Educational Policy

Purpose: This study aims to examine problems related to the existing education management in Muhammadiyah schools in Indonesia. Methodology: The present study is qualitative research, data obtained from observation, interview, and documentation. The results of the study show that Muhammadiyah, one of the private and independent institutions, has engaged in various fields, among which one of them is education. It has more than 4500 elementary, middle, and senior high schools spreading throughout Indonesia. In addition, the situations and conditions of education management at the Muhammadiyah School have different characteristics with public schools run by the government. Results: The results of the study can be used to increase the quality of education, which directly affects other public schools. Implications: The present research can help schools to provide the best educational services and produce competent and competitive graduates. Novelty: This research has focused on the Muham...

Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibil...

The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes-based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institu...

With the dawn of a new educational act, it’s easy to blame policy like No Child Left Behind (NCLB) for the lack of sustainable museum-school collaborations or partnerships. While policy has advanced the formal educational world, perception has prevented legislative growth in the museum sector. This dissertation attempts to explore the communicative barriers beyond NCLB with a review of relevant works, a small case study at George Washington’s Mount Vernon, and a survey conducted between teachers and museum professionals.

The recent shift in museum pedagogy gives voice to the idea that museum’s role in society goes beyond the care and preservation of material culture, to an educational responsibility to the public. As educational institutions, museums are natural partners for schools, but long-standing collaborative programming or partnerships are often rare. Understanding the differences in the two institutions is a vital first step for bridging the communicative gap and the relationship between museum and schools. For teachers, the accountability atmosphere is often difficult to deal with, and having a viable partner can take some burden off the stresses of standards. Are teachers, and subsequently policy makers, seeing museums as a way to fill this need for educators? Or is the previous perception of museums holding them back as viable resources?

This brief provides a concise overview of the American Somali population; summarizes these students’ academic and social-emotional challenges along with related school supports; and describes practices to foster family and community engagement.

Er heeft zich in de jaren negentig een wending voorgedaan in de onderwijspolitieke en onderwijsrechtelijke verhoudingen in ons land. Terwijl de overheid steeds minder voorschrijft en regelt op personeel, materieel en financieel gebied, krijgt ze meer greep op de inhoud van het onderwijs, op de leerdoelen, de leerstof en de didactiek. Illustratief zijn de invoering van de kerndoelen basisonderwijs en basisvorming, de plannen voor tussendoelen en leerlijnen en de vernieuwing van het tweede fase voortgezet onderwijs (met name het studiehuis).
De zeggenschap en de controle van de overheid over de inhoud van het funderend onderwijs nemen toe. Een bekend risico is dat het ten koste gaat van de onderwijsvrijheid. Een minder vanzelfsprekend risico is dat het ten koste gaat van de onderwijskwaliteit. Voor deze onverwachte keerzijde van overheidszorg vraagt dit boekje de aandacht.
Dat overheidszorg niet altijd goed is voor onderwijs blijkt uit onderzoek naar de totstandkoming van twee generaties kerndoelen, analyse van de huidige kerndoelen en kritische beoordeling van educaties, studiehuis en de politieke invloed van onderwijskundige modes. Alles bijeen genomen is er sprake van maatschappelijke overvraging en pedagogische ontmanteling van de school. De conclusie is: de overheid bemoeit zich te veel en te rechtstreeks met de inhoud van het onderwijs; de pedagogische professie wordt gemarginaliseerd; klassieke pedagogische principes worden veronachtzaamd.
In het laatste hoofdstuk wordt een praktisch voorstel gedaan voor verbetering van de relatie tussen enerzijds politiek en overheid en anderzijds pedagogiek en opvoeding. Institutionalisering van cultuurpedagogische discussie lijkt uitkomst te kunnen bieden.

" This paper aims to present a critical analysis of the Year 1 Phonics Screening Check (PSC), with special focus on the relationship between the UK Department for Education's policy-making and the evidence considered in the process of developing and evaluating the PSC. The reports from the in-house Standards and Testing Agency and from commissioned external organisations with limited remits have been analysed, with emphasis on how the screening check findings have been used in DfE decision-making. My conclusion is that the department has overestimated both the validity and the reliability of the check: partly because important sources of measurement error have not been explored, and partly because the available evidence has not been analysed in sufficient depth — or perhaps simply been ignored by the department. The whole phonics screening check seems to be the product of policy-based evidence, rather than evidence-based policy-making. This has, in my view, seriously undermined the value of the PSC as a screening instrument, and one must wonder whether it is 'fit for purpose'.

This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the key role played by public actors, the paper analyses the support offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti), in particular thanks to its Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Starting from the analysis of the educational policies for the lin-guistics integration of foreigners and the results of the experiences developed in the adult educational field, we try to understand the quality of Percorsi AALI, to identify their critical aspects and to understand their causes. Thanks to the re-sults of a survey administrated to a sample of CPIA’s teachers in 2020, we tried to evaluate if Percorsi AALI can be said to be part of a systematic action plan and a structured approach or if the Italian government still seems to be uninter-ested in this.

This paper explores the implications of viewing education as a complex system. The properties of educational systems align with general complex systems conceptual perspectives, which instead of simple cause-effect pairings, capture these complex educational systems in networks of multiple simultaneous interaction and mediation. Methodological implications of viewing education as a complex system for researchers, practitioners and policy makers are discussed, supported by an overview of research employing these new perspectives. Challenges in learning about complex systems, both for students and for adults with professional expertise related to educational areas, are then considered. The paper then points to the need to foster a broader awareness of the intellectual and methodological tools of complexity for educational researchers, practitioners, policy makers, and stakeholders.

In response to growing concerns about the impact of harsh immigration enforcement policy since the 2016 presidential campaign, we examined its overall impact on the nation's schools, using survey data completed by over 3,600 educators across the country. Our study results show that immigration enforcement is affecting all students-both those from immigrant homes and those that are not. In particular, Title I schools are the most affected by immigration enforcement. Our results also show that the higher the percentage of White students, the more educators reported immigrant students being exposed to a hostile, anti-immigrant environment. We conclude that the current policy of immigration enforcement significantly dismantles an equitable education for all students and creates a critical threat to their futures.

Résumé

L’article porte sur des dispositifs mis en place dans le cadre de partenariats entre l’Éducation nationale, des collectivités territoriales et des associations d’éducation populaire au gré de politiques de « lutte contre le décrochage scolaire » ou de « programmes de réussite éducative ». Répondant aux diagnostics officiels des difficultés scolaires, ces dispositifs proposent des activités artistiques aux élèves de primaire ou de collège. Nous montrons les difficultés que ces dispositifs rencontrent ainsi que leur caractère paradoxal au vu de la persistance des inégalités culturelles. Qu’apportent des activités pédagogiques de détour qui masquent les enjeux scolaires qui les sous-tendent ?

Abstract

This paper concerns the programs set up in France within the framework of a partnership involving the Ministry of Education, local government authorities and popular education associations. These programs were set up in accordance with recent educational policy that wishes to fight school drop out and to ensure educational achievement for all. They are a response to expert opinions on academically challenged and low performing pupils at primary school and middle school by offering them artistic activities. We examine the obstacles these programs run up against, as well as their paradoxical character given the persistence of cultural inequalities. How can these educational activities of detour that obscure the underlying academic issues actually improve pupil’s performances ?

This paper focuses on the challenges of the universalization of secondary education in Guatemala as a national and global goal to be reached by the 2030s.  It analyzes enrollment and financial projections, as well as strategies for the advancement of secondary school. It was published in 2016  by Universidad Rafael Landívar as part of the proceedings of the XX National Encounter of Educational Researchers of Guatemala.

Este artículo aborda los desafíos de la universalización de la educación media como meta nacional y global para los años 2030.  Analiza proyecciones de cobertura y financiamiento, así como estrategias para el avance de la educación secundaria.  Forma parte de la Memoria del XX Encuentro Nacional de Investigadores Educativos de Guatemala,      "Los retos de la reforma de la educación secundaria en la agenda de política educativa nacional", publicada por la Universidad Rafael Landívar en 2016.

Page 1. Are School Uniforms a Good Fit? Results From the ECLS-K and the NELS Ryan Yeung Syracuse University, New York ... Paliokas and Rist (1996) suggested that other factors associated with the treatment may explain the stark results seen in Long Beach. ...

Em Portugal assistimos à mudança gradual do paradigma das políticas educativas, sendo que o poder local tem, progressivamente, adquirido novas competências no domínio da educação. Assim, procuramos conhecer o modo como se articulam a autarquia e a escola na gestão do Pessoal Não Docente. Para o efeito realizamos um estudo de caso, com recurso à entrevista semiestruturada e à análise de conteúdo na interpretação e análise dos dados. Foi possível concluir que a competência da gestão do Pessoal Não Docente é desva- lorizada, e que a relação que se estabelece entre a escola e a autarquia nem sempre se revela articulada.

The article presents a review and brief analysis of the interdisciplinary research seminar. It  focuses on the introduction of concepts and practices of emotional intelligence in education abroad and in Russia and  discussed the advantages of social and emotional education

Статья посвящена проблематике введения концепций и практик эмоционального интеллекта в образование за рубежом и в России и размышлению о возможностях социально-эмоциональное обучения применительно к воспитанию, о необходимости их использования в подготовке педагогов.

Malaysia and Indonesia emphasizes distributive leadership practices among school leaders by the year 2020. This is being done to improve the social and economic capital of the country through an effective school improvement, quality improvement of human capital, and the growth of state assets. However, the issues that arise such as education transformation and leadership complexity, indirectly lead to conflict that affects the school performance. This study was conducted to review the distributive leadership among teacher leaders in two different nations, Malaysia and Indonesia. Specifically, this study examined the distributive leadership practices among teacher leaders in secondary schools. Cross-sectional survey method was applied in the process of collecting data through Distributed Leadership Readiness Scale (DLRS) formed by Gordon, 2005. The findings showed that there were differences in distributive leadership practices in Malaysia and Indonesia. This study can be used by school leaders as a guide in assessing the strengths and weaknesses of the leadership aspects, as an addition to the basic reference to improve the range of knowledge, skills, and leadership management, as act of sharing the vision, values, duties and responsibilities of the organization in particular, as well as research in aspects of management in schools generally.

El libro que aquí se presenta es una versión revisada del publicado en 2015. Como se explicaba en aquel entonces, el libro surgió en el marco de un proyecto más amplio que se configuró como un espacio para la discusión en torno a algunos de los cambios que se estaban dando a nivel social y educativo en distintos países. Las discusiones en torno a estos procesos de cambio o reforma siguen teniendo vigencia en tanto remiten a preguntas acerca de la relación entre el Estado, la socialización y la escuela; el poder y las formas de producir y reproducir el orden social; los sistemas de distribución de los bienes y las formas de vida que se desarrollan en nuestro mundo.
Uno de los supuestos de los que partió el mencionado proyecto es que la globalización, caracterizada por un intenso proceso de disputas en torno a la transformación de la economía, la sociedad, la cultura y el Estado, se viene extiende de forma diferenciada por los distintos países del planeta...

Since the 1960's, the prevalent perception in the Israeli educational system, as well as in many other countries, has been that the use of ICT (Information and Communications Technology) as a tool for instruction, learning and management processes in education will positively influence students and the educational system in a wide range of aspects, for example:  improve communications skills related to learning, reorganize knowledge according to the individual needs of the learner as well as overall system-wide aspects.  Thus it was hoped that use of ICT would lead to a much-needed, positive revolution in the educational system that has been in an ongoing crisis.
Use of technology as a means to improve and mend complex social systems such as the educational one is not a new hope, nor is it unique to Israel.  It is an ideology shared by educators, technological experts, politicians, governmental authorities and parents in many countries aspiring to improve the educational systems by developing advanced, progressive and innovative ICT-based educational tools.
This dissertation will show that the educational system's perception that technology is a means of mending and dealing with social and political issues complemented and matched the Zionist ethos that supported techno-science as an ideological, practical and social principle on the road to founding a strong, independent Jewish state.  This tradition formed an intrinsic and basic component of Herzl's vision of establishing a Jewish state and retained its central and intrinsic role once the State of Israel was founded, based on the ideology of the Zionist movement. With the development of ICT policy within the education system, which sought to implement the techno-scientific idea in learning and instruction processes, this belief was once again of central importance.
The dissertation explores the process in which ICT policy developed in Israel, which led to repeated attempts throughout the years to assimilate the use of technology into the educational system, even though these attempts were deemed to have been a series of repeated failures.  This research will investigate the source for the motivation and willingness to continue investing financial and human resources in the development of ICT integration in Israel, despite lack of success. The focus of this dissertation will be an investigation into the processes and apparatuses involved in the development of the policy for ICT integration into the educational system from the 1950's, before the use of computers in instruction and learning began, and until 2000.
Israel's policy of ICT integration developed as the educational system was being established and as Israel was absorbing many thousands of new-immigrant students coming from many different countries.  A chapter of this dissertation will be devoted to an historical overview of the development of Israel's educational system as the new State faced difficulties during the 1950's – '70's. These difficulties are to be viewed as the backdrop and justification for the varied attempts to use technology in the educational system, as early as the 1960's, as a means of helping deal with the social crises and with the economic, internal and national needs of the fledgling State.
The processes forming the backdrop to the development of ICT integration policy were explored as part of the main research question:  What were the causes and motives involved in the development of the policy governing ICT integration into the Israeli educational system between 1980 – 2000 and how did they influence this policy which led to continued attempts to assimilate computers and technology, despite a perceived series of repeated failures?
In order to provide answers to the research question, projects and central events in which technology was integrated in order to assist education were examined.  The focus was on the processes which led to establishment of various ICT committees as well as on milestone projects that represent the development of ICT in education policy.
The research was carried out by interviewing twenty two subjects involved in various ways in the processes of formulating and implementing ICT in education policy in Israel. In addition, hundreds of relevant documents were analyzed, research dissertations on ICT integration, technology and science, change process management, education and educational policy were studied.  These dealt with the years under discussion in this dissertation as well as with the preceding years during which the educational system was shaped and developed: 1950's – 1970's.
The research data was collected using the Grounded Theory approach.  Identifying categories from the data enabled examination of the various social and political trends associated with the formulation of ICT policy in education and which determined this policy.  A number of central themes emerged from the data which enabled a link to the relevant research literature and led to debate and discussion on these findings.  The emerging themes exposed three aspects of integrating technology into the educational system.  These expressed the hopes of the various ICT policy makers and project initiators that ICT integration into the educational system would be of use in solving complex social problems.  The first theme identified that integrating technology in education was an experiment in retaining the relevancy and up-to-datedness of the educational system.  The second theme to emerge was that use of technology in education was a tool for supporting social-educational reforms. The third identified theme was that technology in education was an experiment in providing a solution to the challenge of maintaining the social, security and economic resilience of the State of Israel as part of techno-scientific education.
Through observation of the history of ICT integration into the educational system in Israel, which spans the processes and apparatuses that led to the development and implementation of ICT policy and through a discussion of academic literature, it becomes apparent that the three focal themes identified in this research: the need to retain relevance and up-to-datedness; use of technology as a tool for supporting social-educational reforms through education  and as a response to national challenges can logically be grouped together as one central premise which is the basis for the repeated attempts to integrate technology into education.  This premise, which attempted to salvage the educational system by use of technology, is based on deep-set cultural beliefs and on a tradition supported by a techno-scientific ideology rooted in an unfolding history of more than one century.

The article focusses on comparative analysis over elite and group theories as conceptual models to utilize the possible mechanisms to address educational problems in the Republic of Azerbaijan as a case study. The article also describes a policymaking process as a complex and sophisticated course by referring some personal and international experiences, which involves many actors to partake in the policy process for betterment of educational policy in the country.

El artículo da cuenta de un trabajo de análisis comparado de las nuevas Bases Curriculares para la Educación Media Formación Diferenciada Técnico-Profesional (EMTP), Decreto N° 452, promulgado por el Ministerio de Educación en agosto del 2013 y de entrada en vigencia en noviembre de 2015, de manera de identificar los cambios propuestos en las prescripciones curriculares desde el Decreto N° 220 que en 1998 establece los Objetivos Fundamentales (OF) y Contenidos Mínimos Obligatorios (CMO) de la Educación Media hasta la fecha. El objetivo general de este trabajo ha sido responder la pregunta acerca de cómo ha cambiado el currículum de la EMTP en este período, qué se ha mantenido y qué se ha modificado y a qué responden esas transformaciones. En este marco, se identifican cuatro dimensiones que permiten describir las principales modificaciones en: 1) oferta de especialidades; 2) estructura de ellas; 3) perfiles de egreso y; 4) ámbito de formación transversal o genérica. Como corolario, se propone que esta evolución responde a un desarrollo acumulativo del modelo basado en competencias inaugurado el '98, que se expresa en una progresiva adopción y operacionalización de la nomenclatura y niveles crecientes de abstracción y especificación, que contribuyen a una mayor coherencia formal y sustantiva.

The aim of this study is to present one of conceptual issues in the context of legal challenges on comprehensive and accurate policies for education vital to be developed and executed ensuring that immigrants in Turkey can be trained and educated very efficiently, in other word, it aims to emphasize main legal basis of immigrants in Turkey and education or training references in those legal documents. Firstly, introduction part provides an overview of concept of main themes from different holistic perspectives systematically referring to literature. Furthermore, problem statement of current study is emphasized subsequently. In main part, firstly, main outline of special national and international laws, regulations, signed action plans, protocols and other policies concerning just directly refugees and immigrants after the establishment of Republic of Turkey will be put forwarded and secondly they will be analyzed and discussed in terms of themes referring to education and training o...

New Hampshire’s Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an “innovative” assessment and
accountability system because performance assessments are used to help determine student proficiency in most federally required grades and subjects instead of the state achievement test. One key criterion for success in the early years of the PACE innovative assessment system is “no harm” on the statewide accountability test. This descriptive study examines the effect of PACE on Grades 8 and 11 mathematics and English language arts student achievement during the first three years of
implementation (2014-15, 2015-16, and 2016-17 school years) and the extent to which those effects vary for certain student subgroups using results from the state’s accountability tests (Smarter
Balanced and SATs). Findings suggest that students in PACE schools tend to exhibit small positive effects on the Grades 8 and 11 state achievement tests in both subjects in comparison to students
attending non-PACE comparison schools. Lower achieving students tended to exhibit small positive differential effects, whereas male students tended to exhibit small negative differential effects.
Implications for research, policy, and practice are discussed.

Sweden’s Art and Music Schools offer courses and activities after the school day. Besides that, Art and Music Schools also work in collaboration with compulsory schools, including training schools and special schools. The investigation report on Art and Music Schools, part of the national policy process, focuses on the ‘after school’ parts of Art and Music Schools, leaving the other parts untouched, as the investigation considers that the voluntary after school activities/programs constitute the core of Art and Music Schools. The present paper focuses on how Art and Music Schools work in collaboration with compulsory schools, as a way to include all children, and departs from the troubling information provided by extant research that confirms that the dominant Art and Music School discourse is sharply separated from a compulsory school discourse.Discourse analysis, discursive psychology and educational policy theory will constitute the theoretical framework. Specifically, the paper ...

Resumen: El trabajo que se presenta analiza la relación entre dos estructuras organizativas referentes a la escuela rural de la provincia de Teruel (España) y que han sido y siguen siendo claves para garantizar la calidad y la equidad de la misma. El binomio CRA-CRIET sigue siendo un modelo organizativo fundamental desde finales de los años 80 del siglo pasado. El análisis que se realiza tiene una doble perspectiva al referirse, por un lado, a su vertiente organizativa y territorial, y, por otro al planteamiento curricular que une ambas estructuras. Con ello se pretende poner en valor la vigencia e idiosincrasia de este modelo, así como valorar las posibilidades y limitaciones como foco de innovación pedagógica para la educación en el contexto rural español del siglo XXI. Palabras clave: Colegio Rural Agrupado, Centro Rural de Innovación Educativa, escuela rural, organización escolar, política educativa.


Abstract: The work presented analyzes the relationship between two organizational structures related to the rural school in the province of Teruel (Spain) and which have been and continue to be key to guarantee the quality and equity of it. The binomial CRA-CRIET continues to be a fundamental organizational model since the late 80s of the last century. The analysis carried out has a double perspective when referring, on the one hand, to its organizational and territorial aspect, and, on the other, to the curricular approach that unites both structures. This is intended to value the validity and idiosyncrasy of this model, as well as to assess the possibilities and limitations as a pedagogical innovation focus for education in the Spanish rural context of the 21st century.

Keywords:
Rural School Grouped, Rural Center of
Educational Innovation, rural school, educational
organizat ion, educational policy

This article reviews historical and contemporary policies, ideologies, and educational prescriptions for language-minority students. It notes language and literacy policies historically have been used as instruments of social control and that racism and linguistic intolerance have often been closely linked with antecedents in the colonial and early nationalist periods as well as in nativist thought of the 19th century. The article concludes that the contemporary Englishonly and antibilingual education movements share features reminiscent of the restrictionism of earlier periods. The article next assesses policies of the federal and state governments in accommodating language-minority students. urrent debates over appropriate assessment of language-minority students are backgrounded against the history of the testing movement. Recent research on high-stakes testing is reviewed with the conclusion that it is not improving the quality of teaching and learning and appears to be having a...