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The public/private divide in higher education: A global revision

机译:高等教育中的公/私鸿沟:全球修订

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Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or statist political philosophy. However, the development of competition and markets at the national level, and the new potentials for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods.
机译:我们对高等教育中公立/私立区别的共同理解是从新古典经济学和/或统计学家的政治哲学中得出的。但是,国家一级竞争和市场的发展以及高等教育全球化带来的私人和公共物品的新潜力暴露了传统的公共/私人观念的弱点。例如,(1)统计学认为高等教育一直是/已经是一种公共物品,这使我们对它在生产稀缺的定位性私人产品中的作用视而不见,即使在自由系统中也是如此; (2)因为没有全球性国家,所以国家主义者和新自由主义者都将全球高等教育环境简单地建模为一种贸易环境,而没有把握全球公共教育领域的潜力,即受非竞争性或非排他性影响的商品,并且在全球范围内可广泛用于所有人群。然而,一个国家的高等教育有可能在另一个国家创造正面和负面的外部性。所有高等教育系统和机构都可以从集体教育中受益,例如促进跨境识别和流动。该文件着手修订高等教育中的公立/私立学校。它没有按照法定所有权定义公共/私人,而是关注商品的社会特征。它认为,公共/私人物品并非总为零,并且在某些条件下为彼此提供了可能性的条件。它建议(a)中央政府专门针对跨境影响的单位; (b)全球政策空间-吸收国家机构,个别大学,非政府组织和商业代理人的参与-考虑全球公共物品的增加,分配和支付。

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