دانلود رایگان مقاله انگلیسی بازاریابی مدرسه و تقسیم بندی: مطالعه مقایسه ای در بلغارستان و جمهوری چک - الزویر 2018

ABSTRACT

Quantitative data stemming from questionnaires sent to the pupils (Czech Republic, 1638; Bulgaria, 375) and interviews with teachers and management teams of schools in the Czech Republic (63) and Bulgaria (91), describe the processes and marketing strategies of education in a post-communist and liberal transition context. The survey show that the transformation of education into educational market can be seen at several levels in both countries: the distorted evaluations of the student’s special educational needs, the big disrepute of pedagogical practices, the liberal management of the schools (empowerment, sponsoring, competition) and finally at the level of the national education policies, without consideration for the specific social and historical context and without adequate evaluation of the concrete problems (segmentation, inequality).

7. Conclusion

The work presented here responds to the need to develop research on the implications of extending school marketing (Oplatka & Hemsley-Brown, 2012). It deals with some of its specific contextual factors (democratization of the educational systems of transition, relation to the socio-historical past, post-totalitarian liberalization) and the consequences generated. Although the growth of marketing and the adoption of a market-oriented approach can be presented as benefits for the development of education (Oplatka & Hemsley-Brown, 2012) with no negative effects for the school culture (see for example the poor perception of promotional films about the school by the public, James & Phillips, 1995), we show on the contrary limits, convergent in both countries.

School marketing has an impact in four educational areas: pathways for pupils with special educational needs, teaching practices, school management and school segmentation. It has emerged that the definition of the special needs of pupils is largely oriented by the neo-liberal logics of education (Torres, 2009). The new democracies have not so far succeeded in placing the singular pupil (considered as a future citizen) at the center of the education system, but have moved from a standardized (and therefore unequal) totalitarian school system to an inegalitarian system, which is openly segregated, liberal, elitist under the guise of pedagogical differentiation. “Reforms succeed in causing schools to behave like private entities, this has the ironic effect of limiting the overall choices available to families, both in terms of institutional type and (…) program options. “(Lubienski, 2006, p. 340). In spite of the changes (democratization of education), school segmentation remains a constant, be it hidden or proven. Teachers and head teachers who play a central role do not seem to be able to place the fight against school inequalities at the top of their agenda. Insofar as they are themselves subject to the dilemmas of competition and the law of the educational market, they are reduced to a certain ambivalence (Ball, 2004).

Our surveys emphasize the points of convergence, however the distinctive characteristics of education, linked to the pre-communist socio-historical and economic context, such as parental emigration and deinstitutionalization in Bulgaria or the segregation of the Czech Roma pupils in specialized schools, should be explored further.