Role of the State, New Labour Government, and Education Reforms in England

[[abstract]]本研究係透過對英國新工黨政府的教育改革分析，研究教育與國家間之關係發展，主要以新工黨於1997年上台後，連串以提升競爭力為由的教育市場化論述為分析主軸。本研究順序的處理，是以一宏觀的理論視角，先行分析國家機器於各種內外在情境中的角色演變，以及不同思潮對此觀點的探討，再以歷史性的文件資料，梳理出國家與教育長久以來的互動與發展關係，並與先前所闡述之相關思潮或理論形成辯證的過程。最後再以實地研究的方式，進行資料的蒐集與訪談，並將其結果分析與處理後，再與先前的學理性原則作一對話，並形成本研究的發現與結論。 本研究發現在不同的經濟環境因素下，國家機器會採取一種游移與變動的態度，來解決資本主義社會中複雜的利益需求問題，而教育就在其中扮演著結構性的工具角色，但此處所指稱的工具，並非傳統馬克思主義思想下的工具論述，而是國家在面臨全球經濟競爭的結構性因素下，會因種種配合競爭力提升的目標而調整教育實施的方式與規模。這種教育實施已有別於傳統福利國家下的思維，即便執政的政黨是長久以來強調社會主義公平精神的工黨。 據此，本研究提出下列相關的發現與結論： 一、在研究發現方面，主要可分為三大領域分述十二項不同之發現（如論文內文） （一）後意識型態的政策思維 （二）解剖式的市場化鋪陳策略 （三）稽核式的教育改革 上述的研究發現，主要是基於新工黨政府的連串教育改革，已不再拘泥於傳統工黨舊有的社會主義想法，並展現出一種超越意識型態的政策思維，如何達成政策實施的有效性，已不是原有政黨意識型態可以左右；而市場化的價值與市場化的實施機制，在此務實思維下逐漸浮出，因此可看到新工黨政府偏向一種策略性的、逐步的由內、外環境共構下，逐一揭露其市場化的政策特質；於是，在此環境下相關的規範與制訂即應運而生，且為迎合市場化的價值而走向一種稽核式的教育改革模式。 二、在研究結論部分，主要可分四大部分 （一）游移式的國家，動態式的教育 （二）經濟競爭價值躍升，意識型態影響因素下降 （三）國家商權主義的崛起 （四）教育自由貿易主義的成形 此四點研究結論，是在研究的發現與學理性的概念作一對照與分析後，對國家和教育之間相互的關係做出具體的描述，以及本研究對此議題的創新見解。游移式的國家與動態式的教育，可充分描述教育在隨著國家因應不同時期社會結構影響下，所展現的彈性特色；經濟價值的躍升與意識型態影響因素的下降，亦破除以往結構論者認為經濟、政治與意識型態三方鼎立的分析模式；而國家商權主義、教育自由貿易主義為本研究所提之新詞彙與論點，前者說明舊有的新自由主義已不符解釋現狀所需，故依實際運作狀況提出國家商權主義的看法，一如後者以自由貿易主義一詞，解釋民營化企業進入教育服務領域後教育版圖所做的更動一樣。[[abstract]]This research based on the education reforms of New Labour government in UK, examines the relationship between education and the state. The focus here is on the New Labour government’s discourse, since 1997, on the market-orientation of education, which was aimed at strengthening competitiveness. This research is from a macro perspective, analyzing the changing role of state apparatus, reviewing relevant writings, and, by analysing historical documents, outlining the interaction between the state and education. Then, by comparing the outline with other thoughts and theories, I laid out the dialectic process. Finally, using the participation research approach, I collected data, conducted interviews, examined my findings and theories, and came up with a conclusion. In this research I found that in a capitalist society, under the influence of various economic factors, the state would adopt a shifting and dymamic attitude to meet the demands of complex interests. Education played the role of a structural means. The “means” here was not the same means in Marxism, but a means that improved competitiveness. The state, when facing threats from globalization, would try to adjust her educational methods and scale to stay competitive. Using education as a means has differentiated from the thinking of a traditional welfare state, even from the Labour Party, which has long emphasized social justice. Based on these, I came up with these findings and a conclusion: 1. As to research findings, they can be categorized into three sections, discussing twelve main findings (details see the content): A. The post-ideological thoughts about policy-making B. Anatomical market-oriented strategies C. Auditing education reform The above findings revealed that the series of education reform enacted by the New Labour Party was no longer confined in traditional socialistic thinking. It showed a kind of thinking that went beyond ideology. The effectiveness of policy implementation was not subject to a political party’s ideology any more. The value and implementation of market-oriented policies were getting more and more control. Thus we can observe that the New Labour Party is gradually disclosing its market-oriented qualities through new strategies and a changing social structure. In the new environment come the relevant policies and regulations, and an auditing education reform that caters to the market-oriented society. 2. As to the conclusion, it can be divided into four parts: A. The shifting state, the mobile education. B. The rise of economic competitiveness, the fall of ideological influence. C. The rise of the State Commercialism. D. The formation of Educational Trade Liberalization The above conclusion is a concrete and innovative description, based on research findings and a comparison with theoretical notions, of the relationship between the state and education. The shifting state and mobile education can fully embody the flexible qualities that education has displayed in accordance with the society with shifting structures and in different times. The rise of economic values and the fall of ideological influence are tearing down the structuralist’s economy-politics-ideology analytic model. And the State Commercialism and Educational Trade Liberalization provides my research with new terminology and viewpoints, the former declaring that the traditional Neo Liberalism is outdated, thus bringing out the State Commercialism; the latter delineating the changes following the privatization of education services.[[note]]博