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Is There an “East Asian Education Model”? A Study on Varieties of Education Regimes
Asian Economic Papers ( IF 1.098 ) Pub Date : 2019-03-01 , DOI: 10.1162/asep_a_00666
Supanutt Sasiwuttiwat 1 , Somkiat Tangkitvanich 1
Affiliation  

There have been limited empirical studies on the varieties of education models. This paper applies clustering analysis to classify 59 education systems in the world into clusters based on their institutional arrangements (or regimes). Using a data set obtained from the Program of International Student Assessment (PISA) survey in 2015, we discover three main findings on the varieties of education models. (1) There are approximately five to eight clusters of education regimes. Among these, there are three top-performing clusters in the PISA test—namely, those focusing on test-based accountability (exemplified by Singapore), those focusing on teacher empowerment and educational equity (exemplified by Finland), and those focusing on school choices and competition (exemplified by the Netherlands). Rather than being grouped in a single top-scoring club, high-scoring education systems belong to different regimes. Thus, there are many pathways to education excellence. (2) Not all systems in the top-performing clusters have high test scores. In fact, many are doing not so well and have many challenges. Thus, policymakers should be aware that no formula of institutional arrangement can guarantee success. To adopt good practices from other countries, policymakers must analyze the strengths and weakness of their own systems and understand the conditions for successful adoption. (3) There is no clear-cut “East Asian model,” consisting mainly of East Asian countries. This implies that East Asian education regimes are not truly distinct from others. Thus, the rise of East Asia to the top of the PISA league table illustrates diversity rather than a single-best model. Our study on the varieties of education models provides policymakers with two main options for education reform. An important question is whether to improve their education systems under existing regimes or to transform them into new regimes. The leaders in the same clusters can provide lessons for improving the current systems by adjusting a few practices. Meanwhile, leaders in other clusters can provide examples for transforming into new regimes.

中文翻译:

有没有“东亚教育模式”?各种教育制度研究

关于教育模式多样性的实证研究很有限。本文应用聚类分析将世界上 59 个教育系统根据其制度安排(或制度)进行聚类。使用从 2015 年国际学生评估计划 (PISA) 调查中获得的数据集,我们发现了关于各种教育模式的三个主要发现。(1) 大约有五到八组教育制度。其中,在 PISA 测试中表现最好的集群有三个——即专注于基于测试的问责制(以新加坡为例)、专注于教师赋权和教育公平的那些(以芬兰为例)以及专注于学校选择的那些和竞争(以荷兰为例)。与其被归为一个得分最高的俱乐部,高分教育系统属于不同的制度。因此,通往卓越教育的途径有很多。(2) 并不是所有表现最好的集群中的系统都有很高的测试分数。事实上,许多人做得并不好,面临许多挑战。因此,政策制定者应该意识到,没有任何制度安排的公式可以保证成功。要采用其他国家的良好做法,政策制定者必须分析本国系统的优势和劣势,并了解成功采用的条件。(3)没有明确的“东亚模式”,主要由东亚国家组成。这意味着东亚教育制度并没有真正区别于其他制度。因此,东亚上升到 PISA 排行榜的首位说明了多样性,而不是单一的最佳模式。我们对教育模式多样性的研究为政策制定者提供了两种主要的教育改革选择,一个重要的问题是在现有体制下改进教育体制还是转变为新体制。同一集群的领导者可以通过调整一些实践来提供改进当前系统的经验。同时,其他集群的领导者可以提供转变为新政权的例子。
更新日期:2019-03-01
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