financial resource among schools
• Zero-sum game of educable students among schools
• Zero-sum game of parentocrats (parents with
  wealth and wish) among schools
• Zero-sum game of benchmarked teachers among
  schools
• Game of publicity and customization among schools

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The Paradigm Y in Global Education Reform
Education Policy of the Learning State the
Learning Society

• Lifelong Learning for All Collective
  Intelligence The underlying principle of the
  Paradigm Y
• Paradox in lifelong-learning policy
• Lifelong learning for productivity and
  employability for global economic competitiveness
  
• Lifelong learning for Social inclusion, political
  empowerment, and citizenship in deliberative
  democracy

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The Paradigm Y in Global Education Reform
Education Policy of the Learning State the
Learning Society

• Lifelong Learning for All Collective
  Intelligence The underlying principle of the
  Paradigm Y
• Collective intelligence
• Collective intelligence can be defined as
  empowerment through the development and pooling
  of intelligence to attain common goals or resolve
  common problems. It is inspired by a spirit of
  co-operation rather a Darwinian survival of the
  fittest. It involves making a virtue of our
  mutual dependence and sociability which we will
  need to make a dominant feature of
  post-industrial society based on information,
  knowledge and lifelong learning. (Brown
  Lauder, 2001, p. 218-19)

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The Paradigm Y in Global Education Reform

• Lifelong Learning for All Collective
  Intelligence The underlying principle of the
  Paradigm Y
• Two constituents of collective intelligence
• The capacity for intelligence The capacity for
  intelligence describes the raw materials on which
  the development of intelligence depends. It
  refers to the state of knowledge, scientific
  discovery, technology and learning techniques, on
  which societies can draw. It includes the
  knowledge and technological resources amassed in
  society in the form of books, journals,
  databases, computers and laboratories, and
  super-highways to name but a few. (Brown
  Lauder, 2001, p. 219)
• Relations of trust Trust is used to refer to
  whether the development and pooling of
  intelligence is reflected in the relationship
  between individuals, groups, and social classes
  that are embedded in classrooms, offices,
  shopfloors, household, neighborhoods, welfare
  policies and taxation system. (Brown Lauder,
  2001, p.220)

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The Paradigm Y in Global Education Reform

• Societal policy of Lifelong Learning for
  Collective Intelligence The operational
  mechanism of lifelong learning education for
  collective intelligence
• Re-drawing the demarcation line between
  productive and unproductive labor
• Re-formulation of rules for income distribution
• From winner-takes-all market mechanism to the
  mechanism of entitlement of citizens wage
• The entitlement of a citizens wage is wage
  above the level of poverty eligible to all
  citizens, taking into account the number of
  dependents. The move to a citizens wage would
  mark a decisive step in freeing individuals from
  the material fear poverty while ending material
  exclusion based on race, gender or class. It
  provides one of the foundations of a society
  based on collective intelligence and gives
  expression to the way in which collective
  intelligence can be seen as a principle of social
  integration. (Brown Lauder, 2001, p. 235)

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The Paradigm Y in Global Education Reform

• The operational mechanism of lifelong learning
  education for collective intelligence
• Education reform for lifelong learning for
  collective intelligence
• Re-defining criteria for educational achievement
• Moving away from methodological individualism of
  I.Q. test as sole measure of intelligence
• Conceptualization of educational achievement with
  reference to multiple intelligences
• Conceptualization of educational achievement with
  reference to collective intelligence
• Re-designing curriculum and evaluation with
  reference to the conception of multiple
  intelligences and collective intelligence

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The Paradigm Y in Global Education Reform

• The operational mechanism of lifelong learning
  education for collective intelligence
• Education reform for lifelong learning for
  collective intelligence
• Re-structuring for multi-cultural education
  system
• Replacing suppressive-common school system with
  inclusive-common school system
• Replacing segregating and stratifying school
  system with comprehensive school system
• Education for knowledge as well as identity

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The Paradigm Y in Global Education Reform

• The operational mechanism of lifelong learning
  education for collective intelligence
• Education reform for lifelong learning for
  collective intelligence
• Restructuring for attested mobility educational
  selection system
• Replacing both sponsored mobility and contest
  mobility educational selection systems
• Replacing with attested mobility educational
  selection system
• The challenge in a pluralist system of education
  is to juggle the need to pay attention to the
  particularity of cultural identity and yet create
  rules of competition which are fair for all
  groups. The need for fairness across groups is
  necessary because at the end of the day
  educational credentials will still be a prime
  determinant of career opportunities. For this
  reason we believe a new concept, that of attested
  mobility should be introduced into the
  discussion. To attest is to affirm or bear
  witness. In this context it draws attention to
  the link between a persons cultural identity and
  educational performance. (Brown Lauder, 2001,
  p. 247)
• Replacing principle of praise with principle of
  respect

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The Paradigm Y in Global Education Reform

• The operational mechanism of lifelong learning
  education for collective intelligence
• Education reform for lifelong learning for
  collective intelligence
• Restructuring for education system of equality of
  opportunity
• Means-regarding equality of opportunity
• Equality of access to education
• Equality of education process
• Prospect-regarding equality of opportunity
• Equality of education result
• Equality of education outcome

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The Paradigm Y in Global Education Reform

• The operational mechanism of lifelong learning
  education for collective intelligence
• Restructuring higher education for lifelong
  learning for collective intelligence
• Replacing upward spiral and stratification in
  higher education
• Restructuring an open, inclusive, accommodating,
  flexible and affordable higher educational system

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Paradigm X in Education Reform of HKSAR

• Education Commission Report No.3 (ECR3), 1988
• Direct Subsidy Scheme (DSS)
• Public Sector Reform, 1989
• ECR4, 1990
• Target-related assessment (TRA) and issuing
  definite guidance for MOI of secondary schools
  in 1998/99
• The School Management Initiatives Setting the
  Framework for Quality in Hong Kong Schools, 1991
• Issuing Medium-of-Instruction Grouping Assessment
  (MIGA) to parents and secondary school

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Paradigm X in Education Reform of HKSAR

• Education Commission Report No. 7, 1997
• Quality indicators
• Quality assurance mechanism
• Quality school management
• Quality Education Fund (QEF)
• Establishing benchmarks fro IT teacher, 1998
• Implementing MOI Guidance fro Secondary Schools,
  1998
• Implementing benchmarking assessments for English
  and Putonhau Teachers
• Proposing to publicize HKCEE results of secondary
  schools in Secondary School Profile, 2000

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Paradigm X in Education Reform of HKSAR

• School-Based Management Publication of
  Transforming Schools into Dynamic and Accountable
  Professional Learning Community School-Based
  Management Consultation Document, 2000
• Establishing School Value Added Information
  System (SVAIS) in 2002
• Implementing New DSS, 2002
• Issuing School Self-Evaluation mechanism, 2003

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Paradigm Y in Education Reform of HKSAR

• Education Blueprint for the 21st Century The
  Education Reform of the HKSAR, January 1999 to
  September 2000
• Education reform proposal for Education for Life
  and Education Through Life
• Through-road for foundation education
• Unification and universalization of
  upper-secondary education
• Liberalization of tertiary education

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Paradigm Y in Education Reform of HKSAR

• The outcome of the education reform
• Contradictory policy measures on the through-road
  for foundation education
• The reforms on the Primary One Allocation (POA)
• The reforms of the SSPA
• The proposed trough-train school scheme
• The hung and delayed decision on reform 3-year
  upper secondary and 4-year of university
  education
• The paralogism on Increase in Post-Secondary
  Education Opportunities
• Implementing self-financing associate degrees
  and community colleges