Discussion For Policymakers
This article has reviewed the definition of the concept of control and explored the possibility to understand the complex, multi-dimensional topic through Dahl’s model of power compatibility and the principal-agent theory. Both approaches show limitations and further studies on the control in education will be needed before any conclusion. Cribb and Gewirtz (2007) suggested to differentiate different modes of autonomy (i.e. the opposite concept to control) through debunking the facets and structures of power relations. However they also saw the challenge of normatively evaluate the power relations about government policies. They provided a useful structure to expose the complexities through comparative analysis:
“(1) include each cell of the matrix in the analysis, (2) find out what is empirically going on in each cell, (3) consider the respective value of the limits to autonomy[-control] that are evident in that particular cell and the value of the autonomy[-control] that is evident within it, (4) look across all the cells trying to consider and weigh the value of all the different kinds of autonomy and limits to autonomy[-control] that are occurring across the matrix and, finally, (5) try to draw some comparisons about all of this across national systems.” (Cribb and Gewirtz, 2007, p.9)
It will not be easy to conduct the mapping but the structure provides a guide to comparative analysis to future government strategies and law enforcement on private international schools in Hong Kong. The analysis will, to some extent unavoidably, be “characterised by self-interest, political bargaining, value judgement and multiple rationalities” (Haddad, 1995, p.22). Policymakers and comparativists in education should have a thorough understanding of the cultural, social, economic, historical and political forces in the ‘matrix’. The Bray and Thomas (1995) cube has been honoured as a comprehensive approach that allows travels through macro-, meso- and micro- dimensions to build nested analysis of different context that shape policy-making and education systems (Chong and Graham, 2012).
The responsibility of policymakers is to monitor government policies and identify loopholes that may result in social unrest or exploitation in our community. (Cribb and Gewirtz, 2007, p.10) Many policymakers, especially in Hong Kong, are unequivocal in their stance for education betterment. However, evidence-based policy-making requires an understanding of analysis and technical capacity in policy processes, careful examination of various context and uptake of research into policy recommendations. (Ghassany et al., 2011)