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)