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This chapter uses the current focus on universities decreasing student attrition as a lens to explore the connections and contradictions faced by those same universities as they increase diversity and aspire to transform m arginalisation. The chapter draws on statistical data relating to Australian university students generally and to Central Queensland University (CQU) students specifically to illustrate some of the challenges and opportunities as universities seek to bring their own institutional strategies into alignment at the macro level with government socioeconomic policy and at the micro level with the individual goals and aspirations of students and other stakeholders.Findings presented in the chapter support the argument that CQU specifically and the Australian higher education sector more broadly have contributed to maximising the educational outcomes, and hence to transforming the marginalisation, of some minority groups, such as students from non-English speaking backgrounds and some residents of regional communities. On the other hand, relatively high attrition rates remain the norm for other groups, such as Indigenous students, those from isolated areas and those from lower socioeconomic backgrounds, and for some groups not generally associated with minorities. For these groups, and for universities striving to increase their diversity by including such groups in their student cohorts, the groups' marginalisation remains untransformed.

This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, their combative approach to reform leaves a demotivated teacher workforce, a possible impending teacher recruitment crisis as the economy recovers, and a tangled web of accountability structures that will need to be resolved.

"Do you find it difficult to keep up with the pace of change in education policy? This essential book takes an historical perspective to illuminate current educational issues. The authors draw on documentary evidence to describe, record and analyze education policy in England and Wales since the Second World War. Inside you will find in-depth interviews with a number of former Education Ministers, and others who were directly involved in the development and implementation of education policy. Key decision-makers such as David Blunkett, Ed Balls and Michael Gove are asked to discuss the historical context of their period of office and to consider the lasting legacy of the policies they have been responsible for. This is a must-read for graduate students in education courses. It will be a valuable resource to undergraduates studying modern history and social policy, as well as international students who wish to gain an insight of the English education system. From Butler to Balls and beyond, this book provides a unique insight into the impact and legacy of education policy."--Publisher's website

Einleitend präsentieren die Verfasser die Entwicklungen der Rechtsgrundlagen zunehmender Europäisierung auf dem Gebiet der Bildungspolitik. Die Harmonisierung der nationalen Politiken wird als dominante Tendenz des Bildungswesens der EU-Mitgliedsstaaten gekennzeichnet. Sie geht mit einer Zentralisierung der Kompetenzen auf der Ebene von Europäischen Institutionen einher. In diesem Kontext wird die Dynamik der Kombinationen von Instrumenten, Zielsetzungen und Akteurskonstellationen der europäischen Bildungspolitik untersucht. Es wird hervorgehoben, dass die Intensivierung der Zusammenarbeit auf diesem Politikfeld eng mit der Förderung der wissensbasierten ökonomischen Entwicklung verbunden ist. Am Beispiel Deutschlands, wo das Bildungswesen zum Kompetenzbereich der Landespolitik gehört, wird die Entscheidungsfindung als eine Mehrebenenpolitik dargestellt. Abschließend werden die Entwicklungsperspektiven europäischer Bildungspolitik zur Diskussion gestellt. (ICF).

Presented is an overview of the complex decision-making process determining policies affecting higher education in the US. Postsecondary education is characterized by intense diversity; illustrative issues are presented from the institutional, state, national, & transnational levels. A number of different visions of what the U should be have been combined to produce the US U's modern form. W. H. Stoddard.

The Revolution of 25 April 1974 in Portugal put an end to a forty-eight year old dictatorship, opening the country to democracy. The purpose of this article is to describe education reform from the standpoint of a country that experienced a major political transition and had to start from the very beginning to devise an education policy. Rather than merely describing the organization of the Portuguese education system, I present a condensed analysis of Portuguese education policy, as I view it, making use of indicators of the nature of an education system proposed by D'Hainaut (1980).