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Special Issue "Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period"

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 June 2023) | Viewed by 13937

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Special Issue Editors

Prof. Dr. Edward P. St. John

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Guest Editor

School of Education, University of Michigan, Ann Arbor, MI 48109, USA
Interests: critical and social theory; educational opportunity; educational policy; history

Dr. Luxi Chen

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Guest Editor

Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: history of American public education; educational policy study

Dr. Zachary Taylor

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Guest Editor

College of Education and Human Sciences, University of Southern Mississippi, Hattiesburg, MS 39406, USA
Interests: education; linguistics; ability; technology; communication

Dr. Lijing Yang

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Guest Editor

Department of Counseling and Higher Education, Ohio University, Athens, OH 45701, USA
Interests: higher education policy; economics of education; education finance; comparative and international higher education

Prof. Dr. Chen Wang
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Guest Editor

Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: history of American public education; educational policy study

Special Issue Information

Dear Colleagues,

During the neoliberal global period, nations pursued common agendas to adapt to global economic and education competition, market forces, and education for the uplift and support of democratic institutions. Once promoted by the World Bank, the International Monetary Fund, and international trade alliances, these themes have realigned economic and political alliances within and across nations with both developed and developing economies. In this context of shifting economic and political priorities and persistent class inequalities, even in democratic nations, education reforms should aim to build human capabilities, ensure the sustainability of populations in less-developed countries, sustain the contribution of education to evolved societies, and ensure financial wellbeing for marginalized citizens in developed economies.

The papers in this volume focus on addressing the contemporary challenges of educational improvement and promoting capabilities development across contexts. The articles address these challenges in China, the European Union, the United Kingdom, and the United States, compare developed and developing nations, and examine the policies and programs expanding educational opportunities. Using case studies and analyses of extant databases, the authors provide examples of using information systems and qualitative research to support the dual, competing aims of improving systems and improving program delivery to expand opportunities.

Prof. Dr. Edward P. St. John
Dr. Luxi Chen
Dr. Zachary Taylor
Dr. Lijing Yang
Prof. Dr. Chen Wang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

education attainment
education inequality
education policy
education statistics
economic globalization
future of tertiary education
neoliberal
social action
social capital
sustainability

Published Papers (7 papers)

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Open AccessArticle

Public Investment in Short-Cycle Tertiary Vocational Education: Historical, Longitudinal, and Fixed-Effects Analyses of Developed and Less-Developed Countries

Lijing Yang

and

Edward Patrick St. John

Educ. Sci. 2023, 13(6), 573; https://doi.org/10.3390/educsci13060573 - 01 Jun 2023

Viewed by 279

Abstract

We use three analytic steps to examine public investment in short-cycle tertiary education. First, reviewing the historical development, the literature reveals that national and regional policies on educational development emphasized bachelor’s programs in vocational education in the early twenty-first century, especially in the EU. This historical background informs the longitudinal trend analysis in the second step of the educational and public investment variables (2000–2018) in our econometric analysis. The combined descriptive studies illuminate competitive advantages for EU and ASEAN nations in networks emphasizing open economic and academic exchange. Third, the fixed-effects analysis indicates a higher level of investment in general tertiary education per student, associated with a lower enrollment level in short-cycle vocational and technical tertiary programs. Using insights from this three-step process, we explore the implications of a nation’s capacity to invest in short-cycle tertiary programs as part of economic development and the pursuit of social equity within and across countries. Specifically, we conclude that short-cycle programs are a step toward integrating vocational education into programs in polytechnics and other higher education institutions. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

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Open AccessArticle

Say Yes to Education—Buffalo: A Human Capabilities Approach to College Access and Local Economic Development

Nathan J. Daun-Barnett

Educ. Sci. 2023, 13(5), 472; https://doi.org/10.3390/educsci13050472 - 04 May 2023

Viewed by 504

Abstract

In December 2012, researchers from the University at Buffalo partnered with Buffalo Public Schools and Say Yes to Education—Buffalo to assist students and families with the Free Application for Federal Student Aid (FAFSA). The community had just announced a last-dollar tuition guarantee for all public and charter high school graduates. Students had to apply for federal and state financial aid to be eligible. We use the human capabilities framework described by St. John to examine the contributions of this specific intervention and the broader collective impact strategy. In this study, we employ difference-in-difference regression analysis to examine the effects of a FAFSA completion intervention and find that providing support to students and families to complete the financial aid process increased FAFSA completion rates by more than 60%, year over year. In addition to considering the outcomes of this intervention, we report lessons learned in the process of establishing a university-community collaboration to improve postsecondary opportunity and economic development. We find that effective collaboration takes time and a shared commitment to understanding and addressing problems of practice in schools. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

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Open AccessArticle

Using Big Data for Educational Decisions: Lessons from the Literature for Developing Nations

Zach W. Taylor

Chelseaia Charran

and

Joshua Childs

Educ. Sci. 2023, 13(5), 439; https://doi.org/10.3390/educsci13050439 - 25 Apr 2023

Viewed by 530

Abstract

Educational leaders from developing countries may be tasked with using big data to help inform educational decisions. Although many researchers have explored how to use big data or datasets to help solve educational problems, few studies have articulated how educational researchers and leaders from developing nations can use big data to make educational decisions. This study provides a literature review and takes a position to help educational leaders from developing nations use big data to make educational decisions and understand the strengths and weaknesses of using data to drive decision making. Moreover, this study addresses how datasets may be limited and how educational leaders can understand these limitations when using big data. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

Open AccessArticle

A Human Capability Perspective on the Progression of Low-SES Students to Higher Education in Ireland and the UK

Cliona Hannon

Educ. Sci. 2023, 13(4), 409; https://doi.org/10.3390/educsci13040409 - 18 Apr 2023

Viewed by 638

Abstract

This article focuses on targeted programs for low-SES students in two selective universities: Trinity College Dublin, the University of Dublin, Ireland (Trinity Access Programmes/TAP) and the University of Oxford, UK (Lady Margaret Hall Foundation Year/LMH FY). The programs were collaborative developments, as examples of the potential of learning and adaptation across geographical contexts. It poses two questions: (a) How did the admissions processes in both universities change to target low-SES students? (b) How do social and academic support services for low-SES students, provided by two universities, contribute to the development of student capabilities? The article draws on the capability approach as the evaluative lens used to explore the two programs. Findings indicate (a) innovative approaches to socio-economic assessment in both programs, resulting in effective targeting of low-SES students, (b) the scaling of the programs beyond their initial remit and (c) the emergence of specific student capabilities through their engagement in the programs. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

Open AccessArticle

Building Equitable Education Datasets for Developing Nations: Equity-Minded Data Collection and Disaggregation to Improve Schools, Districts, and Communities

and

Educ. Sci. 2023, 13(4), 348; https://doi.org/10.3390/educsci13040348 - 28 Mar 2023

Cited by 1 | Viewed by 544

Abstract

Many studies of education engage with large datasets to attempt to solve educational problems. However, no studies have provided a systematic overview of how large datasets could be compiled with an eye toward solving educational problems related to equity, especially as it relates to racial, gender, and socioeconomic equity. This study provides a synthesis of literature and recommendations for how developing nations can learn from peers and collect, disaggregate, and analyze data in ways that promote equity, thus improving schools, school districts, and communities. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

Open AccessArticle

Does Pre-Service Teacher Preparation Affect Students’ Academic Performance? Evidence from China

Xinqiao Liu

Wenjuan Gao

and

Luxi Chen

Educ. Sci. 2023, 13(1), 69; https://doi.org/10.3390/educsci13010069 - 10 Jan 2023

Cited by 3 | Viewed by 10214

Abstract

Pre-service teacher preparation (PSTP) is generally considered a significant predictor of student achievements. This paper adopted a multi-tier linear model to estimate the PSTP effects on student performance by taking teachers and students in the high schools of Haidian District, Beijing, China, as the research population. It used exploratory factor analysis to classify PSTP into two categories: content knowledge preparation and pedagogical content knowledge preparation; and described the status of PSTP in three subjects: Chinese, mathematics, and chemistry. The study found differences in PSTP by subject. In Chinese, teachers’ content knowledge preparation significantly negatively affected student performance, and their pedagogical content knowledge preparation significantly positively influenced student performance. In mathematics, PSTP had no significant effect on student performance. In chemistry, teachers’ pedagogical content knowledge preparation had a significantly negative effect on student performance. Based on the findings of the empirical study, the study proposes further identifying PSTP’s role in student performance by subject, strengthening the focus on pre-service preparation skills in recruiting Chinese and chemistry teachers, and developing a more suitable system for teacher selection and training. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

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Higher Education in Post-Neoliberal Times: Building Human Capabilities in the Emergent Period of Uncertainty

Edward P. St. John

Educ. Sci. 2023, 13(5), 500; https://doi.org/10.3390/educsci13050500 - 16 May 2023

Viewed by 365

Abstract

This paper argues that the neoliberal consensus about education finance has broken down due to growing economic inequality. First, I use a comparative historical analysis of political alliances to examine patterns of world trade and nations’ policies for economic and educational development since World War II. The United States emphasized STEM-collegiate preparation for all students, while most countries continued the dual emphasis on technical-tertiary and higher education. Educational policy in the US and Pacific region also shifted towards a reliance on markets and student loans resulting in worsening economic inequality in access. Nations with dual technical and academic pathways in secondary and postsecondary education systems expand college enrollment rates more rapidly than the US. They also experience class conflict between the working–middle class and the new technological elite. Next, I examine how education policy shifted from national planning aligned with public funding to market-based incentives for institutional development, further exposing gaps in opportunity within nations. Finally, recognizing the variations in systemic causes of inequality, I argue that governments, education agencies, and civic activists can best promote equity by organizing to address barriers to opportunity for groups left behind in the wake of withering neoliberal education policy. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

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