Soft policy implementation: What are the real measures and how do teachers perceive the policy?

Soft policy implementation: What are the real measures and how do teachers perceive the policy?

• Chan, Kin Sang Jacqueline The Hong Kong Institute of Education

2008

International Conference on Educational Research (ICER) 2008: Learning Communities for Sustainable Development (2008: Khon Kaen University, Thailand)

• R 教育政策與管理
  • RC 教育規劃及決策程序、教育體系行政
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

“Soft” policy has newly emerged as a policy implementation concept in relation to governance. Carried with a character of non-binding, it is designed for multilevel systems of governance where there is relative autonomy at different levels of collective decision-making. Originally “soft” policy was used in the field of international law or international relations and has recently been used in relation to European Union Policy. In the field of education, “soft” policy has gained attention since the adoption of different scales of education reforms in various countries that involved the governance and coordination among multilevel systems during the past decade. In real practice, “soft” methods or measures were used to assist implementation at various levels, particularly in the real contexts. According to Ahonen’s typology of soft policy-making methods (2001), the present study will explore how “soft” policy has been realized in the recent large-scale curriculum reform in Hong Kong. In particular, the study will explore how school teachers perceive these “soft” methods or measures in their school contexts. Implications will be drawn from these real cases of “soft” policy implementation as well.

Paper presented at the International Conference on Educational Research (ICER) 2008: Learning Communities for Sustainable Development

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/2120e6be

2016-01-07